Lived Experiences of Learners With Cerebral Palsy Educated in Inclusive Classrooms in the Czech Republic

Abstract

Changes in legislation in the Czech Republic in 2016 moved the system of education towards inclusion and created more favorable conditions for joint education, but we still do not have enough information about experiences of learners with cerebral palsy educated in an inclusive environment. A qualitative design was chosen to explore the lived experiences of Czech learners with cerebral palsy educated in inclusive schools. Semi-structured interviews combined with biographical narration of learners with cerebral palsy, aged 12–20, and a brief questionnaire for demographic data were used for data collection. Data analyses were carried out according to van Manen’s approach, including defining the main themes and description of the lived experiences of learners. The following four themes were identified: 1) barriers, 2) strategies for overcoming obstacles, 3) values in relation to peers, 4) and the future. The results of this qualitative study point to a number of obstacles and pressures that these learners face in their education, as well as to the ways of solving some problems. The results indicate that it is important to realize that the consequences of interpersonal relationships significantly influence the formation of self-concept and personality development of these learners, and therefore it is necessary for teaching staff to deal with the support of positive relationships at schools. When creating a supportive inclusive environment, it is also necessary to pay attention to the learners’ future, because the present Czech society does not offer sufficiently inclusive conditions in further education and occupation.

The Factors Important in Inclusive Education of the Pupil with Traumatic Brain Injury Identified on the Basis of the Lived Experience of His Mother

“…Such barriers are reflected in many studies [27,39,40]. e pupils with SEN and their parents in the Czech Republic still face a number of obstacles in the mainstream environment [5]. A lack of experience and a long decades-tradition of educating these children, especially those with PD, in special schools have strongly influenced the thinking of people here, and these deeprooted views, attitudes, and approaches to pupils with SEN still remain [41].…”

“…Pupils with SEN have higher chances to build social relationships [2], to achieve academic results leading to building a career based on their abilities without social restrictions or prejudices, and to become independent and equal members of society [3,4]. On the other hand, the new system also faces some di culties associated with nonsupportive individual attitudes, lack of services, professional school sta quali ed in special pedagogy, and also a lack of fully barrier-free schools [5].…”

Analysis of EFL teaching approaches for students with intellectual disabilities: case study of a student with cerebral palsy

“…The multifaceted intricacies of this scenario accentuate the urgency of the research at hand in its mission to advance inclusive practices. The many challenges, including varied learning styles, individualized requirements, and the dearth of comprehensive training for educators, serve as a compelling call to action (Sedláčková & Kantor, 2022).…”