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

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F24%3A73623416" target="_blank" >RIV/61989592:15410/24:73623416 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/2331186X.2023.2282824" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/2331186X.2023.2282824</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/2331186X.2023.2282824" target="_blank" >10.1080/2331186X.2023.2282824</a>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

Legislative changes in the Czech Republic in 2016 created more favorable conditions for inclusive education of learners with acquired brain injury. Due to the scarcity of domestic and international evidence (only three studies) focused on this topic, this study aimed to understand the educational experience of a learner with a heart transplantation followed by acquired brain injury and his mother. The data analysis was conducted using phenomenological methodology by van Manen, along with thematic analysis. Six themes were identified in the mother&apos;s responses and five in the pupil&apos;s. This case study provided valuable insights into potential barriers in inclusive education that hindered the pupil&apos;s learning and led to additional challenges in his social participation. This vulnerable population of students and their families require more protective educational policies, as their experiences may be significantly affected by the ongoing frailty of the pupils&apos; health.

Název v anglickém jazyce

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

Popis výsledku anglicky

Legislative changes in the Czech Republic in 2016 created more favorable conditions for inclusive education of learners with acquired brain injury. Due to the scarcity of domestic and international evidence (only three studies) focused on this topic, this study aimed to understand the educational experience of a learner with a heart transplantation followed by acquired brain injury and his mother. The data analysis was conducted using phenomenological methodology by van Manen, along with thematic analysis. Six themes were identified in the mother&apos;s responses and five in the pupil&apos;s. This case study provided valuable insights into potential barriers in inclusive education that hindered the pupil&apos;s learning and led to additional challenges in his social participation. This vulnerable population of students and their families require more protective educational policies, as their experiences may be significantly affected by the ongoing frailty of the pupils&apos; health.

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

2024

Kód důvěrnosti údajů

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

Název periodika

Cogent Education

ISSN

2331-186X

e-ISSN

—

Svazek periodika

11

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

19

Strana od-do

1-19

Kód UT WoS článku

001125270200001

EID výsledku v databázi Scopus

2-s2.0-85180183785