Farsi textbooks content analysis of primary school students with intellectual disability based on William Rummy’s Technique

Content analysis is one of the essential methods for curriculum designers to understand some of the educational problems and learnerschr('39') learning, eliminating shortcomings and deficiencies, and incorporating the principles of curriculum concepts. The aim of this study was to analyze the textbooks of primary school pupils Persian period was mentally retarded. The statistical population consisted of the content of the Persian books of the 4th, 5th and 6th grade elementary students of mental retardation, From the above society, 50% of the text, images and questions of each book, for example, were selected for analyzing the content of the text, images and questions by simple random sampling method. To determine the level of student involvement with the content of the pattern was used by William Rummy’s Technique. Research findings indicate that the level of student engagement with the text, at the fourth grade, fifth and sixth, respectively (0, 0, 005/0); the student conflict with the image sequence (45/1, 17/0 and 5/0); and the involvement of students with questions, respectively (49/0, 58/0 and 1/1), respectively. Overall it can be concluded that primary school students mentally retarded school Farsi books in text books passive component and the questions are active among the books. In terms of picture books disable fourth and fifth grade and sixth grade book active.