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

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F22%3A73610281" target="_blank" >RIV/61989592:15410/22:73610281 - isvavai.cz</a>

Result on the web

<a href="https://www.frontiersin.org/articles/10.3389/feduc.2021.800244/full" target="_blank" >https://www.frontiersin.org/articles/10.3389/feduc.2021.800244/full</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/feduc.2021.800244" target="_blank" >10.3389/feduc.2021.800244</a>

Result language

angličtina

Original language name

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

Original language description

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&apos;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&apos; future, because the present Czech society does not offer sufficiently inclusive conditions in further education and occupation.

Czech name

—

Czech description

—

Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

50302 - Education, special (to gifted persons, those with learning disabilities)

Project

—

Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2022

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Frontiers in Education

ISSN

2504-284X

e-ISSN

—

Volume of the periodical

6

Issue of the periodical within the volume

není uvedeno

Country of publishing house

CH - SWITZERLAND

Number of pages

11

Pages from-to

1-11

UT code for WoS article

000759820300001

EID of the result in the Scopus database

2-s2.0-85124870835