Representation of disasters in school textbooks for children with intellectual disabilities in Iran: A qualitative content analysis

This study aims to investigate the representation of disasters in school textbooks for 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. This study indicates that natural hazards are well covered in school textbooks for students with ID in Iran. In addition, it identifies gaps in knowledge that potentially leave disabled children vulnerable in a natural disaster situation.

The paper sensitively locates the research in an affirmative model of disability that highlights disabled children's agency and capabilities as learners. In doing this, it emphasises that disabled children can and indeed should learn how to prepare for disasters and that the time invested in education to support children's understanding of natural disasters and safe response strategies is time well spent. Ensuring that the material presented in the textbooks supports teachers to engage in effective teaching in this area is a good first step.