Document Type : Original Article
Authors
1 Department of Educational Studies, ToH.C., Islamic Azad University, Torbat Heydariyeh, Iran
2 Department of Educational Sciences, Payam Noor University, Tehran, Iran
3 Department of Management, Health Sciences Research Center and Faculty of Paramedical Sciences, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
Abstract
Introduction: The rapidly changing landscape of modern education places increasing emphasis on developing essential life skills, moving beyond purely academic achievements. This paradigm shift is particularly critical for high school students with special needs, for whom the acquisition of social skills is a fundamental prerequisite for personal independence, community integration, and overall well-being. Despite this recognized necessity, there remains a persistent gap between the demands of contemporary social living and the reality of current educational programming. Often, traditional curricula prioritize rote memorization and theoretical knowledge to satisfy the requirements of competitive academic examinations, inadvertently neglecting the development of functional, practical competencies. This study was undertaken to critically analyze the current status of high school curricula for students with special needs in the Khorasan Razavi province, with a focus on the extent to which these programs integrate and foster social skills. Understanding these limitations is vital for transforming educational practices and ensuring that students with special needs are adequately equipped for the complexities of the future.
Methods and Data: This study adopted a qualitative approach, employing the Grounded Theory method, specifically following the systematic approach proposed by Strauss and Corbin, to capture the multifaceted nature of the educational environment. The study utilized purposive, criterion-based sampling to select 21 experts in curriculum planning and the education of students with special needs. Participants were chosen based on their professional experience (at least five years), direct involvement in secondary education, and specialized knowledge in social skills development. Data were gathered through in-depth, semi-structured interviews, which facilitated the exploration of nuanced perspectives and experiences. The analysis followed a rigorous, three-stage coding process: 1) open coding, to identify and label key concepts within the raw data; 2) axial coding, to group these concepts into 16 main categories and examine the causal, contextual, and intervening relationships between them; and 3) selective coding, to identify the central phenomenon—the ineffectiveness of the curriculum in teaching social skills—and represent the findings within a comprehensive paradigmatic model. Theoretical saturation was achieved when no new significant themes emerged. Rigor and trustworthiness were ensured by applying the criteria established by Guba and Lincoln (1980), including credibility (member checking and prolonged engagement), transferability (rich, thick description of the research context), dependability (inter-coder reliability checks), and confirmability (external review by experts).
Findings: The systematic analysis of the interview data revealed the central phenomenon of the "ineffectiveness of the curriculum in teaching social skills," which is perpetuated by a complex web of conditions. The paradigmatic model emerged from 40 distinct concepts, categorized into the following core themes:
Causal Conditions: These were centered on the learning environment and educational objectives. Participants stated that factors such as the lack of learner-centered dynamics and the rigid characteristic features of the educational system, act as primary drivers for the current deficiencies in social skills training.
Strategic Conditions: These focused on the prevailing teaching and assessment methods. The findings indicated that current strategies, such as rote-based assessment and lecture-dominated instruction, lack interactivity, participation, and meaningful experiential learning, which are crucial for developing social competencies in students with special needs.
Contextual Conditions: The organizational culture and management style serve as the foundational environment. The research underscores that traditional leadership and the lack of organizational flexibility act as barriers, preventing the necessary shift toward modern educational functions.
Intervening Conditions: These included both facilitating factors, such as the growing social demand for educational improvement and efforts to optimize human resource distribution through territorial planning, and limiting factors, such as the dominance of traditional, theory-driven approaches and weak inter-institutional communication.
Discussion and Conclusion: The findings indicate that the current curricula for high school students with special needs suffer from a misalignment between educational objectives and the actual needs of the students. The systemic prioritization of theoretical and scientific content at the expense of social and practical competencies creates a significant barrier to student development. This study concludes that the ineffectiveness of the current curricula is not an isolated problem but a product of an educational system that remains tethered to outdated traditions, showing resistance to integrating modern, skill-based pedagogies. To bridge this gap, the study suggests a multifaceted transformation:
Policy and Curriculum Reform: There is an urgent need to revise the overarching goals and content of curricula to explicitly include social skills as core learning outcomes, moving away from the dominance of theory-based assessment.
Professional Capacity Building: The professional development of teachers and administrators must be fundamentally overhauled to foster a shift toward interactive, game-based, and experiential instructional methods.
Organizational Change: Strengthening inter-institutional cooperation and adopting modern leadership approaches are essential to foster a supportive organizational culture that values innovation and responsiveness to student needs.
By addressing these structural and pedagogical dimensions, educational authorities can transition from the current state of "ineffectiveness" toward a more holistic, student-centered approach. This transformation will not only enhance the social skills and life success of students with special needs but also elevate the effectiveness of the educational system as a whole, preparing these students to navigate their future lives with increased confidence and capability. Future research should focus on designing and validating a comprehensive skill-based curriculum model and empirically testing the efficacy of play-based and collaborative intervention strategies in real-world educational settings.
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