“Let’s let the students do by themselves” How to activate students with severe physical disability in the classroom?
DOI:
https://doi.org/10.25255/jss.2018.7.1.28.41Keywords:
Special education, severe physical disability, student, activation, inclusionAbstract
A student with physical disability in the classroom can be a challenge for teaching arrangements. How to pay attention to these students’ special needs and what are the best ways of supporting their learning? This research aimed at obtaining information about special education teachers’ and other team members’ experiences of everyday work with education of students with severe physical disability. This research was set one main question: How to activate students with severe physical disability in the classroom? The research participants of this research were the team members (N=16) who took care of 120 students participating the remedial courses during this research. The team members were special education teachers, various therapists, and social workers, who all worked with students with severe physical disability. The best practices to support students’ activity and learning were teachers’ positive and trusting attitudes, special solutions created in various school subjects, and multiprofessional collaboration, which are introduced and described in detail in the article.
Downloads
Download data is not yet available.
References
Allodi, M. W. (2010). The meaning of social climate of learning environments: Some reasons why we do not care enough about it, Learning Environments Research, 13 (2), pp. 89–104. doi: 10.1007/s10984-010-9072-9
Atta, C. A. M., Fiest, K. M., Frolkis, A. D., Jette, N., Pringsheim, T., St Germaine-Smith, C., Rajapakse, T., Kaplan, G. G., and Metcalfe, A. (2016). Global birth prevalence of spina bifida by folic acid fortification status: a systematic review and meta-analysis, American Journal of Public Health, 106 (1), 25–34. doi: 10.2105/AJPH.2015.302902
Awartani, M., Whitman, C. V. and Gordon, J. (2008). Developing instruments to capture young people’s perceptions of how school as a learning environment affects their well-being, European Journal of Education, 43 (1), 51–70. doi: 10.1111/j.1465-3435.2007.00337.x
Bell, K. L., Boyd, R. N., Tweedy, S. M., Weir, K. A., Stevenson, R. D., and Davies, P. S. (2010). A prospective, longitudinal study of growth, nutrition and sedentary behaviour in young children with cerebral palsy, BMC Public Health, 10 (1), 179. doi: 10.1186/1471-2458-10-179
Bennet, K. S., and Hay, D. A. (2007). The role of family in the development of social skills in children with physical disabilities, International Journal of Disability, Development & Education, 54 (4), 381–397. doi: 10.1080/10349120701654555
Brady, P. (2005). Inclusionary and exclusionary secondary schools: the effect of school culture on student outcomes, Interchange, 36 (3), 295–311. doi: 10.1007/s10780-005-6867-1
Cans, C., De-la-Cruz, J., and Mermet, M.-A. (2008). Epidemiology of cerebral palsy, Paediatrics and Child Health, 18 (9), 393-398. doi: 10.1016/j.paed.2008.05.015
Costigan, F. A., and Light, J. (2011). Functional seating for school-age children with cerebral palsy: An evidence-based tutorial, Language, Speech & Hearing Services in Schools, 42 (2), 223–236. doi: 10.1044/0161-1461(2010/10-0001)
Creswell, J. W. (2009). Research design: qualitative, quantitative, and mixed methods approaches, Thousand Oaks, CA: Sage.
De Bortoli, T., Arthur-Kelly, M., Mathisen, B., Foreman, P., and Balandin, S. (2010). Where are teachers' voices? A research agenda to enhance the communicative interactions of students with multiple and severe disabilities at school, Disability and rehabilitation, 32 (13), 1059-1072. doi: 10.3109/09638280903410730
Diamond, K. E., and Hong, S.-Y. (2010). Young children’s decisions to include peers with physical disabilities in play, Journal of Early Intervention, 32 (3), 163–177. doi: 10.1177/1053815110371332
Diamond, K. E., Hong, S.-Y., and Tu, H. (2008). Context influences preschool children’s decisions to include a peer with physical disability in play, Exceptionality, 16 (3), 141–155.
Dorczak, R. (2013). Inclusion through the lens of school culture. In G. Mac Ruairc, E. Ottesen, & R. Precey (Eds.), Leadership for inclusive education. Values, vision and voices. Studies in inclusive education (pp. 47–57). E-book.
Elkins, J. (2005). Inclusive education in Queensland: Where are we going and how will we get there, Social Alternatives, 24 (4), 45-49.
