The path to independent living: lived experiences of inclusive education for one of a set of twins with disabilities and her parents

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F23%3A73623422" target="_blank" >RIV/61989592:15410/23:73623422 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/08856257.2023.2216565" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/08856257.2023.2216565</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/08856257.2023.2216565" target="_blank" >10.1080/08856257.2023.2216565</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The path to independent living: lived experiences of inclusive education for one of a set of twins with disabilities and her parents

Popis výsledku v původním jazyce

This study describes the case of a student with congenital intestinal perforations and her experience with inclusive education in the Czech Republic. She is also a sister of an identical twin with cerebral palsy. The data were gained from semi-structured interviews and bio-graphical narratives of the student during her studies at the grammar school and from her parents. Van Manen&apos;s analyses of lived experiences was used to identify important themes for each participant. The overarching themes present in their narratives concerned Lucy&apos;s future and the choice of the most appropriate educational environment. The parents&apos; narratives focused more on barriers to inclusive education, benefits of inclusive environments, medical and educational care and family support based on close cooperation with school. For Lucy, the dominant theme was being a sister with a less severe disability and caretaking of her sister. In addition to enhancing the understanding of different needs of a student with congenital malformations and her parents&apos; experiences with inclusive education, it helped us to explore how the specific sibling&apos;s constellation within her family and school contexts impacts her personal perspective on life, driven strongly by a wish for independence.

Název v anglickém jazyce

The path to independent living: lived experiences of inclusive education for one of a set of twins with disabilities and her parents

Popis výsledku anglicky

This study describes the case of a student with congenital intestinal perforations and her experience with inclusive education in the Czech Republic. She is also a sister of an identical twin with cerebral palsy. The data were gained from semi-structured interviews and bio-graphical narratives of the student during her studies at the grammar school and from her parents. Van Manen&apos;s analyses of lived experiences was used to identify important themes for each participant. The overarching themes present in their narratives concerned Lucy&apos;s future and the choice of the most appropriate educational environment. The parents&apos; narratives focused more on barriers to inclusive education, benefits of inclusive environments, medical and educational care and family support based on close cooperation with school. For Lucy, the dominant theme was being a sister with a less severe disability and caretaking of her sister. In addition to enhancing the understanding of different needs of a student with congenital malformations and her parents&apos; experiences with inclusive education, it helped us to explore how the specific sibling&apos;s constellation within her family and school contexts impacts her personal perspective on life, driven strongly by a wish for independence.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název periodika

European Journal of Special Needs Education

ISSN

0885-6257

e-ISSN

1469-591X

Svazek periodika

39

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

13

Strana od-do

487-499

Kód UT WoS článku

000995250500001

EID výsledku v databázi Scopus

2-s2.0-85160571162