Skip to Main Content

Clinical Psychology and Special Education
2021. Vol. 10, no. 2, 183–220
doi:10.17759/cpse.2021100211
ISSN: 2304-0394 (online)

The Lived Experience with Inclusive Education: A Case Study of a Teenager with Diabetes, His Mother, and His Teacher

372

D. Sedlackova, J. Kantor

PDF (ENG)
PDF (RUS)
GS
Information
in Google Scholar

Abstract

The project aimed to understand the lived experience with inclusive education in the case of a secondary school student with diabetes mellitus type 1 (DM1), his mother and a teacher. Data collected by semi-structured interviews were analyzed by van Manen's thematic analyses of lived experience, whereas three significant themes were identified. Firstly, the quality of communication between school and parents; secondly, the level of empathy, understanding and helpfulness, and thirdly, collaboration between colleagues. Research shows the necessity to expand the education of teachers on the issue of special needs of learners with chronic diseases and extend the educational goals to psychological factors associated with their increased emotional burden. Mutual collaboration of all participants and self-reflection of teachers, supporting good peer relationships and positive school climate is essential.

General Information

Keywords: inclusive education, disability, special educational needs, lived experience, chronic disease, diabetes, risk factors, hidden disability

Journal rubric: Applied Research

Article type: review article

DOI: https://doi.org/10.17759/cpse.2021100211

Funding. This research was supported and financed from the project “Výzkum inkluze osob se speciálními potřebami” [Research of inclusion of persons with special needs]: IGA_PdF_2020_028

For citation: Sedlackova D., Kantor J. The Lived Experience with Inclusive Education: A Case Study of a Teenager with Diabetes, His Mother, and His Teacher [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2021. Vol. 10, no. 2, pp. 183–220. DOI: 10.17759/cpse.2021100211.

