Volume 24, Issue 95 (12-2024)
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Homayouni Bakhshayesh N, Fathi Vajargah K. (2024). Special Educational Needs of Orphaned and Vulnerable children and adolescents living in Welfare Centers. refahj. 24(95), : 9 doi:10.32598/refahj.24.95.4494.1
URL: http://refahj.uswr.ac.ir/article-1-4309-en.html
URL: http://refahj.uswr.ac.ir/article-1-4309-en.html
Keywords: Special Educational Needs, Orphaned and Vulnerable Children and Adolescents, Welfare Centers
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Introduction
Orphaned and vulnerable children and adolescents are a demographic in need of special care and support. These children are separated from their families for various reasons, such as poverty, illness, war and violence, and they are exposed to many risks and challenges. Education, recognized as a fundamental human right, plays a pivotalrole in improving the quality of life and prospects of these children. It also contributes to their well-being, health, competence, and participation. Nevertheless, the existing public education in Iran falls short of meeting the needs of these children, necessitating tailored educational initiatives to facilitate children’s attainment of financial and emotional independence.
This research emphasized the significance of education and, by examining the background and research gap in this field, demonstrated how education can help orphaned and vulnerable children, as well as adolescents, overcome the adversities they have suffered and foster a sense of optimism and self-confidence. Furthermore, it underscored the role of education in mitigating the social, economic, psychological, and health problems that these children may encounter. This study aimed to identify the specific educational needs of this demographic and support organizations tasked with delivering tailored educational interventions. The primary focus of this research was to identify the specific educational needs of these children and adolescents.
Method
This research utilized a qualitative methodology with an interpretive perspective to explore the research question. Semi-structured interviews were selected as the data collection technique due to time limitations and organizational constraints. The interview protocol was developed prior to implementation and received expert approval. Probing questions were asked during the interviews to clarify responses. Data was collected from three distinct groups: orphaned and vulnerable children and adolescents, educators, center directors, and experts. Purposive sampling with a wide range of diversity was employed, and data saturation was reached after 40 interviews. Data was examined using thematic analysis and Braun and Clarke’s six-step method. The credibility of the findings was assessed through independent coding and member checking. Ethical considerations included informed consent and data confidentiality. The data was securely stored on a computer and will be deleted in five years.
Findings
This study identified two main themes and three subthemes representing the perspectives of educators, center directors and, as well as children and adolescents living in residential care centers.
The first theme focuses on educational needs that bridge the gap between the current and desired states. It encompasses two categories of needs: knowledge-based and skill-based needs. Knowledge-based needs are rooted in civic education, which helps children and adolescents understand their rights and responsibilities as members of society. Through this form of education, children are empowered to shape their individual and social identities and engage as active and informed citizens. Additionally, they are taught about the realities of life, equipping them to face real-life challenges and use their experiences to build a more promising future. They acquire the skills necessary to plan for the future, navigate the limitations and opportunities within society, and leverage their experiences for personal and professional growth. This educational approach aids in fostering self-confidence to confront obstacles and enables them to function as independent and successful individuals in society.
Skill-based needs focus on the skills that children and adolescents require to interact successfully with others and function effectively in society. Human and communication skills are crucial for enhancing children’s interaction with others, particularly in group and team settings that require collaboration and coordination. In addition to these interpersonal skills, technical skills empower children and adolescents to apply their specialized knowledge in various fields and develop their practical abilities, including working with tools, performing manual and technical tasks, and using technology. These skills are vital in preparing children and adolescents for the workforce and various job responsibilities. Finally, self-control skills are important in helping children and adolescents manage their emotions and behaviors and enhance their ability to cope with problems. These skills include the capacity to regulate emotions, cope with stress, and maintain motivation and focus in the face of challenges. Strengthening these skills is fundamental for the personal and professional growth of children and adolescents, especially those living in residential care settings.
The second theme of the study, which focuses on the educational needs from the perspective of children and adolescents’ interests and desires, emphasizes the importance of sports and arts programs. In particular, these programs serve not only as a means of entertainment and recreation but also as a tool for promoting mental health and developing social and collaborative skills. Sports programs, which involve group activities, provide children and adolescents with opportunities to strengthen their social connections in a collaborative and competitive environment. These activities help them develop self-confidence and team spirit. Similarly, arts programs allow children and adolescents to explore their self-expression and creativity. They enable them to express their emotions and experiences in various ways and develop their cognitive and emotional skills.
Discussion
This study aimed to identify the most important educational needs of orphaned and vulnerable children and adolescents. Data analysis revealed two key perspectives on educational needs: The first perspective identified the need to address the gap between the current and desired states. It led to the identification of knowledge-based needs, such as civic education and life skills, as well as skill-based needs, including human and communication skills, technical skills, and self-control skills. The second perspective emphasized the importance of considering the educational interests and desires of children and adolescents. The findings highlighted the significant value of sports and arts programs in fostering the development of social skills and creativity among orphaned and vulnerable children and adolescents.
This research suggests that education tailored to the needs and desires of orphaned and vulnerable children and adolescents can empower them to succeed and become responsible members of society. However, limitations such as the qualitative nature of the research methodology and the possibility of memory bias or researcher influence on the results should be acknowledged. These limitations can affect the interpretation of the findings and should be considered when designing future educational programs. This study emphasizes that a thorough understanding of the needs and desires of this group of children and adolescents is essential for designing effective educational programs.
