Acquired Severe Disabilities and Complex Health Care Needs: Access to Inclusive Education

This case study examined one high school student’s access to inclusive education and experiences in an inclusive English class after he acquired severe disabilities and complex health care needs from a nontraumatic brain injury. Multiple sources of data (i.e., interviews, field notes, and documents)...

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Bibliographic Details
Published in:Research and practice for persons with severe disabilities 2016-09, Vol.41 (3), p.191-208
Main Authors: Ballard, Sarah L., Dymond, Stacy K.
Format: Article
Language:English
Subjects:
Accessibility (for Disabled)
Brain
Case Studies
Educational Legislation
Equal Education
Federal Legislation
General Education
Head Injuries
High School Students
Inclusion
Individualized Education Programs
Individuals with Disabilities Education Act
Nurses
Observation
Paraprofessional Personnel
Reentry Students
Regular and Special Education Relationship
Semi Structured Interviews
Severe Disabilities
Special Education
Special Education Teachers
Student Adjustment
United States (Midwest)
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Summary:This case study examined one high school student’s access to inclusive education and experiences in an inclusive English class after he acquired severe disabilities and complex health care needs from a nontraumatic brain injury. Multiple sources of data (i.e., interviews, field notes, and documents) were collected and analyzed to formulate understanding of the unique particularities of this intrinsic, naturalistic case. Findings were organized into four major themes: (a) school reentry and adjustment, (b) communication access, (c) social inclusion, and (d) curricular access and assessment. Analysis of these major themes revealed that the focus student had minimal access to an inclusive education due to delayed school reentry, incomplete assessment data, and limited professional knowledge of acquired brain injuries and inclusive education. The student’s experiences in the general education English classroom were predominantly characterized by limited access to communication and peer interactions, undefined learning priorities, and an overreliance on adult staff. Findings from this study suggest the need for additional research related to the prevalence of students with nontraumatic brain injury, supports needed by families and students post injury, professional training for school personnel, and the use of 1:1 paraprofessionals and nurses.
ISSN:1540-7969
2169-2408
DOI:10.1177/1540796915621190