In the Circle of Perspective and Theory: A Comparative Study of the Views of Professors and Students in the Field of Education of Children with Special Needs and Bhaskar's Critical Realism Approach

Articles in Press

Document Type : Original Research

Authors

1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran

2 Ph.D. Student Educational Administration, Kharazmi University, Tehran, Iran

10.48310/itt.2025.20716.1190

Abstract

This study aims to explore the concept of disability from the perspectives of professors and students of the Department of Exceptional Children at Farhangian University, while also comparing these perspectives with Bhaskar critical realism framework. Methods: In order to achieve the above goal, the content analysis method was used in the first step. The research focused on professors teaching exceptional children courses at Farhangian University in Kerman Province and male and female students enrolled in exceptional children and special needs programs at the university in the year 1404. Participants were selected using purposive sampling alongside the theoretical saturation principle commonly applied in qualitative research methods. A total of 21 participants were included in the study, and data collection involved semi-structured interviews. In the subsequent step, an analytical-deductive method was applied to compare interview findings with critical realism’s perspective on disability. For validity checks, the research used audience validation and inferential methods based on previous research experiences, alongside document analysis and qualitative content analysis. Findings: The study findings were organized into three main themes, 18 sub-themes, and 152 initial codes. The primary themes identified were the nature of disability (what disability is), its causes (why disability is), and approaches to addressing it (how to handle disability). Comparative analysis revealed differences between the perspectives of Farhangian University’s professors and students and those of critical realism regarding the "what" and "why" of disability. However, there was agreement between the two approaches in relation to "how" disability is managed.

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Main Subjects

Theory and Practice in Teachers Education

Articles in Press, Accepted Manuscript
Available Online from 25 January 2026

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