Belonging, school support and communication: Essential aspects of school success for students with cerebral palsy in mainstream schools

Bourke-Taylor, Helen; Cotter, Claire; Johnson, L. M.; Lalor, Aislinn

doi:10.1016/j.tate.2017.11.016

Cited by 13 publications

(14 citation statements)

References 36 publications

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“…They believed that it gave students who may have otherwise have experienced barriers, the opportunity to participate in regular, meaningful physical activity. Our results are consistent with other literature, that for those with more severe impairments, the expertise of the teaching staff is crucial 36 to their participation. While there has been important movement towards the inclusion of children with disabilities in mainstream schools, [36][37][38] there remain ongoing challenges for their participation in mainstream settings.…”

Section: Discussionsupporting

confidence: 93%

“…Our results are consistent with other literature, that for those with more severe impairments, the expertise of the teaching staff is crucial 36 to their participation. While there has been important movement towards the inclusion of children with disabilities in mainstream schools, [36][37][38] there remain ongoing challenges for their participation in mainstream settings. 39 Evidence suggests that there are greater participation benefits in mainstream schools for students with higher physical function compared to those with lower physical function.…”

Section: Discussionsupporting

confidence: 93%

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Barriers to and facilitators of physical activity for children with cerebral palsy in special education

Cleary

Taylor

Dodd

et al. 2019

Develop Med Child Neuro

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Aim To explore the barriers to and facilitators of physical activity for young people with cerebral palsy in specialist schools. Method Eleven focus groups involving 73 participants (10 young people with cerebral palsy, 13 parents of children with cerebral palsy, 27 teachers, 23 therapists) were held at two specialist schools. Focus groups were audio‐recorded and transcribed verbatim. Transcripts were analysed using inductive thematic analysis by two researchers, independently. Results Four main themes emerged from the focus groups: school priorities; student factors; staffing and environment; and roles and relationships. Physical activity was promoted when academic work and physical activity were seen as equally important school priorities. Student factors that reduced physical activity included fluctuating health, school absences, and protracted rehabilitation after surgery. The staffing and environment unique to specialist schools played a pivotal role in assisting students to be active, as was the importance of collaborative, relationship‐based care. Interpretation Physical activity programmes developed in specialist schools need to take into consideration complexities associated with the age, developmental stage, and academic requirements of young people with cerebral palsy. Particularly for adolescents, motivation was discussed as having a substantial influence on physical activity participation. These findings may assist school leadership teams, clinicians, and teachers in planning physical activity interventions. What this paper adds Specialist schools offer custom‐built environments that promote physical activity and inclusion for students with physical impairments. Therapists and teaching staff work creatively and collaboratively to incorporate an ‘all‐day’ approach to providing physical activity opportunities. Balancing time spent on physical activity versus academic work can cause tension.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 93%

Barriers to and facilitators of physical activity for children with cerebral palsy in special education

Cleary

Taylor

Dodd

et al. 2019

Develop Med Child Neuro

View full text Add to dashboard Cite

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“…As families are the most knowledgeable about their children (Bourke-Taylor et al, 2018), communication is key to provide the supports and specific instructional practices a child with a disability and family needs. An integrated team approach (i.e.…”

Section: Limitationsmentioning

confidence: 99%

“…Families of children with disabilities are uniquely knowledgeable about their own children (Bourke-Taylor et al, 2018;Davern, 1999;Murray et al, 2013). Although there is a body of research regarding the importance of families to their children's education and the services they receive, little research has been conducted on their perspectives about the preparation of pre-service or in-service teachers in college or university settings.…”

Section: Introductionmentioning

confidence: 99%

Families of children with disabilities helping inform early childhood education

Swart

Muharib

Godfrey-Hurrell

et al. 2021

JCS

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Purpose This paper aims to survey and interview parents of young children with disabilities to document their perspectives on what professionals working with their children need to know. Rather than comparing opinions over time or as part of an outcome study, this paper met with participants at a single point in time for a conversation addressing two questions with implications for training, program development and continuing research, namely, to what extent do families believe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) standards and topics are important to include in educational programs preparing professionals to work with young children with disabilities in inclusive settings (survey)? How satisfied or dissatisfied are families with the practices of early childhood educators working with their children with disabilities in inclusive and other settings (focus group)? What knowledge and skills do families recommend are important for the preparation of early childhood educators working with children with disabilities in inclusive and other settings (focus group)? Design/methodology/approach An exploratory design was used to gather information for use in future research and program development and research efforts. Descriptive statistics were compiled for the survey data and focus group interviews were content-analyzed for themes consistent with the project’s eight standards and topics. Findings Analyzes of survey and focus group interview data indicated that parents/caregivers held consistent views about information and skills needed to prepare teachers and others to work with children with disabilities in inclusive settings. Parents/caregivers were asked to complete a brief survey prioritizing the importance of the eight ACCEPT standards and topics when preparing early childhood educators for working with children with disabilities in inclusive settings. They all (n = 21) rated each standard and topic as “very important” (4) and provided 184 comments during follow-up interviews that represented positive examples, negative examples and recommendations distributed across the eight focusing standards. Originality/value This research identified the need for educators to understand the high value and importance of communication with parents of children with disabilities. This study further suggests the need for teachers to value each child’s individual needs and differences for their relationships with children and families to thrive.

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“…Students who have special needs or who should not be able to learn together in the classroom. Teachers must be able to make learning innovations and provide various media in support of the success of learning in the school [5][6].…”

Section: Introductionmentioning

confidence: 99%

The Competency of Inclusive Elementary School Teacher in Utilizing Technology-Based Learning Media

Rahayu¹,

Andini²,

Budiningsih³

et al. 2019

Proceedings of the International Conference of Social Science

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This study aims to determine the competence of inclusive elementary school teachers in utilizing media based on technology in terms of planning of learning based on information and communication technology. The research method is descriptive quantitative. The research was carried out in the province particular region of Yogyakarta. The subjects consisted of 138 teachers of SD Inklusi located in Bantul, Gunungkidul, Sleman, Kulonprogo and Yogyakarta. The research instrument using the test is completed with observation and interview. The results showed that the ability of elementary school teachers Inclusion in planning learning based on information and communication technology (ICT) of 38.65%. The highest value is the ability to plan ICTbased learning activities by 54.35%. Furthermore, the ability to prepare ICT-based materials reaches a value of 32.61%. While the lowest cost is the ability to plan ICTbased e-learning media of 28.98%. The result of the study illustrates that the learning done in the classroom is still conventional and teacher-centered with the dominance of the lecture method and has not done the development of ICT-based learning media capable of accommodating all the diversity and also raises the participation of all students in the class.

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Belonging, school support and communication: Essential aspects of school success for students with cerebral palsy in mainstream schools

Cited by 13 publications

References 36 publications

Barriers to and facilitators of physical activity for children with cerebral palsy in special education

Barriers to and facilitators of physical activity for children with cerebral palsy in special education

Families of children with disabilities helping inform early childhood education

The Competency of Inclusive Elementary School Teacher in Utilizing Technology-Based Learning Media

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