Food that is considered by most of us to be a common activity represents for people with celiac disease a source of emotions. Their conduct must be adapted to it, it affects relationships and concerns about coping with this vitally important need every day are sources of many problems. The aim of this study is to present social context of education of children suffering from celiac disease. The study is based on research findings realised with these children and their parents. The study presents a qualitative method research procedure. As a data collection method, we used interview with children suffering from celiac disease and also with their parents. The date gathered in the study suggest that aspects related to the celiac disease inevitably shape and change identity and self-perception of a child with celiac disease, and the way a child is capable of accepting and coping with the disease and measures depends very much on environment. Teachers may become a great source of support for a child but also a source of many problems due to their ignorance and trivialisation. Teachers should have at least basic information about celiac disease, symptoms, diagnostics and treatment. It is though necessary to have also information about how a child himself and his family experience the disease and what special needs a child has. Then, it is possible to consider a special approach in the field of education.
Introduction: More and more children and adolescents suffering from chronic diseases are included in common school education. Unfortunately, teachers do not feel confident enough about how to cope, fulfil and satisfy the needs of these children in the educational, social and emotional spheres. The aim ofp this part of research was to discover how teachers work with chronically ill children of younger school-age. There were three aims. The first aim was to investigate if teachers have basic awareness and knowledge about selected chronic diseases in children of younger school-age. The second aim was to discover what experience and attitudes towards chronically ill children of younger school-age teachers have. The third aim was to discover, how the quality of school care of chronically ill children of younger school-age can be improved. Methods: We used qualitative research methodology. Data were processed and gathered from semi-structured interviews. Interviews were conducted with 12 teachers. Results: Our findings revealed that teachers should be acquainted with the disease itself and its consequences in all aspects. In some cases, teachers must be acquainted also with the practical aspects of a chronic disease, e.g. first aid and application of drugs and aids in order to assist children if necessary. Discussion: The study offers unique insights into primary teachers’ views and experiences with chronically ill children, how teachers work with chronically ill pupils of younger school-age and how the quality of school care of chronically ill children of younger school-age can be improved. Limitations: The research is still being conducted and therefore, it is not possible to provide more detailed results and conclusions. However, our main aim was to draw attention to the very problem from the point of view of teachers themselves and to highlight their vivid experiences. Conclusions: It is necessary to create interconnected networks of experts and families who will cooperate and communicate and who will participate in satisfying needs of a child together. These networks will ensure that children will be integrated into common school life in spite of their disease without serious consequences affecting their development and education.
Аннотация: хорошее самочувствие и удовлетворенность учителя существенно влияют на атмосферу в классе и работу учеников. Учителя взаимодействуют с разными людьми на работе, в том числе с коллегами и родителями, но общение со студентами имеет главное значение. Основная цель этого обзора литературы -определить, как изучалось благополучие учителя в отношении взаимодействия ученика и учителя в классе и как эти взаимодействия влияют на благополучие учителя. В результате исследования и анализа в общей сложности пятнадцати основных исследований, включая два обзора литературы, десять отчетов о количественных исследованиях, а также два качественных исследования, были определены пять ключевых теоретических рамок и концепций, глубокое изучение которых обеспечивает более широкую теоретическую основу для лучшего понимания проблем и стратегий. Многие факторы влияют на благополучие и взаимодействие учителя и ученика, такие как личность учителя, пол, аффективные атрибуты, самоэффективность в управлении классом, механизмы поддержки учителей. Содействие благополучию учителя и развитие навыков и стратегий взаимодействия имеют большое значение не только для учителя, но и для общего благополучия учащихся и достижения более эффективных результатов обучения. Ключевые слова: психофизическое состояние учителя, отношения между учителем и учеником, взаимодействие учителя и ученика, взаимодействие в классе, межличностное поведение учителя, управление в классе.
Tato studie se věnuje tématu rodičovství prarodičů dětí předškolního věku. Prarodiče v roli rodičů se sžívají s novými tíživými okolnostmi, potýkají se se změnami vlastního života způsobenými stárnutím a novou, velmi náročnou změněnou rolí. Cílem studie je odkrýt, jaká jsou některá významná specifika rodičovství druhé generace potomků předškolního věku z perspektivy prarodičů a profesionálů, kteří s rodinami pracují. Byl zvolen kvalitativní výzkumný design, přičemž první metodou byly hloubkové rozhovory s prarodiči v roli rodičů, kteří pečují o děti předškolního věku ve věku 5-6 let. Druhou metodou byly rozhovory s fokusovou skupinou zahrnující tři sociální pracovnice a psycholožku. Výsledná zjištění ukazují, že rodičovství považují prarodiče za smysluplný, ale náročný úkol. Uvědomují si významně dočasnost tohoto rodičovství v důsledku stárnutí, možnost zhoršení zdravotního stavu a případně i smrti. V aktivitách a jejich výběru právě významně figurují výše zmíněné skutečnosti, ale i traumatizace prarodičů a významně pozměněné rodinné vazby a interakce.
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