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

References

• Aljabreen, H. (2020). Montessori, Waldorf, and Reggio Emilia: A omparative analysis of alternative models of early childhood education. International Journal of Early Childhood, 52(3), 337–19. https://doi.org/10.1007/s13158-020-00277-1
   Google Scholar
• Archer, K. (2013). How mothers of children with Attention Deficit Hyperactivity Disorder experience educational psychology support. [ Master’s Thesis]. University of Pretoria. http://hdl.handle.net/2263/36807
   Google Scholar
• Barbieri, M. C., Castro, G. Z. B., Wernet, M., de Lima, R. A. G., & Dupas, G. (2019). School experience of the child and adolescent with visual impairment: Family experience. https://www.scielo.br/scielo.php?script=sci_arttext&pid=S0034-71672019000900132
   Google Scholar
• Bate, C., Turner, K., & Fricke, S. (2021). Return to school after acquired brain injury in the UK – the educators’ perspectives. Journal of Research in Special Educational Needs, 21(3), 242–253. https://doi.org/10.1111/1471-3802.12517
   Web of Science ®Google Scholar
• Beltyukova, O. V., Novgorodtseva, I. V., Ivutina, E. P., & Maltseva, I. V. (2022). Specifics of parent-child relationships in families raising children with autism spectrum disorder. ARPHA Proceedings, 5,153–163. https://doi.org/10.3897/ap.5.e0153
   Google Scholar
• Bennett, E., Woolf, E., & Woolf, E. (2022). Childhood acquired brain injury: The knowledge and training needs of special educational needs coordinators. Support for Learning, 37(2), 209–224. https://doi.org/10.1111/1467-9604.12405
   Web of Science ®Google Scholar
• Broocker, D. A. (2001). Children with traumatic brain injury: A parents’ guide. Library Journal, 126(11), 95.
   Web of Science ®Google Scholar
• Brusegaard, C. M. (2018). Identifying barriers to inclusive education for children who are blind and visually impaired in the federated states of Micronesia. [ Doctoral Thesis]. University of Massachusetts Boston. https://www.proquest.com/dissertations-the-ses/identifying-barriers-inclusive-education-children/docview/2051797174/se-2?ac-countid=16730)
   Google Scholar
• Bywater, E. M. (1981). Adolescents with cystic fibrosis: Psychosocial adjustment. Archives of Disease in Childhood, 56(7), 538–543. https://doi.org/10.1136/adc.56.7.538
   PubMed Web of Science ®Google Scholar
• Carrington, S., & Robinson, R. (2006). Inclusive school community: Why is it so complex? International Journal of Inclusive Education, 10(4–5), 323–334. https://doi.org/10.1080/13603110500256137
   Google Scholar
• Cavet, J. (2003). Research Section: “It’s a delicate thing”: Coping with a hidden disability in mainstream schools. British Journal of Special Education, 27(3), 154–159. https://doi.org/10.1111/1467-8527.00179
   Google Scholar
• Chesire, D. J., Buckley, V. A., & Canto, A. I. (2011). Assessment of students with traumatic brain injury. Communique, 40(2), 8–9.
   Google Scholar
• Clark, E. (1996). Children and adolescents with traumatic brain injury: Reintegration challenges in educational settings. Journal of Learning Disabilities, 29(5), 549–560. https://doi.org/10.1177/002221949602900509
   PubMed Web of Science ®Google Scholar
• Cologon, K. (2020). Is inclusive education really for everyone? Family stories of children and young people labelled with ‘severe and multiple’ or ‘profound’ ‘disabilities’. Research Papers in Education, 37(3), 395–417. https://doi.org/10.1080/02671522.2020.1849372
   Web of Science ®Google Scholar
• Cresswell, J. W. (2018). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson Education Limited.
