Acquired Severe Disabilities and Complex Health Care Needs

Abstract

This case study examined one high school student's access to inclusive education and experiences in an inclusive English class after he acquired severe disabilities and complex health care needs from a nontraumatic brain injury. Multiple sources of data (i.e., interviews, field notes, and documents) were collected and analyzed to formulate understanding of the unique particularities of this intrinsic, naturalistic case. Findings were organized into four major themes: (a) school reentry and adjustment, (b) communication access, (c) social inclusion, and (d) curricular access and assessment. Analysis of these major themes revealed that the focus student had minimal access to an inclusive education due to delayed school reentry, incomplete assessment data, and limited professional knowledge of acquired brain injuries and inclusive education. The student's experiences in the general education English classroom were predominantly characterized by limited access to communication and peer interactions, undefined learning priorities, and an overreliance on adult staff. Findings from this study suggest the need for additional research related to the prevalence of students with nontraumatic brain injury, supports needed by families and students post injury, professional training for school personnel, and the use of 1:1 paraprofessionals and nurses.

School reentry services for students with chronic health conditions: An examination of regional practices

“…All EC directors surveyed (100%) reported that these students are provided with Individualized Health Plans. Given these findings, it is apparent that districts are currently following the recommendation that students are provided with formal school services at some level following reentry (Ballard & Diamond, ; Hopkins & Hughes, ; Shaw & McCabe, 2008). Within the context of these plans, participants indicated that students are most often provided with the following accommodations/modifications: extra time for assignments, hospital–homebound services, and classroom/testing accommodations.…”

“…Planning for eventual school reentry should begin immediately upon recognition that the student will face an extended absence as a result of their chronic health condition (Kaffenberger, ). Moreover, past research has shown that if the school reentry process becomes delayed for the student experiencing a chronic health difficulty, the student is then more likely to experience difficulties upon their return including reduced access to inclusive education (Ballard & Dymond, ). The beginning stages of this process, at the very least, should include making contact with the student's family to assess the level of family support needed while the child is away, informing the family of school services that can be implemented before their child returns to school (e.g., homebound instruction), and notifying them of potential services their child might be entitled to as he/she returns to the school setting (Kaffenberger, ; Shaw & McCabe, ).…”

Learning, Social, and Psychological Outcomes of Students with Moderate, Severe, and Complex Disabilities in Inclusive Education: A Systematic Review

“…Given the lack of information, we had to be cautious in considering them fully inclusive. The remaining three studies (Alexandersson, 2011;Ballard & Dymond, 2016;Feldman, Carter, Asmus, & Brock, 2016) explicitly described the effective participation in academic activities of students with disabilities and clarified that inclusion was only partial (e.g. percentage of school day or number/type of classes attended).…”

“…No differences were found in progress in mathematics, according to Dessemontet et al (2012). The other two studies included in this category (Ballard & Dymond, 2016;Harkins, 2013) were case studies in which narrative information was provided on students' achievements, revealing a general satisfaction in academic performance.…”

“…In the subcategory of 'adaptive skills', three out of eight studies were single-case studies in which qualitative data on adaptive skills focussed on communication (Alexandersson, 2011;Ballard & Dymond, 2016;Harkins, 2013) and mobility (Harkins, 2013). These studies described the competencies of two individuals in the abovementioned areas and their challenges (e.g.…”