خلاصة:
Adolescence is known as one of the most challenging periods in human life, which brings many emotional, social and even educational crises. This course can be faced with more challenges and sufferings for teenagers who are intellectual disability, so the purpose of this research was to explain the lived experience of the challenges of intellectual disability teenagers. The research population included all boys with intellectual disability in the pre-professional and vocational schools of Kashan who were studying in the academic year 1402-1401, among them 9 people were targeted for Research were selected. The data was collected using semi-structured interviews and analyzed with the 7-step Colaizzi method. The results indicated the extraction of 3 main themes and 9 secondary themes. The main themes are: 1- social challenge (1- job and career future and worry about it, 2- free time, 3- shame and embarrassment of recognition, 4- concern about marriage), 2- individual challenge (1- acceptance) The negatives were 2- positive acceptance, 3- diseases and the need for medicine, 4- financial independence), 3- family challenges (1- family attitude) which were examined in detail in the research. According to the results, it was determined that it is necessary to deal with the problems and challenges of intellectual disability teenagers, and therefore, providing support and educational services for teenagers and their families can reduce their problems.
ملخص الجهاز:
Research shows that educational, emotional, and social problems are observed in individuals with intellectual disabilities during various stages of their development, but during adolescence, which is accompanied by identity acquisition crises, the severity of these problems increases (Mazza and 5 et al.
Among quantitative studies, Doyle & Kenny 2 (2023) reached the conclusion that in children and adolescents with intellectual disabilities, the lack of timely diagnosis, intervention, and sufficient social support creates many challenges and problems for them and their families.
Weber & Olivier 3 (2023) reported in their research that the school, as a caring community, can prevent psychological and emotional problems of adolescents with intellectual disabilities while teaching many skills.
In Iran as well, Shams-Islami, Mousavi, and Rezaei (1402) in their research titled "Explaining the Concept of Loneliness in Adolescents with Intellectual Disabilities Based on an Existential Phenomenological Approach," showed that four main themes were extracted: "loneliness as an experience of separation," "consequences of loneliness," "the meaning of loneliness," and "loneliness as a fundamental life experience," each of which emerged through the analysis of several sub-themes.
, 2018), the present research indicates that this issue is also important for adolescents with intellectual disabilities; during childhood and primary education in special education schools, these individuals likely did not have a complete perception of the label received, but simultaneously with adolescence and the acquisition of social identity, they reach a greater understanding of the word "exceptional" and imagine more negative consequences for themselves (Klefbeck 5, 2023).
Conclusion Based on the results obtained in the present research, it can be stated that the challenges facing adolescent boys with intellectual disabilities can be examined and explained from various individual, family, social, and psychological angles.
(
, 
, 
)
