Children who have complex health needs: Parents' experiences of their child's education

Authors: Hewitt-Taylor, J.

Journal: Child: Care, Health and Development

Volume: 35

Issue: 4

Pages: 521-526

eISSN: 1365-2214

ISSN: 0305-1862

DOI: 10.1111/j.1365-2214.2009.00965.x

Abstract:

Background: An increasing number of children have complex and continuing health needs. These children have the same right to a full range of education opportunities as other children. Methods: This paper reports on the findings from a small qualitative study of the experiences of parents whose children have complex heath needs, related to their experiences of their child's education. Interviews with parents were used to generate data. Findings: Parents encounter a number of challenges to their children achieving equal opportunities in relation to education. The factors which influence their opportunities include: staffing issues, funding issues, the attitudes of individuals and organizations, staff confidence in meeting children's needs, clarity over responsibilities and funding. For parents, what seemed most important is not whether their child accesses mainstream education, but whether the school which they attend assists them to achieve their potential. Children who have complex health needs may have to make a greater effort than their peers to achieve educational goals, and may miss considerable school time. This can impact on their leisure time. Accessing pre-school education can be difficult for children who have complex health needs. Conclusions: Inclusion in education should include pre-school provision, and more work in this area would be beneficial. Inclusion in mainstream education is only beneficial if it enables the child to participate fully with their peers. This requires practical and organizational issues to be addressed, services to be well co-ordinated, responsibilities and funding to be clear, and staff to be enabled to be confident in meeting the child's needs. However, it is also vital that individuals and organizations have a positive attitude to children and to inclusion. The additional effort and time which children may have to spend on their school work because of their health needs should also be recognized and supported appropriately. © 2009 Blackwell Publishing Ltd.

Source: Scopus

Children who have complex health needs: parents' experiences of their child's education.

Authors: Hewitt-Taylor, J.

Journal: Child Care Health Dev

Volume: 35

Issue: 4

Pages: 521-526

eISSN: 1365-2214

DOI: 10.1111/j.1365-2214.2009.00965.x

Abstract:

BACKGROUND: An increasing number of children have complex and continuing health needs. These children have the same right to a full range of education opportunities as other children. METHODS: This paper reports on the findings from a small qualitative study of the experiences of parents whose children have complex heath needs, related to their experiences of their child's education. Interviews with parents were used to generate data. FINDINGS: Parents encounter a number of challenges to their children achieving equal opportunities in relation to education. The factors which influence their opportunities include: staffing issues, funding issues, the attitudes of individuals and organizations, staff confidence in meeting children's needs, clarity over responsibilities and funding. For parents, what seemed most important is not whether their child accesses mainstream education, but whether the school which they attend assists them to achieve their potential. Children who have complex health needs may have to make a greater effort than their peers to achieve educational goals, and may miss considerable school time. This can impact on their leisure time. Accessing pre-school education can be difficult for children who have complex health needs. CONCLUSIONS: Inclusion in education should include pre-school provision, and more work in this area would be beneficial. Inclusion in mainstream education is only beneficial if it enables the child to participate fully with their peers. This requires practical and organizational issues to be addressed, services to be well co-ordinated, responsibilities and funding to be clear, and staff to be enabled to be confident in meeting the child's needs. However, it is also vital that individuals and organizations have a positive attitude to children and to inclusion. The additional effort and time which children may have to spend on their school work because of their health needs should also be recognized and supported appropriately.

Source: PubMed

Children who have complex health needs: parents' experiences of their child's education

Authors: Hewitt-Taylor, J.

Journal: CHILD CARE HEALTH AND DEVELOPMENT

Volume: 35

Issue: 4

Pages: 521-526

eISSN: 1365-2214

ISSN: 0305-1862

DOI: 10.1111/j.1365-2214.2009.00965.x

Source: Web of Science (Lite)

Children who have complex needs: parents' experiences of their child's education

Authors: Hewitt-Taylor, J.

Journal: Child: Care, Health and Development

Volume: 35

Pages: 521

ISSN: 0305-1862

DOI: 10.1111/j.1365-2214.2009.00965.x

Source: Manual

Preferred by: Jaqui Hewitt-Taylor

Children who have complex health needs: parents' experiences of their child's education.

Authors: Hewitt-Taylor, J.

Journal: Child: care, health and development

Volume: 35

Issue: 4

Pages: 521-526

eISSN: 1365-2214

ISSN: 0305-1862

DOI: 10.1111/j.1365-2214.2009.00965.x

Abstract:

Background

An increasing number of children have complex and continuing health needs. These children have the same right to a full range of education opportunities as other children.

Methods

This paper reports on the findings from a small qualitative study of the experiences of parents whose children have complex heath needs, related to their experiences of their child's education. Interviews with parents were used to generate data.

Findings

Parents encounter a number of challenges to their children achieving equal opportunities in relation to education. The factors which influence their opportunities include: staffing issues, funding issues, the attitudes of individuals and organizations, staff confidence in meeting children's needs, clarity over responsibilities and funding. For parents, what seemed most important is not whether their child accesses mainstream education, but whether the school which they attend assists them to achieve their potential. Children who have complex health needs may have to make a greater effort than their peers to achieve educational goals, and may miss considerable school time. This can impact on their leisure time. Accessing pre-school education can be difficult for children who have complex health needs.

Conclusions

Inclusion in education should include pre-school provision, and more work in this area would be beneficial. Inclusion in mainstream education is only beneficial if it enables the child to participate fully with their peers. This requires practical and organizational issues to be addressed, services to be well co-ordinated, responsibilities and funding to be clear, and staff to be enabled to be confident in meeting the child's needs. However, it is also vital that individuals and organizations have a positive attitude to children and to inclusion. The additional effort and time which children may have to spend on their school work because of their health needs should also be recognized and supported appropriately.

Source: Europe PubMed Central