Společné vzdělávání a role rodičů

Changes in Czech legislation in 2016 created more favorable conditions for learners with special educational needs (SEN) and their involvement in mainstream schools. However, we do not have enough information about the educational experiences of pupils with SEN/their parents, and some types of SEN, for example, traumatic brain injury (TBI), are under-researched worldwide. A qualitative design was chosen to explore the lived experiences of a mother (52) of a learner with traumatic brain injury (14), educated in a typical elementary school. Semistructured interviews based on the biographical narration of the mother together with studying the pupil’s documentation and using a brief questionnaire with the pupil and three members of the school staff were all used for data collection. Data analyses carried out according to van Manen’s approach that revealed seven themes: (1) what helps, (2) barriers, (3) active life and well-being of the pupil, (4) decision-making, (5) social environment approach, (6) participation, and (7) the future. The results of this study point to a number of obstacles that the pupil and his mother faced in education and also represent the ways how to cope with them. The study depicts the school life of the pupil with TBI and his family and helps us perceive disability and what it brings to life from their perspective.

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Family Experiences with the Upbringing and Education of a Child with Congenital Malformations, Focusing on the Conditions of an Inclusive School Environment

Sedláčková

Kantor

2022

Education Sciences

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The birth of a child with congenital malformation and serious illness impacts the experiences of all family members and the educational process, but there are only rare descriptions of such cases in the literature. The aim of this study is to understand better the lived experiences of a Czech family who have a child with congenital malformations with a focus on his education in an inclusive environment. The study is based on van Manen’s methodology and autobiographic (or semi-structured) interviews with Karl (19), his mother (46), and his father (49). Data were analyzed for every participant separately: the mother—repeated challenges associated with increasing new health complications, discomfort of son, school support, the future, optimism, and gratefulness; the father—comprehensive support of the son, including all family; Karl—concealment of disability, difficulties associated with disability, participation, school support, relationship with peers, and the future. Based on the results of this case study, for the education of students with congenital malformation and illness, we recommend including parents, healthcare professionals, and school staff in the mutual teamwork; adapting the timetables and spatial arrangements at school; and coordinating the educational process with necessary interventions.

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Společné vzdělávání a role rodičů

Cited by 4 publications

References 61 publications

A phenomenological study detailing the experiences with inclusive education in the Czech Republic for the pupil with congenital heart disease and acquired brain injury and his mother

A phenomenological study detailing the experiences with inclusive education in the Czech Republic for the pupil with congenital heart disease and acquired brain injury and his mother

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

Family Experiences with the Upbringing and Education of a Child with Congenital Malformations, Focusing on the Conditions of an Inclusive School Environment

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