   Google Scholar
• Curtin, M., & Clarke, G. (2007). Listening to young people with physical disabilities’ experiences of education. International Journal of Disability, Development and Education, 52(3), 195–214. https://doi.org/10.1080/10349120500252817
   Google Scholar
• Dalgaard, N. T., Bondebjerg, A., Viinholt, B. C. A., & Filges, T. (2022). The effects of inclusion on academic achievement, socioemotional development and wellbeing of children with special educational needs. Campbell Systematic Reviews, 18(4), 1–44. https://doi.org/10.1002/cl2.1291
   Google Scholar
• Dashiyeva, B. (2010). Role of family factors in formation of mental health of children with disabilities. European Psychiatry, 25(S1), 736. https://doi.org/10.1016/S0924-9338(10)70730-6
   Google Scholar
• De Villiers, A. J. (2015a). Stories of school reintegration following traumatic brain injury (TBI): The experiences of children, their primary caregivers and educators in the Western Cape, [ Doctoral Thesis]. University of Cape Town. http://hdl.handle.net/11427/15500
   Google Scholar
• De Villiers, A. J. (2015b). Stories of school reintegration following traumatic brain injury (TBI): The experiences of children, their primary caregivers and educators in the Western Cape, [ Thesis]. University of Cape Town.
   Google Scholar
• Elangkovan, I. T., & Shorey, S. (2020). Experiences and needs of parents caring for children with cerebral palsy: A systematic review. Journal for Developmental and Behavioral Pediatrics, 41(9), 730–739. https://doi.org/10.1097/DBP.0000000000000880
   PubMed Web of Science ®Google Scholar
• Forteza, D., Fuster, L., & Moreno-Tallón, F. (2019). Barreras para el Aprendizaje y la Participación en la Escuela del Alumnado con Dislexia: Voces de Familias. Revista Internacional de Educación Para La Justicia Social, 8(2), 113. https://doi.org/10/ggw4vr
   Google Scholar
• Gathercole, K. (2019). Managing cystic fibrosis alongside children’s schooling: Family, nurse, and teacher perspectives. Journal of Child Health Care, 23(3), 425–436. https://doi.org/10.1177/1367493518814930
   PubMed Web of Science ®Google Scholar
• Guillemot, F., Lacroix, F., & Nocus, I. (2022). Teachers’ attitude towards inclusive education from 2000 to 2020: An extended meta-analysis. International Journal of Educational Research, 3(4), 100175. https://doi.org/10.1016/j.ijedro.2022.100175
   Google Scholar
• Harokova, M., & Chrastina, J. (2022). DYING pupil with life-limiting or life threatening illness in the context of inclusive education: A theoretical framework. EduPort, 6(1), 27–37. https://doi.org/10.21062/edp.2022.003
   Google Scholar
• Hopey, D. (2008). One family’s perspective of their experiences with school and district personnel over time related to inclusive educational services for a family member with significant disabilities. International Journal of Whole Schooling, 2, 29. https://unf.aca-demia.edu/DavidHoppey
   Google Scholar
• Howe, J., & Ball, H. (2017). An Exploratory study of special educational needs Co-ordinators’ knowledge and experience of working with children who have sustained a brain injury. Support for Learning, 32(1), 85–100. https://doi.org/10.1111/1467-9604.12148
   Google Scholar
• Kimbell, B., Lawton, J., Boughton, C., Hovorka, R., & Raknikn, D. (2021). Parents’ experiences of caring for a young child with type 1 diabetes: A systematic review and synthesis of qualitative evidence. BMC Pediatrics, 21(1), 160. https://doi.org/10.1186/s12887-021-02569-4
   PubMed Web of Science ®Google Scholar
• Kranich, E. M. (2000). Waldorfské školy. [Waldorf schools]. Opherus.
   Google Scholar
• Krastina, E., Berzina, Z., Kraukle, S., & Zake, D. (2006). Inclusion and the role of parent involvement. Transylvanian Journal of Psychology, 2(2).
