Volume 6, Issue 184 (3-2025)
J Except Educ 1403, __(184): 83-83 |
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Hejabi A, Ghafouri F, kargar G, Shahlaei bagheri J. Inclusion model of educational sports for people with
disabilities in Iran. J Except Educ 2025; 6 (184) : 2
URL: http://exceptionaleducation.ir/article-1-2761-en.html
URL: http://exceptionaleducation.ir/article-1-2761-en.html
1- Education , a.hejabi56@gmail.com
2- Ministry of Science
2- Ministry of Science
Abstract: (31 Views)
Abstract
Background and Objective: Inclusive education based on acceptance and learning principles for all
individuals is defined as inclusive education. This research aims to present a model for inclusive sports
education of people with disabilities in Iran.
Method: A mixed-methods approach (qualitative and quantitative) was sequentially exploratory.
Participants included experts and sports professionals working with people with disabilities. Interviews were
conducted with sixteen participants for qualitative data saturation and ten participants for quantitative data.
Data collection methods included semi-structured interviews and a questionnaire based on the Analytic
Hierarchy Process(AHP) method.
Findings: A total of 602 open codes were obtained, which were reduced to 182 unique open codes after
merging repetitive codes. These codes represent effective factors in inclusive sports education for people
with disabilities. The final thematic codes were categorized into three levels: micro, meso and macro
statistics, with six, fourteen, and five core codes, respectively.
Conclusion: Based on the results and identification of influential factors in inclusive sports education
for people with disabilities, the role of teachers and disabled people in the micro factors, the role of
sports management and sports organizational finances in the meso factors, and the role of the country's
macroeconomic situation and society in the macro factors were of higher importance.
Background and Objective: Inclusive education based on acceptance and learning principles for all
individuals is defined as inclusive education. This research aims to present a model for inclusive sports
education of people with disabilities in Iran.
Method: A mixed-methods approach (qualitative and quantitative) was sequentially exploratory.
Participants included experts and sports professionals working with people with disabilities. Interviews were
conducted with sixteen participants for qualitative data saturation and ten participants for quantitative data.
Data collection methods included semi-structured interviews and a questionnaire based on the Analytic
Hierarchy Process(AHP) method.
Findings: A total of 602 open codes were obtained, which were reduced to 182 unique open codes after
merging repetitive codes. These codes represent effective factors in inclusive sports education for people
with disabilities. The final thematic codes were categorized into three levels: micro, meso and macro
statistics, with six, fourteen, and five core codes, respectively.
Conclusion: Based on the results and identification of influential factors in inclusive sports education
for people with disabilities, the role of teachers and disabled people in the micro factors, the role of
sports management and sports organizational finances in the meso factors, and the role of the country's
macroeconomic situation and society in the macro factors were of higher importance.
Article number: 2
Type of Study: Original Article |
Subject:
تربيت بدني
Received: 2024/Jun/Fri | Revised: 2025/Mar/Sun | Accepted: 2024/Nov/Mon | Published: 2025/Mar/Sun | ePublished: 2025/Mar/Sun
Received: 2024/Jun/Fri | Revised: 2025/Mar/Sun | Accepted: 2024/Nov/Mon | Published: 2025/Mar/Sun | ePublished: 2025/Mar/Sun
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