Supporting students with Acquired Brain Injury in Irish schools - a mixed methods exploration

This study explores the educational experiences and support mechanisms for children with Acquired Brain Injury (ABI) in Irish schools, with a particular focus on the knowledge and preparedness of educators. Given the complex needs of these students and the often invisible nature of their injuries, this study aims to bridge gaps in understanding and support within the educational system. Utilizing a mixed-methods approach, this research is grounded in Bronfenbrenner's ecological systems theory, which provides a comprehensive framework for examining the multiple layers of influence on children's educational experiences with ABI. The study involved quantitative surveys and qualitative interviews to gather a holistic understanding of the challenges and successes encountered by students, parents, and educators. The quantitative component consisted of a survey administered to 354 education professionals across various roles, including teachers, principals, and Special Educational Needs Organisers (SENOs). The survey aimed to measure educators' knowledge, confidence, and preparedness regarding ABI and its impact on students' learning and social integration. Factor analysis and reliability testing were employed to validate the survey instrument and analyze the data. Qualitative data were also collected through the survey of 61 teacher with prior experience and from semi-structured interviews with 3 parents and 5 teachers who have direct experience supporting children with ABI. These interviews provided in-depth insights into families' and educators' personal experiences, challenges, and the strategies utilised in managing the return to school and ongoing educational support. The results revealed significant gaps in educators' knowledge and confidence in supporting students with ABI, with many teachers reporting a lack of adequate training and resources. The findings also highlighted the crucial role of interdisciplinary communication and collaboration between education and health professionals in facilitating a successful return to school for children with ABI. Thematic analysis generated teacher-related themes around sociocultural factors of the workplace and educational policy influences and parent-related themes around the personal journey of the child, the emotional journey of the caregiver and their navigation of interactions between health and educational systems The study concludes that targeted professional development and comprehensive, context-sensitive educational strategies are essential to improve outcomes for students with ABI. It recommends future research to further investigate the specific training needs of educators and the development of policy frameworks that support effective interdisciplinary collaboration. By addressing these gaps, the educational system can better meet the needs of students with ABI, ensuring their successful integration and achievement in school settings.

Grantor dc:publisher

University College Cork

Year dc:date.issued

2024

Author dc:creator

• Carey, Avril

Advisors dc:contributor.advisor

• Rutherford, Vanessa
• Adamakis, Emmanouil
• Prendergast, Mark

• ABI in Irish schools
• Acquired Brain Injury
• Rehabilitation education
• Return to education after brain injury
• School reintegration after ABI
• Teacher education on ABI/TBI
• Traumatic Brain Injury (TBI) and education
• Brain injury misconceptions
• Teacher professional development (CPD) and ABI
• Hospital-to-school transition after ABI
• Special Educational Needs (SEN) and brain injury

Statement dc:rights

• © 2024, Avril Carey.

Licence dc:rights.uri

• https://creativecommons.org/licenses/by-nc-sa/4.0/

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10468/17544

OAI identifier oai:identifier

oai:cora.ucc.ie:10468/17544