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

Abstract

AbstractLegislative changes in the Czech Republic in 2016 created more favorable conditions for inclusive education of learners with acquired brain injury. Due to the scarcity of domestic and international evidence (only three studies) focused on this topic, this study aimed to understand the educational experience of a learner with a heart transplantation followed by acquired brain injury and his mother. The data analysis was conducted using phenomenological methodology by van Manen, along with thematic analysis. Six themes were identified in the mother’s responses and five in the pupil’s. This case study provided valuable insights into potential barriers in inclusive education that hindered the pupil’s learning and led to additional challenges in his social participation. This vulnerable population of students and their families require more protective educational policies, as their experiences may be significantly affected by the ongoing frailty of the pupils’ health.

Keywords

• pupil with congenital heart disease/heart transplantation
• apallic syndrome/acquired brain injury
• special educational needs
• inclusive education
• mother
• experience