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首页> 外文期刊>BMC Medical Education >Students with specific learning disabilities experiences of pre-registration physiotherapy education: a qualitative study
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Students with specific learning disabilities experiences of pre-registration physiotherapy education: a qualitative study

机译：具有特定学习障碍的学生预注册物理治疗教育的经验：一个定性研究

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Attainment gaps for students with disabilities have been noted in pre-registration physiotherapy courses in the UK. Previous research suggests disclosure, lack of staff knowledge and poor communication between University and placement sites may be relevant, but these are limited to small case studies with students with visual or physical disabilities. The purpose of this study was to explore disabled physiotherapy students’ experiences of their education in order to elucidate factors that may influence success. Qualitative study drawing on phenomenological traditions. Four focus groups including 15 students with disabilities were conducted. Transcripts were analysed thematically. Procedures for transparency and rigour such as member checking and peer debriefing were implemented. Three major themes were derived from data. “It was quite a relief” explores the personal and social implications of diagnosis. “They’re not natural” focuses on academic assessment and the specifics of adjustments made and not made within that context. “My dyslexia doesn’t switch off” explores the inaccessibility of the learning environment and dissects the contrast between the 24-h nature of having a specific learning condition and the somewhat piecemeal nature of adjustments during their education. This study indicates that having a specific learning disability or anxiety creates a number of hurdles to success in physiotherapy education. Most were within the University setting and were perceived to result from staff ignorance or piecemeal approaches to inclusion. A lack of consistency alongside facilitated dialogue and acknowledgement of enhancements results in frustration, ambiguity towards disclosure and reinforcement of a deficit model. Such an approach belies the intention of the profession and the NHS and does not maximise the potential of widening participation.
机译：在英国预先注册的物理治疗课程中指出了残疾学生的达到差距。以前的研究表明，缺乏员工知识和大学和放置网站之间的差距差可能是相关的，但这些员工仅限于与视觉或身体残疾学生的小案研究。本研究的目的是探索残疾物理治疗学生的教育经验，以阐明可能影响成功的因素。现象学传统的定性研究。进行了四组，包括15名残疾学生。分析了转录物。实施了成员检查和同行汇报等透明度和严谨的程序。三个主要主题来自数据。 “这是一个非常宽慰”探讨诊断的个人和社会影响。 “他们并不自然”侧重于学术评估，并在该背景下提出的调整具体情况。 “我的阅读障碍不关掉”探讨了学习环境的无法进入，并剖析了在其教育中具有特定学习条件的24-H自然之间的对比。本研究表明，具有特定的学习残疾或焦虑会对物理治疗教育的成功产生一些障碍。大多数都在大学环境中，被员工无知或零碎方法所察觉。缺乏促进对话的一致性和对改进的确认导致挫折，对披露和加强赤字模型的歧视。这种方法掩盖了专业和NHS的意图，并不会最大限度地提高扩大参与的潜力。

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