بررسی تطبیقی قانون آموزش دانش‌آموزان با نیازهای ویژه در آمریکا و ایران و رویه اجرایی آن: با تاکید بر ناتوانی‌های یادگیری

شرایط زمینه ای در هر کشور ایجاب می کند که تاریخچه منحصربه فردی از آموزش های ویژه داشته باشند و این امر منجر به سیستم های آموزشی و خدمات متفاوت برای دانش آموزان با نیازهای ویژه شده است. پژوهش حاضر، بررسی تطبیقی قانون آموزش دانش آموزان با نیازهای ویژه در آمریکا و ایران بود که با تاکید بر حیطه ناتوانی های یادگیری و رویه اجرای آن، نقاط قوت و ضعف آن را تشریح نمود. روش مورد استفاده در این پژوهش از نوع تحلیل اسنادی بود که جمع آوری اطلاعات مورد نیاز از طریق جستجوی گسترده در پایگاه های علمی معتبر و گزارش ها و اسناد دولتی منتشرشده، انجام گرفت. قوانین آموزش ویژه در آمریکا (تا سال 2022 م) و ایران (تا سال 1402 ش) با تطبیق و مقایسه روند تغییرات و چگونگی اجرای آن در زمینه ناتوانی های یادگیری موردتوجه بود. وجود برنامه های آموزش فردی، ضمانت اجرایی، حق تصمیم گیری والدین و دانش آموزان در امور آموزشی از برجستگی های قانون آموزش ویژه در آمریکا است ولی به توسعه طرح های پژوهشی و انجام پژوهش های علمی در قانون ایران تاکید بیشتری شده است. در بررسی رویه اجرایی قوانین و توجه به دانش آموزان دارای ناتوانی های یادگیری، در ایران فقط حمایت ها در دوره ابتدایی صورت می گیرد درحالی‌که در آمریکا تا پایان تحصیلات دانشگاهی این حمایت ها وجود دارد. همچنین شناسایی و ارزیابی دانش آموزان دارای معلولیت نیز در آمریکا با دقت بیشتری انجام می شود. دستیابی به اهداف قانون حقوق افراد با نیازهای ویژه، نه‌تنها نیازمند تکمیل و تصویب قانون است، بلکه درگرو اجرای صحیح قوانین و اصلاح ساختارها نیز هست.

a comparative study of education laws and their implementation for students with special needs in the united states and iran: with an emphasis on learning disabilities

the background conditions in each country require that they have a unique history of special education, which has led to different educational systems and services for students with special needs. this study aimed to conduct a comparative analysis of the education laws for students with special needs in the united states and iran, focusing on the field of learning disabilities and their implementation procedures, and examining their strengths and weaknesses. the research employed a document analysis method, gathering necessary information through extensive search in reputable scientific databases, reports, and published government documents. the special education laws in the united states (up to 2022) and iran (up to 2023) were compared and analyzed in terms of the changes over time and the implementation processes concerning learning disabilities. prominent features of the u.s. special education law include individualized education programs, enforcement guarantees, and parental and student decision-making rights in educational matters. however, there is greater emphasis on research project development and scientific investigations in iranian law. regarding the implementation procedures and attention to students with learning disabilities, in iran, support is mainly provided during the early years of education, whereas in the united states, such support continues until the completion of higher education. additionally, the evaluation of students with disabilities are carried out with greater precision in the united states. achieving the goals of the law on the rights of individuals with special needs requires not only the completion and approval of legislation but also proper implementation of the laws and structural reforms.keywords: comparative study, education law for children with special needs in iran and the united states, implementation procedures, learning disabilities.  extended abstractintroductionthe contextual conditions in each country require that they have a unique history of special education. the individuals with disabilities education act (idea) is a part of the education rule in the us that has approved the legal process to receive special services for children. in iran, the law on the education of exceptional children was approved in 1991 by the parliament. given that learning disabilities is a global issue, it seems necessary to consider it because these children have natural intelligence, but they have severe problems in learning language, reading, writing or solving math problems (afrozeh et al., 2022) and if diagnosis and reforms are not performed on time, these students will have more problems in higher courses (shayan, akhavan tafti and ashayeri, 2010). the significance of the study indicates that a few researches have compared the law of education of children with special needs and its implementation procedure in iran and the us. in this research, the united states has been selected due to its history and progress about children with special needs.research questionis the low progress of iran in the fields related to students with special needs, is due to defects in the laws or is it related to the executive procedure in this country?literature reviewhistorically, special education in the us began in the early 1800s with the efforts of howe and gallaudet and has developed considerably since then (friend, 2013). it is estimated that about 15% of children in the us (pew research center, 2023) have disabilities that are supported by the government under idea. key requirements in idea are:- free and suitable public education- identification and evaluation- individual training program- minimum environmental restrictions- guarantees related to the proceedings- participation of parents and students and joint decision-making (apling and jones, 2008).in 1921, the first activities in the field of education of children with special needs started in iran. but officially in 1991 with the establishment of exceptional education, the institutions started their activities. the goals of the special education organization include:1) design the education and rehabilitation system as the mental and physical disabilities of exceptional children are compensated.2) continuous reform of exceptional education according to the new methods of education around the world.3) considering different groups of exceptional students at different levels.4) helping to prevent the occurrence of physical and mental disabilities (education and development organization charter, 1991).methodologyone of the research method types is document analysis and review. the use of documentary research methods includes exploring documents that are related to the subject under study (creswell, 2012). documents about a specific subject are one of the data collection methods in the qualitative method (monadi, 2006). in this research, special education laws in america are related to 1954 until now and in iran are related to 1920 until now. descriptive-comparative method is another methodology that was used in this research to adapt and compare the process of changes in special education rules in iran and america and based on its implementation procedure, it focused on its strengths and weaknesses. most of the data has been obtained by reviewing the literature and using scientific databases, authentic domestic and foreign magazines and books, and published government reports and documents.