   Google Scholar
• Lash, M. (2004). Children and Youth with traumatic brain injury. NeuroRehabilitation, 19(3), 173–174. https://doi.org/10.3233/NRE-2004-19301
   Web of Science ®Google Scholar
• Lebeer, J. (2006). Clues to inclusive and cognitive education: reconciling needs to integrate and to activate learning processes. Transsylvanian Journal of Psychology Special Issue on Inclusive and Cognitive Education, 31–66. https://hdl.handle.net/10067/639420151162165141
   Google Scholar
• Lemos, L. (2016). “Voices of adult Latinos with physical disabilities and their families.” PhD diss. University of Southern California
   Google Scholar
• Linertová, R., González-Guadarrama, J., Serrano-Aguilar, P., Posada De la-Paz, M., Péntek, M., Iskrov, G., & Ballester, M. (2019). Schooling of children with rare diseases and disability in Europe. International Journal of Disability, Development and Education, 66(4), 362–373. https://doi.org/10.1080/1034912X.2018.1562159
   Web of Science ®Google Scholar
• Lumivero. (2020). NVivo (version 14) www.lumivero.com
   Google Scholar
• Manning, S., Cooper, E., Crosby, S., Docherty, K., Fidler, J., Fletcher, P., Gallagher, S., Hamilton, G., Fereday, L., Handa, S., Hedley, E., Hollywood, M., Inman, L., Jackson, M., McDonnnel, C., Morgan, A., Russel, A., Sanders, C., Stewart, W., et al. (2016). Inclusive education for children with muscle-wasting conditions: A guide for schools and parents (3rd ed.). Muscular Dystrophy UK. https://www.musculardystrophyuk.org/static/s3fs-public/2021-06/Education-Guidelines-in-full.pdf?VersionId=_CvizoF34jDIfBHyJ0_viZzSRdmhqRAY
   Google Scholar
• Marinelli, R. P., & Dell Orto, A. E. (1999). The psychological and social impact of disability (4th ed.). Springer Pub. Co.
   Google Scholar
• Martos - García, D., & Monforte, J. (2019). ‘Haz lo que puedas’. Un estudio de caso sobre diversidad funcional y Educación Física. Ágora Para La Educación Física y El Deporte 21, 52–73. EISSN: 1989-7200. https://doi.org/10.24197/aefd.0.2019.52-73
   Google Scholar
• McLaren, S. J. (2013). Is inclusive education right for every child? An account by the parent of a child with high and complex needs due to autism spectrum disorder. Kairaranga, 14(2)
   Google Scholar
• Middleton, J. A. (2008). Acquired brain injury. Psychiatry, 7(7), 304–307. ISSN 14761793. JUDITH A MIDDLETON. Acquired brain injury. Psychiatry ISSN 2008, 7, 304-307 [cit. 2023-09-25]. ISSN 14761793. https://doi.org/10.1016/j.mppsy.2008.05.003
   Google Scholar
• Ministry of Education, Youth and Sports: MŠMT. (2016). Decree No. 27/2016 Coll., Of January 21, 2016, On the Education of Students with Special Educational Needs and Gifted Students. https://www.msmt.cz/dokumenty/vyhlasky-ke-skolskemu-zakonu
   Google Scholar
• Ministry of Education, Youth and Sports: MŠMT. (2018). Akční plán inkluzivního vzdělávání na období 2019 – 2020. [Inclusive Education Action Plan 2019-2020]. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwj8uOnMrLz4AhWJy6QKHcvOCmQQFnoECAgQAQ&url=http%3A%2F%2Fwww.msmt.cz%2Ffile%2F49950_1_1%2F&usg=AOvVaw2p3gu-l_quSPvDjcctOekE
   Google Scholar
• Moen, Ø. L., Opheim, E., & Trollvik, A. (2019). Parents experiences raising a child with food allergy; a qualitative review. Journal of Pediatric Nursing, 46, e52–e63. https://doi.org/10.1016/j.pedn.2019.02.036
   PubMed Web of Science ®Google Scholar
• Mychjalkiw, W. (2004). Return to school after brain injury. Archives of Disease in Childhood, 89(2), 136–142. https://doi.org/10.1136/adc.2002.025577
   PubMed Web of Science ®Google Scholar
• Olusodo, F., & Farrow, B. (2021). Teachers’ attitudes towards inclusive education in primary schools in Lagos State, Nigeria. Journal of Exceptional People, 10(19), 29–48. http://jep.upol.cz/2021/Journal-of-Exceptional-People-Volume10-Number19.pdf
   Google Scholar
• Pather, S. (2011). Evidence on inclusion and support for learners with disabilities in mainstream schools in South Africa: Off the policy radar? International Journal of Inclusive Education, 15(10), 1103–1117. https://doi.org/10.1080/13603116.2011.555075
   Web of Science ®Google Scholar
• Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed. ed.). Sage Publications Inc.
