An Integrated Educational System for Primary School Students under Exceptional Circumstances
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Abstract
Education in exceptional circumstances deviates from the norm. In such environments, teachers and students are exposed to unimaginable experiences that require extraordinary measures to meet even the most fundamental educational needs, particularly within the domains of curriculum, instruction, and instructional design. This study presents a proposed instructional design model aimed at educating, teaching, and training students under these challenging conditions. The study is based on identifying a set of instructional design models and selecting and developing the most commonly used among them, as they constitute part of a theoretical framework grounded in recent studies on the real-life experiences of teachers in exceptional contexts. The study briefly summarizes the expected outcomes before presenting the proposed instructional design model.
Previous studies have not adequately addressed the improvement of instructional design. Therefore, this study incorporates mechanisms for needs analysis, comprehensive instructional design, and the maintenance of instructional procedures. This research demonstrates the development of a system designed to meet learners' needs in ways not previously addressed in existing practice. The proposed system includes a set of equations that adopt an integrated educational model, taking into account several pedagogical entities: inputs, outputs, and the interaction entity within the system. The proposed system or program receives a set of instructional inputs, which interact with an interventional system and subsequently transmit the results to the output entity.
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