The Factors Important in Inclusive Education of the Pupil with Traumatic Brain Injury Identified on the Basis of the Lived Experience of His Mother
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F22%3A73616117" target="_blank" >RIV/61989592:15410/22:73616117 - isvavai.cz</a>
Výsledek na webu
<a href="https://www.hindawi.com/journals/edri/2022/7986085/" target="_blank" >https://www.hindawi.com/journals/edri/2022/7986085/</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1155/2022/7986085" target="_blank" >10.1155/2022/7986085</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
The Factors Important in Inclusive Education of the Pupil with Traumatic Brain Injury Identified on the Basis of the Lived Experience of His Mother
Popis výsledku v původním jazyce
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.
Název v anglickém jazyce
The Factors Important in Inclusive Education of the Pupil with Traumatic Brain Injury Identified on the Basis of the Lived Experience of His Mother
Popis výsledku anglicky
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.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50302 - Education, special (to gifted persons, those with learning disabilities)
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2022
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Education Research International
ISSN
2090-4002
e-ISSN
2090-4010
Svazek periodika
2022
Číslo periodika v rámci svazku
neuvedeno
Stát vydavatele periodika
US - Spojené státy americké
Počet stran výsledku
9
Strana od-do
"neuvedeno"
Kód UT WoS článku
000825479700001
EID výsledku v databázi Scopus
2-s2.0-85134178594