School success and participation for students with cerebral palsy: a qualitative study exploring multiple perspectives
School success and participation for students with cerebral palsy: a qualitative study exploring multiple perspectives
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DOI：
10.1080/09638288.2017.1327988
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发表时间：
2018-01-01
影响因子：
2.2
通讯作者：
Johnson, Lindy
中科院分区：
文献类型：
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作者：
Bourke-Taylor, Helen M.;Cotter, Claire;Johnson, Lindy
目的：这项定性研究调查了澳大利亚脑瘫学生的成功学校经历。参与和适当的支持在学校是一个复杂的概念，虽然很少有研究调查所有利益相关者的perspectives.Methods：现象学通知的研究，集中在一个成功的学校经验的概念。深入访谈发生在学生（n = 7），家长（n = 11），教师（n = 10），校长（n = 9）和专职医疗从业人员（n = 10），以获得从多个Vantage位置的观点。为每个小组配置了具体的研究问题、访谈指南和人口统计调查问卷。结果：三个关键主题出现：家庭，学校和外部组织之间的合作伙伴关系;学校文化和态度是关键;和，专职医疗人员是家庭和学校团队的一部分。结论：学生和学校的成功在很大程度上受到学生生活中成年人合作能力的影响-家庭，学校专业人员和专职医疗人员。包容性的学校文化对脑瘫学生至关重要。所有各方都需要优先促进围绕解决问题的包容性做法建立的开放和积极的学校文化。参与的人，如专职医疗人员，带来了在学校环境中不容易获得的知识和技能。
Purpose: This qualitative study investigated perceived successful school experiences for students with cerebral palsy in Australia. Participation and appropriate support in school are complex concepts, although few studies have investigated all stakeholders' perspectives.Methods: Phenomenology informed the study that centered on the concept of a successful school experience. In-depth interviews occurred with students (n = 7), parents (n = 11), teachers (n = 10), school principals (n = 9) and allied health practitioners (n = 10) to gain the perspective from multiple vantage points. Specific research questions, interview guides and demographic questionnaires were configured for each group. Interviews were analyzed thematically within and between groups.Results: Three key themes emerged: Collaborative partnerships between families, schools and outside organizations; School culture and attitude is key; and, allied health practitioners are part of home and school teams.Conclusions: Student and school success was impacted substantially by the capacity of adults in the student's life to collaborate - family, school professionals and allied health practitioners. An inclusive school culture was crucial to students with cerebral palsy. All parties needed to prioritize promotion of an open and positive school culture built around problem-solving inclusive practices. Involved people, such as allied health practitioners, bring knowledge and skills that are not otherwise readily available in school environments.