Belonging, school support and communication: Essential aspects of school success for students with cerebral palsy in mainstream schools. (February 2018)

• Record Type: Journal Article
• Authors: Bourke-Taylor, Helen; Cotter, Claire; Johnson, Lindy; Lalor, Aislinn
• Is Part Of: Teaching and teacher education. Volume 70(2018)
• Page Start: 153
• Page End: 164
• Publication Date: 2018-02
• Subjects: Inclusion -- Inclusive practices -- Students with disability -- Cerebral palsy -- Parents; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2017.11.016
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Purpose: Investigate successful school experiences for students with cerebral palsy (CP); identify and describe learning and participation at school. Methods: A phenomenologically-informed qualitative study using in-depth interviews with students (n = 7), parents (n = 11), teachers (n = 10), principals (n = 9), and allied health (n = 10) was conducted to investigate multiple perceptions. Thematic analysis occurred within and between groups. Results: Three themes were identified: Students belong and benefit; Classroom enablers that help; Communication is crucial. Conclusions: Students' school experiences are enhanced by innovative classroom solutions that support classroom learning and involvement. Students rely on a diverse team that communicate well and implement individualised solutions that enable success. Highlights: Students with cerebral palsy need school accommodations to enable participation. Teacher, parents, students and allied health collaborate to achieve inclusion. Qualitative methods enable experiences to be heard as evidence of success. Inclusive practice and pedagogy should be informed by real experiences.