درخت حوزه‌های تخصصی

The aim of the current research was the pathology of the virtual evaluation system in the elementary school. The current research is applied in terms of purpose and descriptive in terms of survey type. The population of this research included all primary school teachers in Miandoab city in the academic year of 2019-1400. Using proportional stratified random sampling method and using Morgan and Karjesi table, the sample size of 201 teachers was determined. A researcher-made questionnaire was used to collect data. The face validity of the questionnaire was confirmed by experts and professors of the Department of Educational Sciences. Descriptive statistics (frequency, mean and standard deviation, variance, etc.) and inferential statistics (one-sample t-test) were used to analyze the data. The data was analyzed using spss22 software. The results of the research indicated that the items (attention to the correlation of evaluation methods with general goals and behavior, the level of student readiness to enter electronic courses in evaluation, the way the teacher interacts with managers, other teachers, staff and knowledge students in the evaluation of the virtual environment, the level of knowledge and skills in the evaluation of virtual education) are management aspects in the pathology of virtual evaluation of the primary course; and cases (the need for hardware and software and web browsers in evaluation; the possibility of adding evaluation methods by the teacher; taking advantage of digital media and resources in evaluation; adapting the technological architecture to the evaluation schedule of the course; using educational tools for student evaluation; use of technical standards to share questions, assignments and feedback in evaluation) are the aspects of electronic technology in the pathology of virtual evaluation of the primary course; and issues (the extent of using inter-curricular questions for self-testing and encouraging content learning in evaluation; paying attention to setting the structure of each lesson and dividing it into sections of introduction, content, assignments and evaluation; integrating curriculum and electronic environment tools in virtual education in evaluation; the degree of participation of students' knowledge in the learning process in evaluation;

This study aims to explore the experiences and benefits of inclusive sports programs for students with disabilities, focusing on their physical, social, emotional, and educational development. The objective is to understand how these programs impact participants and identify key themes that illustrate their benefits and challenges. A qualitative research design was employed, utilizing semi-structured interviews to gather data from a diverse group of participants. The sample included 29 individuals: 15 students with disabilities, 6 teachers and coaches, and 8 parents of students with disabilities. Interviews were conducted in person or via video conferencing, recorded, and transcribed for thematic analysis. The data were coded and analyzed to identify recurring themes and patterns, with theoretical saturation guiding the final sample size. The analysis revealed four main themes: physical benefits, social benefits, emotional and psychological benefits, and educational and developmental benefits. Participants reported significant improvements in physical fitness, skill development, and health. Social benefits included enhanced social integration, communication skills, and a sense of belonging. Emotional and psychological benefits encompassed increased emotional well-being, psychological resilience, and reduced anxiety. Educational benefits included better academic performance, life skills, and career skills development. These findings align with previous studies highlighting the multifaceted benefits of inclusive sports programs. Inclusive sports programs significantly enhance the physical, social, emotional, and educational well-being of students with disabilities. The study underscores the importance of designing inclusive programs that accommodate diverse needs, providing adequate training for educators and coaches, and fostering a supportive environment. Future research should aim to include larger and more diverse samples, incorporate quantitative measures, and explore the long-term impacts of these programs to further refine and maximize their benefits.