   Google Scholar
• Pospíšilová, I. (2013). Alternativní školství. [Alternative Schools] Šance Dětem, Retrieved April 5, 2022. https://sancedetem.cz/alternativni-skolstvi
   Google Scholar
• Rader, M. C., & Thomas, S. (1995). Educational challenges of students with traumatic brain injury. Journal for a Just, 1(2), 191–199.
   Google Scholar
• Read, J., Kinali, M., Muntoni, F., Weaver, T., & Garralda, M. E. (2011). Siblings of young people with Duchenne muscular dystrophy – a qualitative study of impact and coping. European Journal of Paediatric Neurology, 15(1), 21–28. https://doi.org/10.1016/j.ejpn.2010.07.006
   PubMed Web of Science ®Google Scholar
• Riccardi, J. S., & Lundine, J. (2022). An Exploratory study on Disparities in Service Provision and long-term need after Early Childhood acquired brain injury. American Journal of Speech-Language Pathology, 31(6), 2817–2824. https://doi.org/10.1044/2022_AJSLP-22-00056
   PubMedGoogle Scholar
• Roberts, M. A. (1995). The Return to school after brain injury. Contemporary Psychology, 40(9), 884–885. https://doi.org/10.1037/003970
   Google Scholar
• Rogers, C. (2007). Experiencing an ‘inclusive’ education: Parents and their children with ‘special educational needs’. British Journal of Sociology of Education, 28(1), 55–68. https://doi.org/10.1080/01425690600996659
   Web of Science ®Google Scholar
• Rojo-Ramos, J., Manzano-Redondo, F., Barrios-Fernandez, S., Garcia-Gordillo, M. A., & Adsuar, J. C. (2021). A descriptive study of specialist and non-specialist teachers’ preparation towards educational inclusion. International Journal of Environmental Research and Public Health, 18(14), 7428. https://doi.org/10.3390/ijerph18147428
   PubMed Web of Science ®Google Scholar
• Růžička, M., Pastieriková, L., Krahulcová, K., Finková, D., Jeřábková, K., Baslerová, P., Kozáková, Z., Dömischová, I., Smolíková, M., Sedláčková, D., Houšková, T., Bohanesová, A., Vojtová, S., Mužná, V., Tichá, M.-., Studená, G., Miklová, A., Krejčík, D., & Fialová, K. (2020). Speciální pedagog a další aktéři školního poradenského pracoviště ve společném vzdělávání. [special pedagogue and other actors of school counseling workplace in joint education]. Palacký University. https://doi.org/10.5507/pdf.20.24457048
   Google Scholar
• Rybová, L., & Kudláček, M. (2013). The state of inclusion of students with physical disabilities in general physical education in Prague and central Bohemian Region. European Journal of Adapted Physical Activity, 6(1), 57–61. https://doi.org/10.5507/euj.2013.005
   Google Scholar
• Ryndak, D. L., Taub, D., Jorgensen, C. M., Gonsier-Gerdin, J., Arndt, K., Sauer, J., Ruppar, A. L., Morningstar, M. E., & Allcock, H. (2014). Policy and the impact on placement, involvement, and progress in general education: Critical issues that require rectification. Research and Practice for Persons with Severe Disabilities, 39(1), 65–74. https://doi.org/10.1177/1540796914533942
   Web of Science ®Google Scholar
• Schoenbrodt, L. (Ed.). (2001). Children with traumatic brain injury: A parent's guide. Woodbine House.
