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

Legislative 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.

2016年捷克共和国出台的立法修订，为获得性脑损伤（acquired brain injury）学习者的融合教育（inclusive education）创造了更为有利的条件。鉴于当前针对该主题的国内外研究证据极为匮乏（仅3项相关研究），本研究旨在了解一名先接受心脏移植后罹患获得性脑损伤的学习者及其母亲的教育经历。数据分析采用范曼（van Manen）提出的现象学方法论结合主题分析法开展。研究从母亲的反馈中提炼出6个主题，从学生的反馈中提炼出5个主题。本个案研究揭示了融合教育中存在的潜在阻碍因素：这些因素不仅妨碍了该学生的学习进程，还为其社会参与带来了额外挑战。这类处于弱势地位的学生及其家庭亟需更具保护性的教育政策，因为学生持续存在的健康衰弱状况会对其自身与家庭的相关经历造成显著影响。