Paper details
| Paper authors | Hamed Seddighi Khavidak |
| In panel on | Inclusion of Disadvantaged Groups in Humanitarian Action and Disaster Risk Reduction |
| Paper presenter(s) will be presenting |
In-Person / |
Abstract
School textbooks are one of the main sources for teaching and learning in an education system. This study aims to investigate the representation of disasters risk reduction (DRR) in school textbooks for children with and without intellectual disabilities (ID) in the education system in Iran.
This study uses a qualitative content analysis method. All school textbooks for students with and without ID in the education year 2020–2021 in Iran were collected. Among the 164 textbooks for students with ID and 300 textbooks for children without disabilities, 17 and 18 textbooks had content about DRR, respectively. Data were analyzed qualitatively by MAXQDA 2018 software.
Textbooks in most grades cover the topic of disasters triggered by natural hazards including geophysical (earthquakes), hydrological (floods), climatological (extreme temperatures, and drought), meteorological (storms/wave surges), and biological (epidemics and insect/animal plagues). Moreover, there are various topics of disaster risk management in the textbooks including mitigation, preparedness, and response.
Textbooks for children with disabilities addressed the issue of disasters preparedness better than textbooks for children without ID. However, more content about sheltering in disasters, reunification, as well as disasters response and recovery will help children with ID in Iran to perform better during and after disasters. Moreover, the textbooks in several grades provide some debates on the prevention and the spread of infectious diseases for preparedness against epidemics.