Introduction
Orphaned and vulnerable children and adolescents are a demographic in need of special care and support. These children are separated from their families for various reasons, such as poverty, illness, war and violence, and they are exposed to many risks and challenges. Education, recognized as a fundamental human right, plays a pivotalrole in improving the quality of life and prospects of these children. It also contributes to their well-being, health, competence, and participation. Nevertheless, the existing public education in Iran falls short of meeting the needs of these children, necessitating tailored educational initiatives to facilitate children’s attainment of financial and emotional independence.
This research emphasized the significance of education and, by examining the background and research gap in this field, demonstrated how education can help orphaned and vulnerable children, as well as adolescents, overcome the adversities they have suffered and foster a sense of optimism and self-confidence. Furthermore, it underscored the role of education in mitigating the social, economic, psychological, and health problems that these children may encounter. This study aimed to identify the specific educational needs of this demographic and support organizations tasked with delivering tailored educational interventions. The primary focus of this research was to identify the specific educational needs of these children and adolescents.
Method
This research utilized a qualitative methodology with an interpretive perspective to explore the research question. Semi-structured interviews were selected as the data collection technique due to time limitations and organizational constraints. The interview protocol was developed prior to implementation and received expert approval. Probing questions were asked during the interviews to clarify responses. Data was collected from three distinct groups: orphaned and vulnerable children and adolescents, educators, center directors, and experts. Purposive sampling with a wide range of diversity was employed, and data saturation was reached after 40 interviews. Data was examined using thematic analysis and Braun and Clarke’s six-step method. The credibility of the findings was assessed through independent coding and member checking. Ethical considerations included informed consent and data confidentiality. The data was securely stored on a computer and will be deleted in five years.
Findings
This study identified two main themes and three subthemes representing the perspectives of educators, center directors and, as well as children and adolescents living in residential care centers.
The first theme focuses on educational needs that bridge the gap between the current and desired states. It encompasses two categories of needs: knowledge-based and skill-based needs. Knowledge-based needs are rooted in civic education, which helps children and adolescents understand their rights and responsibilities as members of society. Through this form of education, children are empowered to shape their individual and social identities and engage as active and informed citizens. Additionally, they are taught about the realities of life, equipping them to face real-life challenges and use their experiences to build a more promising future. They acquire the skills necessary to plan for the future, navigate the limitations and opportunities within society, and leverage their experiences for personal and professional growth. This educational approach aids in fostering self-confidence to confront obstacles and enables them to function as independent and successful individuals in society.
Skill-based needs focus on the skills that children and adolescents require to interact successfully with others and function effectively in society. Human and communication skills are crucial for enhancing children’s interaction with others, particularly in group and team settings that require collaboration and coordination. In addition to these interpersonal skills, technical skills empower children and adolescents to apply their specialized knowledge in various fields and develop their practical abilities, including working with tools, performing manual and technical tasks, and using technology. These skills are vital in preparing children and adolescents for the workforce and various job responsibilities. Finally, self-control skills are important in helping children and adolescents manage their emotions and behaviors and enhance their ability to cope with problems. These skills include the capacity to regulate emotions, cope with stress, and maintain motivation and focus in the face of challenges. Strengthening these skills is fundamental for the personal and professional growth of children and adolescents, especially those living in residential care settings.
The second theme of the study, which focuses on the educational needs from the perspective of children and adolescents’ interests and desires, emphasizes the importance of sports and arts programs. In particular, these programs serve not only as a means of entertainment and recreation but also as a tool for promoting mental health and developing social and collaborative skills. Sports programs, which involve group activities, provide children and adolescents with opportunities to strengthen their social connections in a collaborative and competitive environment. These activities help them develop self-confidence and team spirit. Similarly, arts programs allow children and adolescents to explore their self-expression and creativity. They enable them to express their emotions and experiences in various ways and develop their cognitive and emotional skills.
Discussion
This study aimed to identify the most important educational needs of orphaned and vulnerable children and adolescents. Data analysis revealed two key perspectives on educational needs: The first perspective identified the need to address the gap between the current and desired states. It led to the identification of knowledge-based needs, such as civic education and life skills, as well as skill-based needs, including human and communication skills, technical skills, and self-control skills. The second perspective emphasized the importance of considering the educational interests and desires of children and adolescents. The findings highlighted the significant value of sports and arts programs in fostering the development of social skills and creativity among orphaned and vulnerable children and adolescents.
This research suggests that education tailored to the needs and desires of orphaned and vulnerable children and adolescents can empower them to succeed and become responsible members of society. However, limitations such as the qualitative nature of the research methodology and the possibility of memory bias or researcher influence on the results should be acknowledged. These limitations can affect the interpretation of the findings and should be considered when designing future educational programs. This study emphasizes that a thorough understanding of the needs and desires of this group of children and adolescents is essential for designing effective educational programs.
Type of Study: orginal |
Received: 2024/02/4 | Accepted: 2024/09/3 | Published: 2024/12/30
Received: 2024/02/4 | Accepted: 2024/09/3 | Published: 2024/12/30
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