Empowering Exceptional Children

Empowering Exceptional Children

Lived Experiences of Teachers of Students with Intellectual Disabilities with Low Academic Achievement in Special Education Classes About Their Situation and Strategies for Progre

Document Type : Original Article

Authors
parastoo salehi 1
Saeed Rezayi 2
Fateme Nikkhoo 2
1 Master’s Student in Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
2 Associate Professor, Department of Psychology and Education of Exceptional Children, Allameh Tabataba'i University, Tehran, Iran.
10.22034/ceciranj.2026.580571.2036
Abstract
The aim of this study was to identify the lived experiences of teachers of students with intellectual disabilities with low academic achievement in special education classes, their status, and strategies for progress. Given the aim of the study, a qualitative approach and the research method of Colaizzi's phenomenological study were used. The research population consisted of 28 teachers of students with mild intellectual disabilities in Bukan County in the year 2025. Using criterion-based purposive sampling and based on reaching theoretical saturation, 10 teachers (5 men and 6 women) were selected. Data were collected through semi-structured interviews, and the data were analyzed using thematic analysis of the written transcripts. The findings of the study were presented in two main sections: the specific status of students with mild intellectual disabilities and low academic achievement in special education classes (learning status, behavioral and ethical status, and status of interaction with teachers), and strategies for improving their situation (educational strategies, strategies based on educational tools, ethical and behavioral strategies, and strategies based on school structures). Analysis of the findings showed that the weaknesses of students with mild intellectual disabilities and low academic achievement in learning and in meeting the educational goals set for students with intellectual disabilities lead to a sense of incompetence among teachers and reduce their motivation to teach these students, which in turn exacerbates the students’ low academic achievement. Therefore, it is necessary, in order to improve the educational situation of these students, to revise their educational goals and teaching processes in accordance with their specific characteristics and abilities, and to shift the emphasis from achieving success in purely academic tasks to success in practical life skills. This shift will enable these students to achieve academic progress in educational content that is aligned with their capabilities.
Keywords
Low Academic Achievement
Improvement Strategies
Special Education Class
Students with Intellectual Disabilities
Subjects
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  • Receive Date 07 April 2026
  • Revise Date 03 July 2026
  • Accept Date 04 July 2026