护理人员和学生对 COVID-19 大流行期间为脑外伤学生提供的学校服务的看法。

IF 0.8 Q4 PEDIATRICS
Cara Palusak, Libby Dart, Angela Ciccia, Drew Nagele, Jennifer P Lundine
{"title":"护理人员和学生对 COVID-19 大流行期间为脑外伤学生提供的学校服务的看法。","authors":"Cara Palusak, Libby Dart, Angela Ciccia, Drew Nagele, Jennifer P Lundine","doi":"10.3233/PRM-230021","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to identify unique challenges created by COVID-19 school closures for students with traumatic brain injury (TBI) and their families with relation to special education accommodations, therapy services, social support systems, and mental health complications.</p><p><strong>Methods: </strong>Forty-one caregivers and students participated in semi-structured, virtual interviews. Families had students in kindergarten through 12th grade who experienced a TBI prior to spring 2020 and were receiving support services at schools in Pennsylvania (US). Researchers used reflexive thematic analysis to identify themes across interviews.</p><p><strong>Results: </strong>Central themes encompassing the student- and caregiver-reported challenges and advantages of COVID-19 school closures were changes in [1] education delivery, special education services, and accommodations for children with TBI, and [2] social relationships for students with TBI and their caregivers.</p><p><strong>Conclusion: </strong>COVID-19 and the transition to remote learning significantly impacted special education services and education received by students with TBI. Families in this study discussed both perceived obstacles to and advantages of remote learning in this population. As remote and asynchronous learning are now commonly integrated into the curriculum, research should clarify the facilitators and barriers for successful service provision for students with TBI.</p>","PeriodicalId":16692,"journal":{"name":"Journal of pediatric rehabilitation medicine","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Caregiver and student perspectives on school services for students with traumatic brain injury during the COVID-19 pandemic.\",\"authors\":\"Cara Palusak, Libby Dart, Angela Ciccia, Drew Nagele, Jennifer P Lundine\",\"doi\":\"10.3233/PRM-230021\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>This study aimed to identify unique challenges created by COVID-19 school closures for students with traumatic brain injury (TBI) and their families with relation to special education accommodations, therapy services, social support systems, and mental health complications.</p><p><strong>Methods: </strong>Forty-one caregivers and students participated in semi-structured, virtual interviews. Families had students in kindergarten through 12th grade who experienced a TBI prior to spring 2020 and were receiving support services at schools in Pennsylvania (US). Researchers used reflexive thematic analysis to identify themes across interviews.</p><p><strong>Results: </strong>Central themes encompassing the student- and caregiver-reported challenges and advantages of COVID-19 school closures were changes in [1] education delivery, special education services, and accommodations for children with TBI, and [2] social relationships for students with TBI and their caregivers.</p><p><strong>Conclusion: </strong>COVID-19 and the transition to remote learning significantly impacted special education services and education received by students with TBI. Families in this study discussed both perceived obstacles to and advantages of remote learning in this population. As remote and asynchronous learning are now commonly integrated into the curriculum, research should clarify the facilitators and barriers for successful service provision for students with TBI.</p>\",\"PeriodicalId\":16692,\"journal\":{\"name\":\"Journal of pediatric rehabilitation medicine\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2024-08-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of pediatric rehabilitation medicine\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3233/PRM-230021\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PEDIATRICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of pediatric rehabilitation medicine","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3233/PRM-230021","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PEDIATRICS","Score":null,"Total":0}
引用次数: 0

摘要

目的:本研究旨在确定 COVID-19 学校关闭给脑外伤(TBI)学生及其家庭带来的特殊挑战,包括特殊教育住宿、治疗服务、社会支持系统和心理健康并发症:41 名照顾者和学生参加了半结构化虚拟访谈。这些家庭中有幼儿园到十二年级的学生,他们在 2020 年春季之前经历过创伤性脑损伤,并在宾夕法尼亚州(美国)的学校接受支持服务。研究人员采用反思性主题分析法确定访谈的主题:COVID-19学校关闭给学生和照顾者带来的挑战和优势的中心主题是:[1]教育提供、特殊教育服务和创伤性脑损伤儿童住宿的变化,以及[2]创伤性脑损伤学生及其照顾者的社会关系:结论:COVID-19 和向远程学习的过渡极大地影响了有创伤性脑损伤的学生所接受的特殊教育服务和教育。本研究中的家庭讨论了远程学习在这些人群中的障碍和优势。随着远程和异步学习被普遍纳入课程,研究应明确为有创伤性脑损伤的学生成功提供服务的促进因素和障碍。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Caregiver and student perspectives on school services for students with traumatic brain injury during the COVID-19 pandemic.

Purpose: This study aimed to identify unique challenges created by COVID-19 school closures for students with traumatic brain injury (TBI) and their families with relation to special education accommodations, therapy services, social support systems, and mental health complications.

Methods: Forty-one caregivers and students participated in semi-structured, virtual interviews. Families had students in kindergarten through 12th grade who experienced a TBI prior to spring 2020 and were receiving support services at schools in Pennsylvania (US). Researchers used reflexive thematic analysis to identify themes across interviews.

Results: Central themes encompassing the student- and caregiver-reported challenges and advantages of COVID-19 school closures were changes in [1] education delivery, special education services, and accommodations for children with TBI, and [2] social relationships for students with TBI and their caregivers.

Conclusion: COVID-19 and the transition to remote learning significantly impacted special education services and education received by students with TBI. Families in this study discussed both perceived obstacles to and advantages of remote learning in this population. As remote and asynchronous learning are now commonly integrated into the curriculum, research should clarify the facilitators and barriers for successful service provision for students with TBI.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
2.30
自引率
5.30%
发文量
139
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信