Representation of Disasters in School Textbooks for Children with Intellectual Disabilities in Iran:A qualitative Content Analysis

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 in school textbooks for the children with intellectual disabilities (ID) in the education system in Iran. This study uses a qualitative content analysis method. All school textbooks for students with ID in the education year 2019-2020 in Iran were collected. Among the whole 164 textbooks, 18 had content about hazards. 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. Natural hazards are well covered in school textbooks for students with ID in Iran. 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. The COVID-19 pandemic and the significance of preparedness of vulnerable groups against pandemics evidence that school textbooks are a key means to transfer the information of preparedness in emergencies of all sorts to all children including children with ID

Disaster Risk Reduction in Iranian Primary and Secondary School Textbooks:A Content Analysis

Objective: School textbooks have a significant role in transferring knowledge to the students and changing their behavior. This work aims to analyze school textbooks to find the representation of natural hazards in Iran, which is vital for supporting children in disaster situations. Methods: In this study, a qualitative content analysis was used. Data were analyzed qualitatively by using MAXQDA 2018 software. For the 2019–2020 school year, 300 Iranian school textbooks in Persian language were collected. Results: Findings of this work show that students receive information about disaster risk reduction (DRR) education through the primary and secondary grade levels in all 12 grades. The educational content covers various types of natural hazards, including geophysical, hydrological, climatological, meteorological, and biological disasters. In addition, the textbooks contain discussions about local hazards, causes and effects of disasters, and the disaster management cycle. Conclusions: The coverage of DRR and the relevant contents in school textbooks reveals that the discourse of natural hazards is important for Iranian authorities, especially in the education system. This study helps decision-makers and practitioners design more effective interventions to prepare children for disasters