References

  1. Artiles A.J., Harris-Murri N., Rostenberg D. Inclusion as social justice: Critical notes on discourses, assumptions, and the road ahead. Theory into Practice, 2006, vol. 45, no. 3,
    pp. 260–268. DOI: 10.1207/s15430421tip4503_8
  2. Bunnin N., You J. The Blackwell Dictionary of Western Philosophy. Oxford: Wiley-Blackwell, 2004. 450p. DOI: 10.1002/9780470996379.refs
  3. Cook B.G. A comparison of teachers' attitudes toward their included students with mild and severe disabilities. The Journal of Special Education, 2001, vol. 34, no. 4,
    pp. 203–213. DOI: 10.1177/002246690103400403
  4. Cresswell J.W. Educational research: Planning, conducting, and evaluating quantitative and qualitative research. NY: Prentice Hall, 2002. 640 p.
  5. Gregorz S., Smogorzewska J., Karwowski M. Academic achievement of students without special educational needs in inclusive classrooms. A meta-analysis. Educational Research Review, 2017, vol. 21, pp. 33–54. DOI: 10.1016/j.edurev.2017.02.004
  6. Lei X. L., Kantor J. Study on family cohesion and adaptability of caregivers of children with ASD and its influencing factors. Social Psychology and Society, 2020, vol. 11, no. 3,
    pp. 70–85. DOI: 10.17759/sps.2020110305
  7. Malik J.A., Aslam N. Distress and Quality of Life.  In A.M. Delamater, D.G. Marrero (eds.), Behavioral Diabetes: Social Ecological Perspectives for Pediatric and Adult Populations. Cham: Springer, 2020, pp. 33–48. DOI: 10.1007/978-3-030-33286-0
  8. Mariga L., McConkey R., Meyezwa H. Inclusive education in low-income countries:
    A resource book for teacher educators, parent trainers and community development. South Africa: Disabilities Innovations Africa. 2014. 142 p.
  9. Michalík J., Chrastina J., Maštalíř J. et al. Assistant teachers for pupils with special educational needs in the Czech republic – presentation of selected particular research results. Social Welfare Interdisciplinary Approach, 2015, vol. 1, no. 5, pp. 48–57. URL: http://socialwelfare.eu/index.php/sw/article/view/10 (Accessed: 17.06.2021).
  10. Mikurcikova L. Rozdiely v komunikačných a sociálnych interakciách žiakov
    s ťažkým mentálnym postihnutím v edukačnom procese na špeciálnych základných školách a v domovoch sociálnych služieb [Differences in communicative and social interactions of pupils with serious intellectual disabilities in educational process at special elementary schools and social services homes]. Špeciálny pedagóg=Special Pedagogue, 2012, vol. 2, no. 2, pp. 14–30. URL: https://www.researchgate.net/publication/261729205_Rozdiely_v_ komunikacnych_a_socialnych_interakciach_ziakov_s_tazkym_mentalnym_postihnutim_v_edukacnom_procese_na_specialnych_zakladnych_skolach_a_v_domovoch_socialnych_sluzieb (Accessed: 17.06.2021). (In Czech).
  11. Miovský M. Kvalitativní přístup a metody v psychologickém výzkumu [Qualitative approach and methods in psychological research]. Prague: Grada Publishing. 2006. 332 p. (In Czech).
  12. Mitchell D. What really works in special and inclusive education: Using evidence-based teaching strategies. 3rd ed. London: Taylor&Francis Ltd, 2020. 460 p.
  13. Moore S. One without the other: Stories of unity through diversity and inclusion. Vol. 1. Winnipeg: Portage&Main Press. 2016. 90 p.
  14. Mosin I.S. The DiaPsy mobile app for improving self-control of diabetes and psychological support for people with type 1 diabetes. Modelling and Data Analysis, 2020,  
    vol. 10, no. 1, pp. 166–175. DOI: 10.17759/mda.2020100111.
  15. Murdoch D.C. Lived experience and inclusive education: an exploration of the phenomenon of inclusive education in the life world of young people, parents and teachers. PhD Dissertation. UK: The University of Edinburgh, 2019. URL: http://hdl.handle.net/ 1842/36034 (Accessed: 17.06.2021).
  16. Musilová M. Případová studie jako součást pedagogické praxe [Case study as a part of teaching practice]. 2nd ed. Olomouc: Palacký University, 2003. 42 p. (In Czech).
  17.  Northam E. Distress and quality of life. In A.M. Delamater, D.G. Marrero (eds.), Behavioral Diabetes: Social Ecological Perspectives for Pediatric and Adult Populations. Cham: Springer, 2020, pp. 79–90. DOI: 10.1007/978-3-030-33286-0.
  18. Okyere C., Aldersey H.M., Lysaght R. The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana. African Journal of Disability, 2019, no. 8, pp. 1–11. DOI: 10.4102%2Fajod.v8i0.542
  19. Patton M.Q. Qualitative research and evaluation methods. 3rd ed. NY: SAGE Publications Inc., 2002. 832 p.
  20. Pham Y.K., Murray C., Good R.H. Grades, behavior, and engagement of adolescents with disabilities: An examination of social relationships among students, parents, and teachers. School Community Journal, 2018, vol. 28, no. 2, pp. 47–62. URL: https://search.proquest.com/docview/2166970378?accountid=16730 (Accessed: 17.06. 2021).
  21. Sedláčková D. Pupils with physical disabilities and their experience with inclusive education: Literature review. In 5th International Multidisciplinary Scientific Conference on Social Sciences and Arts, 2018, no. 5, Science and Society, Issue 3.5. Sofia: STEF92 Technology Ltd. Pp. 673–680. DOI: 10.5593/sgemsocial12018/3.5
  22. Sedláčková D. Pupils with physical disabilities and their experience with inclusive education: review of Czech sources. 5th International Multidisciplinary Scientific Conference on Social Sciences and Arts, 2018, no. 5, Science and Society Issue 3.5. Sofia: STEF92 Technology Ltd. Pp. 681– 688. DOI: 10.5593/sgemsocial12018/3.5
  23. Van Manen M. Researching lived experience. Human science for the action sensitive pedagogy, 2nd ed. Ontario: University of Western Ontario, 1997. 224 p. DOI: 10.4324/9781315421056
  24. Van Vleet M., Helgeson V.S. Friend and peer relationships among youth with type 1 diabetes. In A.M. Delamater, D.G. Marrero (eds.), Behavioral Diabetes: Social Ecological Perspectives for Pediatric and Adult Populations. Cham: Springer, 2020. Pp. 121–138. DOI: 10.1007/978-3-030-33286-0.
  25. Terry G., Hayfield N., Clarke V. et al. Thematic analyses. In W. Stainton Rogers, C. Willig (eds.), The SAGE Handbook of Qualitative Research in Psychology. London: SAGE Publications, 2017. Pp. 17–37.
  26. Watt L. (Un)safe at school: Parents’ work of securing nursing care and coordinating School Health Support Services delivery for children with diabetes in Ontario schools. Journal of Sociology and Social Welfare, 2015, vol. 42, no. 2, Article 7, pp. 103–126.
  27. Zilcher L., Svoboda Z. Inkluzivní vzdělávání: efektivní vzdělávání všech žáků [Inclusive education: efective education of all learners]. Prague: Grada, 2019. 216 p.

Information About the Authors

Dagmar Sedlackova, PhD, PhD student (Special pedagogy), Mgr., associate professor, The Institute of Special Education Studies, Palacky University Olomouc, Olomouc, Czechia, ORCID: https://orcid.org/0000-0001-7221-3724, e-mail: dagmar.sedlackova01@upol.cz

Jiri Kantor, PhD, associate professor, The Institute of Special Education Studies, Palacky University Olomouc, Olomouc, Czechia, ORCID: https://orcid.org/0000-0001-6016-3408, e-mail: jiri.kantor@upol.cz

Metrics

Views

Total: 828
Previous month: 13
Current month: 3

Downloads

Total: 372
Previous month: 5
Current month: 0