Eunson, P. (2015). The long-term health, social, and financial burden of hypoxic–ischaemic encephalopathy, Developmental Medicine & Child Neurology 57 (S3), 48–50. doi: 10.1111/dmcn.12727
Florian, L. (2008). Special or inclusive education: future trends, British Journal of Special Education, 35 (4), 202–208. doi: 10.1111/j.1467-8578.2008.00402.x
Geary, D. C. (2010). Mathematical disabilities: Reflections on cognitive, neuropsychological, and genetic components, Learning and Individual Differences, 20 (2), 130-133. doi: 10.1016/j.lindif.2009.10.008
Hinton, V. J., De Vivo, D. C., Fee, R., Goldstein, E., and Stern, Y. (2004). Investigation of poor academic achievement in children with Duchenne muscular dystrophy, Learning Disabilities Research & Practice, 19 (3), 146–154. doi: 10.1111/j.1540-5826.2004.00098.x
Hollingsworth, H. L., and Buysse, V. (2009). Establishing friendships in early childhood inclusive settings: What roles do parents and teachers play? Journal of Early Intervention, 31 (4), 287–308.
Hutton, E., and Coxon, K. (2011). ‘Posture for learning’: meeting the postural care needs of children with physical disabilities in mainstream primary schools in England –a research into practice exploratory study, Disability & Rehabilitation, 33 (19/20), 1912–1924. doi: 10.3109/09638288.2010.544837
Häyrynen, E. (2014). Kun oppilaan liikuntavamma haastaa. Monitoimijaisen verkoston käsityksiä oppimisympäristöön liittyvistä vaatimuksista ja hyvistä käytännöistä [When a pupil’s physical disability challenges. Perceptions of a multi-professional network about requirements and good practices related to the learning environment], Rovaniemi: Lapland University Press.
Imms, C., Adair, B., Keen, D., Ullenhag, A., Rosenbaum, P., and Granlund, M. (2016). ´Participation´: a systematic review of language, definitions, and constructs used in intervention research with children with disabilities, Developmental Medicine & Child Neurology, 58 (1), 29–38. doi: 10.1111/dmcn.12932
Krakovsky, G., Huth, M. M., Lin, L., and Levin, R. S. (2007). Functional changes in children, adolescents, and young adults with cerebral palsy, Research in Developmental Disabilities, 28 (4), 331–340. doi: 10.1016/j.ridd.2006.03.005
Kvale, S., and Brinkmann, S. (2009). Interviews: Learning the craft of qualitative interviewing, London: Sage.
Maher, C. A., Evans, K. A., Sprod, J. A., and Bostock, S. M. (2011). Factors influencing postural management for children with cerebral palsy in the special school setting, Disability and Rehabilitation, 33 (2), 146-158. doi: 10.3109/09638288.2010.490868
Majnemer, A., Shevell, M., Law, M., Poulin, C., and Rosenbaum, P. (2010). Level of motivation in mastering challenging tasks in children with cerebral palsy, Developmental Medicine & Child Neurology, 52 (12), 1120-1126. doi: 10.1111/j.1469-8749.2010.03732.x
Mayring, P. (2000). Qualitative content analysis, Qualitative Social Research, 1 (2). Retrieved from: http://www.qualitative-research.net/index.php/fqs/article/view/1089/2386
Miller, F., and Bachrach, S. J. (2017). Cerebral palsy: A complete guide for caregiving, Baltimore: A Johns Hopkins University Press.
Moat, S. J., Bradley, D. M., Salmon, R., Clarke, A., and Hartley, L. (2013). Newborn bloodspot screening for Duchenne muscular dystrophy: 21 years experience in Wales (UK), European Journal of Human Genetics, 21(10), 1049-1053. doi: 10.1038/ejhg.2012.301
Mol, E. M., Monbaliu, E., Ven, M., Vergote, M., and Prinzie, P. (2012). The use of night orthoses in cerebral palsy treatment: Sleep disturbance in children and parental burden or not? Research in Developmental Disabilities, 33 (2), 341–349. doi: 10.1016/j.ridd.2011.10.026
Määttä, K., Äärelä, T., and Uusiautti, S. (2017). What happens to special education: will inclusion be the solution? Asian Journal of Education and e-Learning, 5 (5), 141-149.