   Google Scholar
• Schuelka, M., & Johnstone, C. J. (2012, 2). Global trends in meeting the educational rights of children with disabilities: From international institutions to local responses. Reconsidering Development, 2. http://pubs.lib.umn.edu/reconsidering/vol2/iss2/3
   Google Scholar
• Sedláčková, D., & Kantor, J. (2022a). Lived experiences of learners with cerebral palsy educated in inclusive classrooms in the Czech Republic. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.800244
   Google Scholar
• Sedláčková, D., Kantor, J. (2022b). The factors important in inclusive education of the pupil with traumatic brain injury identified on the basis of the lived experience of his mother. Education Research International, 2022, 1–9. https://doi.org/10.1155/2022/7986085
   Web of Science ®Google Scholar
• Sedláčková, D., Kantor, J., Zahradníková, T., Přibylová, T., Bohanesová, A., Marečková, J., Růžičková, L., Szokalová, L., Domishová, I., Finková, D., Krahulcová, K., Jeřábková, K., & Du, J. (2021). Zkušenosti rodičů dětí se speciálními vzdělávacími potřebami s inkluzivním vzděláváním: scoping review [The experiences with inclusive education in parents of pupils with special educational needs: the scoping review) in Sedláčková, D., et al. (2021). In Společné vzdělávání a role rodičů [The joint education and a parents’ role]. Palacky University. https://doi.org/10.5507/pdf.21.24459516
   Google Scholar
• See Yeo, L., & Tan, S. L. (2018). Educational inclusion in Singapore for children with physical disabilities. Asia Pacific Journal of Education, 38(2), 175–186. https://doi.org/10.1080/02188791.2018.1460253
   Web of Science ®Google Scholar
• Shevlin, M., Kenny, M., & McNeela, E. (2002). Curriculum access for pupils with Disabilities: An Irish experience. Disability and Society, 17(2), 159–169. https://doi.org/10.1080/09687590120122314
   Web of Science ®Google Scholar
• Slowík, J., Gažáková, E., Holeček, V., & Zachová, M. (2023). Comprehensive support for pupils at risk of school failure in inclusive education: Theory and school practice in the Czech Republic. International Journal of Inclusive Education, 27(7), 834–850. https://doi.org/10.1080/13603116.2021.1879950
   Web of Science ®Google Scholar
• Swart, E., Engelbrecht, P., Eloff, I., Pettipher, R., & Oswald, M. (2004). Developing inclusive school communities: Voices of parents of children with disabilities. Education as Change, 8(1), 80–108. https://doi.org/10.1080/16823200409487082
   Google Scholar
• Terry, G., Hayfield, N., Clarke, V., & Braun, V. (2017). Thematic analyses. In C. Willig & W. Stainton Rogers (Eds.), The SAGE Handbook of Qualitative Research in psychology (pp. 17–37). Sage Publications.
   Google Scholar
• Tran, K. V. (2014). Exploring the experience of children with disabilities at school settings in Vietnam context. SpringerPlus, 3(1), 103. https://doi.org/10/ggvbps
   PubMedGoogle Scholar
• Tso, M., & Strnadová, I. (2017). Students with autism transitioning from primary to secondary schools: Parents’ perspectives and experiences. International Journal of Inclusive Ed-Ucation, 21(4), 389–403. https://doi.org/10.1080/13603116.2016.1197324
   Web of Science ®Google Scholar
• Van Mannen, M. (2016). Researching lived Experience: Human science for an action sensitive pedagogy (2nd ed.), Routledge.
   Google Scholar