Volume 3, Issue 181 (8-2024)
J Except Educ 1403, __(181): 86-86 |
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Ghasemipour Fakhrabad M, Momeni Mehmoui H, Timorese S, Falah Mahneh T. Synthesis of indicators and components of Information and
communication technology application in the curriculum of
hearing impaired students. J Except Educ 2024; 3 (181) : 3
URL: http://exceptionaleducation.ir/article-1-2646-en.html
URL: http://exceptionaleducation.ir/article-1-2646-en.html
1- Doctoral student of Curriculum Planning, Department of Educational Sciences, Torbat Heydarieh Branch, Islamic Azad University, Torbat Heydarieh, Iran
2- Department of Educational Sciences, Torbat Heydarieh Branch, Islamic Azad University, Torbat Heydarieh, Iran (corresponding author) ,Momenimamouei@yahoo.com
3- Department of Psychology, Torbat Jam Branch, Islamic Azad University, Torbat Jam, Iran
4- Department of Educational Sciences, Torbat Heydarieh Branch, Islamic Azad University, Torbat Heydarieh, Iran
2- Department of Educational Sciences, Torbat Heydarieh Branch, Islamic Azad University, Torbat Heydarieh, Iran (corresponding author) ,
3- Department of Psychology, Torbat Jam Branch, Islamic Azad University, Torbat Jam, Iran
4- Department of Educational Sciences, Torbat Heydarieh Branch, Islamic Azad University, Torbat Heydarieh, Iran
Abstract: (225 Views)
Abstract
Background and purpose: Information and communication technology plays an important role in
advancing educational goals, this is important for hearing impaired students to advance educational goals,
so the purpose of the current research is the indicators and components of the use of Information and
communication technology in the program. A lesson for students with hearing impairment.
Method: The approach of the current research is qualitative and its method is synthesis research. Research
community 186 articles on the indicators and components of the use of Fava in the curriculum of students
with hearing impairment have been presented in specialized and scientific databases. The sample of the
research is 36 articles, which were selected based on thematic monitoring, theoretical data saturation, and
purposefully. The research data were collected from the qualitative analysis of the studied documents. In
order to analyze the data, content analysis was used in the method of categorization based on Roberts'
synthesis research model. In order to check the validity of the findings, the recoding of the findings was used
based on the Scott method (2012) and the agreement coefficient between the evaluators was calculated to
be 79%.
Findings: After examining and analyzing the data, components and indicators of the curriculum model
based on well-being in 6 dimensions, 25 axes and 85 categories, including the goals of using Information
and Communication Technology in the curriculum of deaf and hard of hearing children, Functional principles
of Information and Communication Technology, methods, fields of Information and Communication
Technology application, features of the program and challenges were organized.
Conclusion: Based on the findings, it can be concluded that in order to use Fava for learners with hearing
impairment, attention should be paid to individual, organizational and program dimensions.
Background and purpose: Information and communication technology plays an important role in
advancing educational goals, this is important for hearing impaired students to advance educational goals,
so the purpose of the current research is the indicators and components of the use of Information and
communication technology in the program. A lesson for students with hearing impairment.
Method: The approach of the current research is qualitative and its method is synthesis research. Research
community 186 articles on the indicators and components of the use of Fava in the curriculum of students
with hearing impairment have been presented in specialized and scientific databases. The sample of the
research is 36 articles, which were selected based on thematic monitoring, theoretical data saturation, and
purposefully. The research data were collected from the qualitative analysis of the studied documents. In
order to analyze the data, content analysis was used in the method of categorization based on Roberts'
synthesis research model. In order to check the validity of the findings, the recoding of the findings was used
based on the Scott method (2012) and the agreement coefficient between the evaluators was calculated to
be 79%.
Findings: After examining and analyzing the data, components and indicators of the curriculum model
based on well-being in 6 dimensions, 25 axes and 85 categories, including the goals of using Information
and Communication Technology in the curriculum of deaf and hard of hearing children, Functional principles
of Information and Communication Technology, methods, fields of Information and Communication
Technology application, features of the program and challenges were organized.
Conclusion: Based on the findings, it can be concluded that in order to use Fava for learners with hearing
impairment, attention should be paid to individual, organizational and program dimensions.
Article number: 3
Keywords: Curriculum, hearing impaired children, information and communication technology components
Type of Study: Original Article |
Subject:
Hearing Impaired
Received: 2023/Aug/Mon | Revised: 2024/Sep/Sun | Accepted: 2023/Dec/Mon | Published: 2024/Sep/Sun | ePublished: 2024/Sep/Sun
Received: 2023/Aug/Mon | Revised: 2024/Sep/Sun | Accepted: 2023/Dec/Mon | Published: 2024/Sep/Sun | ePublished: 2024/Sep/Sun
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