Nereo, N. E., and Hinton. V. J. (2003). Three wishes and psychological functioning in boys with Duchenne muscular dystrophy, Journal of Developmental and Behavioral Pediatrics, 24 (2), 96–103.
OECD. (2005). Teachers matter. Attracting, developing and retaining effective teachers. http://www.oecd.org/education/school/34990905.pdf
Palisano, R. J., Copeland, W. P., and Galuppi, B. E. (2007). Performance of physical activities by adolescents with cerebral palsy. Physical therapy, 87 (1), 77-87. doi: 10.2522/ptj.20060089
Pirilä, S., van der Meere, J. J., Rantanen, K., Jokiluoma, M., and Eriksson, K. (2011). Executive functions in youth with spastic cerebral palsy, Journal of Child Neurology, 26 (7), 817-821. doi: 10.1177/0883073810392584
Pountney, T. E., Mandy, A., Green, E., and Gard, P. R. (2009). Hip subluxation and dislocation in cerebral palsy – a prospective study on the effectiveness of postural management programs, Physiotherapy Research International, 14 (2), 116–127. doi: 10.1002/pri.434
Rosenbaum, P., Paneth, N., Leviton, A., Goldstein, M., Bax, M., Damiano, D., and Jacobsson, B. (2007). A report: the definition and classification of cerebral palsy April 2006, Developmental Medicine & Child Neurology, 49 (S109), 8-14. doi: 10.1111/j.1469-8749.2007.tb12610.x
Thapa, A., Cohen, J., Higgins-D’Alessandro, A., and Guffey, S. (2012). School climate research summary: August 2012, School Climate Brief, 3, 1-21. http://www.schoolclimate.org/climate/documents/policy/sc-brief-v3.pdf
Uusiautti, S., and Määttä, K. (Eds.) (2018, in press). New methods of special education, Frankfurt am Main: Peter Lang Publishing.
Wadnerkar, M. B., Pirinen, T., Haines-Bazrafshan, R., Rodgers, J. and James, D. (2012). A single case study of a family-centred intervention with a young girl with cerebral palsy who is a multimodal communicator, Child: Care, Health & Development, 38 (1), 87–97. doi: 10.1111/j.1365-2214.2011.01214.x
Waitoller, F. R., and Artiles, A. J. (2013). A decade of professional development research
for inclusive education: a critical review and notes for a research program, Review of Educational Research, 83 (3), 319–356. doi: 10.3102/0034654313483905
WHO. (2007). International classification of functioning, disability and health: children & youth version ICF-CY, World Health Organization. http://apps.who.int/iris/bitstream/10665/43737/1/9789241547321_eng.pdf
Atta, C. A. M., Fiest, K. M., Frolkis, A. D., Jette, N., Pringsheim, T., St Germaine-Smith, C., Rajapakse, T., Kaplan, G. G., and Metcalfe, A. (2016). Global birth prevalence of spina bifida by folic acid fortification status: a systematic review and meta-analysis, American Journal of Public Health, 106 (1), 25–34. doi: 10.2105/AJPH.2015.302902
Awartani, M., Whitman, C. V. and Gordon, J. (2008). Developing instruments to capture young people’s perceptions of how school as a learning environment affects their well-being, European Journal of Education, 43 (1), 51–70. doi: 10.1111/j.1465-3435.2007.00337.x
Bell, K. L., Boyd, R. N., Tweedy, S. M., Weir, K. A., Stevenson, R. D., and Davies, P. S. (2010). A prospective, longitudinal study of growth, nutrition and sedentary behaviour in young children with cerebral palsy, BMC Public Health, 10 (1), 179. doi: 10.1186/1471-2458-10-179
Bennet, K. S., and Hay, D. A. (2007). The role of family in the development of social skills in children with physical disabilities, International Journal of Disability, Development & Education, 54 (4), 381–397. doi: 10.1080/10349120701654555
Brady, P. (2005). Inclusionary and exclusionary secondary schools: the effect of school culture on student outcomes, Interchange, 36 (3), 295–311. doi: 10.1007/s10780-005-6867-1
Cans, C., De-la-Cruz, J., and Mermet, M.-A. (2008). Epidemiology of cerebral palsy, Paediatrics and Child Health, 18 (9), 393-398. doi: 10.1016/j.paed.2008.05.015
Costigan, F. A., and Light, J. (2011). Functional seating for school-age children with cerebral palsy: An evidence-based tutorial, Language, Speech & Hearing Services in Schools, 42 (2), 223–236. doi: 10.1044/0161-1461(2010/10-0001)
Creswell, J. W. (2009). Research design: qualitative, quantitative, and mixed methods approaches, Thousand Oaks, CA: Sage.
