'I Wish the School Had a Better Understanding of the Diagnosis': Parent Perspectives on Educational Needs of Students with Sex Chromosome Aneuploidies

Autor/inn/en	Thompson, Talia; Stinnett, Nicole; Tartaglia, Nicole; Davis, Shanlee; Janusz, Jennifer
Titel	'I Wish the School Had a Better Understanding of the Diagnosis': Parent Perspectives on Educational Needs of Students with Sex Chromosome Aneuploidies
Quelle	In: Journal of Research in Special Educational Needs, 22 (2022) 2, S.175-187 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thompson, Talia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12558
Schlagwörter	Parent Attitudes; Educational Needs; Student Needs; Genetic Disorders; At Risk Students; Students with Disabilities; Learning Disabilities; Clinical Diagnosis; Barriers; Individualized Education Programs; Family School Relationship; Positive Behavior Supports; Executive Function + Suchen Sie Ihr Suchwort? Elternverhalten; Educational need; Bildungsbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Individualized education program; Individualisierendes Lernen
Abstract	Students with sex chromosome aneuploidies (SCAs) are at increased risk for learning disabilities and often require individualized supports in the school setting. Parents of students with rare disorders such as SCAs possess a unique understanding of their child's educational experiences and play a crucial role in the development of successful school support plans. This international survey study aimed to inductively capture parent perspectives on educational needs and supports for students with SCAs. Parents of youth with SCAs ages 5-21 years (n = 305) provided free-text responses to open-ended questions about their child's education. Qualitative content analysis using a bioecological systems framework resulted in three overarching themes. Overall, parents identified multiple factors related to the SCA diagnosis that act as barriers to learning, a strong need for school-based social and emotional supports, and elusive or incomplete educational support plans. Based on these findings, we recommend developing robust family-school partnerships, increased collaboration between the school and the child's medical team, and acknowledgement of the significant role the genetic condition plays in the educational experiences of students with SCAs. Specific suggestions for school support plans for students with SCAs are explored, such as providing school-based behavioral health supports and explicit teaching of executive function strategies. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01