De Bortoli, T., Arthur-Kelly, M., Mathisen, B., Foreman, P., and Balandin, S. (2010). Where are teachers' voices? A research agenda to enhance the communicative interactions of students with multiple and severe disabilities at school, Disability and rehabilitation, 32 (13), 1059-1072. doi: 10.3109/09638280903410730
Diamond, K. E., and Hong, S.-Y. (2010). Young children’s decisions to include peers with physical disabilities in play, Journal of Early Intervention, 32 (3), 163–177. doi: 10.1177/1053815110371332
Diamond, K. E., Hong, S.-Y., and Tu, H. (2008). Context influences preschool children’s decisions to include a peer with physical disability in play, Exceptionality, 16 (3), 141–155.
Dorczak, R. (2013). Inclusion through the lens of school culture. In G. Mac Ruairc, E. Ottesen, & R. Precey (Eds.), Leadership for inclusive education. Values, vision and voices. Studies in inclusive education (pp. 47–57). E-book.
Elkins, J. (2005). Inclusive education in Queensland: Where are we going and how will we get there, Social Alternatives, 24 (4), 45-49.
Eunson, P. (2015). The long-term health, social, and financial burden of hypoxic–ischaemic encephalopathy, Developmental Medicine & Child Neurology 57 (S3), 48–50. doi: 10.1111/dmcn.12727
Florian, L. (2008). Special or inclusive education: future trends, British Journal of Special Education, 35 (4), 202–208. doi: 10.1111/j.1467-8578.2008.00402.x
Geary, D. C. (2010). Mathematical disabilities: Reflections on cognitive, neuropsychological, and genetic components, Learning and Individual Differences, 20 (2), 130-133. doi: 10.1016/j.lindif.2009.10.008
Hinton, V. J., De Vivo, D. C., Fee, R., Goldstein, E., and Stern, Y. (2004). Investigation of poor academic achievement in children with Duchenne muscular dystrophy, Learning Disabilities Research & Practice, 19 (3), 146–154. doi: 10.1111/j.1540-5826.2004.00098.x
Hollingsworth, H. L., and Buysse, V. (2009). Establishing friendships in early childhood inclusive settings: What roles do parents and teachers play? Journal of Early Intervention, 31 (4), 287–308.
Hutton, E., and Coxon, K. (2011). ‘Posture for learning’: meeting the postural care needs of children with physical disabilities in mainstream primary schools in England –a research into practice exploratory study, Disability & Rehabilitation, 33 (19/20), 1912–1924. doi: 10.3109/09638288.2010.544837
Häyrynen, E. (2014). Kun oppilaan liikuntavamma haastaa. Monitoimijaisen verkoston käsityksiä oppimisympäristöön liittyvistä vaatimuksista ja hyvistä käytännöistä [When a pupil’s physical disability challenges. Perceptions of a multi-professional network about requirements and good practices related to the learning environment], Rovaniemi: Lapland University Press.
Imms, C., Adair, B., Keen, D., Ullenhag, A., Rosenbaum, P., and Granlund, M. (2016). ´Participation´: a systematic review of language, definitions, and constructs used in intervention research with children with disabilities, Developmental Medicine & Child Neurology, 58 (1), 29–38. doi: 10.1111/dmcn.12932
Krakovsky, G., Huth, M. M., Lin, L., and Levin, R. S. (2007). Functional changes in children, adolescents, and young adults with cerebral palsy, Research in Developmental Disabilities, 28 (4), 331–340. doi: 10.1016/j.ridd.2006.03.005
Kvale, S., and Brinkmann, S. (2009). Interviews: Learning the craft of qualitative interviewing, London: Sage.
Maher, C. A., Evans, K. A., Sprod, J. A., and Bostock, S. M. (2011). Factors influencing postural management for children with cerebral palsy in the special school setting, Disability and Rehabilitation, 33 (2), 146-158. doi: 10.3109/09638288.2010.490868
Majnemer, A., Shevell, M., Law, M., Poulin, C., and Rosenbaum, P. (2010). Level of motivation in mastering challenging tasks in children with cerebral palsy, Developmental Medicine & Child Neurology, 52 (12), 1120-1126. doi: 10.1111/j.1469-8749.2010.03732.x
Mayring, P. (2000). Qualitative content analysis, Qualitative Social Research, 1 (2). Retrieved from: http://www.qualitative-research.net/index.php/fqs/article/view/1089/2386
Miller, F., and Bachrach, S. J. (2017). Cerebral palsy: A complete guide for caregiving, Baltimore: A Johns Hopkins University Press.
Moat, S. J., Bradley, D. M., Salmon, R., Clarke, A., and Hartley, L. (2013). Newborn bloodspot screening for Duchenne muscular dystrophy: 21 years experience in Wales (UK), European Journal of Human Genetics, 21(10), 1049-1053. doi: 10.1038/ejhg.2012.301
Mol, E. M., Monbaliu, E., Ven, M., Vergote, M., and Prinzie, P. (2012). The use of night orthoses in cerebral palsy treatment: Sleep disturbance in children and parental burden or not? Research in Developmental Disabilities, 33 (2), 341–349. doi: 10.1016/j.ridd.2011.10.026
Määttä, K., Äärelä, T., and Uusiautti, S. (2017). What happens to special education: will inclusion be the solution? Asian Journal of Education and e-Learning, 5 (5), 141-149.
Nereo, N. E., and Hinton. V. J. (2003). Three wishes and psychological functioning in boys with Duchenne muscular dystrophy, Journal of Developmental and Behavioral Pediatrics, 24 (2), 96–103.
OECD. (2005). Teachers matter. Attracting, developing and retaining effective teachers. http://www.oecd.org/education/school/34990905.pdf
Palisano, R. J., Copeland, W. P., and Galuppi, B. E. (2007). Performance of physical activities by adolescents with cerebral palsy. Physical therapy, 87 (1), 77-87. doi: 10.2522/ptj.20060089
Pirilä, S., van der Meere, J. J., Rantanen, K., Jokiluoma, M., and Eriksson, K. (2011). Executive functions in youth with spastic cerebral palsy, Journal of Child Neurology, 26 (7), 817-821. doi: 10.1177/0883073810392584
Pountney, T. E., Mandy, A., Green, E., and Gard, P. R. (2009). Hip subluxation and dislocation in cerebral palsy – a prospective study on the effectiveness of postural management programs, Physiotherapy Research International, 14 (2), 116–127. doi: 10.1002/pri.434
Rosenbaum, P., Paneth, N., Leviton, A., Goldstein, M., Bax, M., Damiano, D., and Jacobsson, B. (2007). A report: the definition and classification of cerebral palsy April 2006, Developmental Medicine & Child Neurology, 49 (S109), 8-14. doi: 10.1111/j.1469-8749.2007.tb12610.x
Thapa, A., Cohen, J., Higgins-D’Alessandro, A., and Guffey, S. (2012). School climate research summary: August 2012, School Climate Brief, 3, 1-21. http://www.schoolclimate.org/climate/documents/policy/sc-brief-v3.pdf
Uusiautti, S., and Määttä, K. (Eds.) (2018, in press). New methods of special education, Frankfurt am Main: Peter Lang Publishing.
Wadnerkar, M. B., Pirinen, T., Haines-Bazrafshan, R., Rodgers, J. and James, D. (2012). A single case study of a family-centred intervention with a young girl with cerebral palsy who is a multimodal communicator, Child: Care, Health & Development, 38 (1), 87–97. doi: 10.1111/j.1365-2214.2011.01214.x
Waitoller, F. R., and Artiles, A. J. (2013). A decade of professional development research
for inclusive education: a critical review and notes for a research program, Review of Educational Research, 83 (3), 319–356. doi: 10.3102/0034654313483905
WHO. (2007). International classification of functioning, disability and health: children & youth version ICF-CY, World Health Organization. http://apps.who.int/iris/bitstream/10665/43737/1/9789241547321_eng.pdf
Downloads
Published
2018-01-01
How to Cite
Häyrynen, E., Määttä, K., & Uusiautti, S. (2018). “Let’s let the students do by themselves” How to activate students with severe physical disability in the classroom?. Journal of Social Sciences (COES&Amp;RJ-JSS), 7(1), 28–41. https://doi.org/10.25255/jss.2018.7.1.28.41
Issue
Section
Articles
a Creative Commons Attribution 4.0 International License.
