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首页> 外文期刊>Disability and rehabilitation. >'Posture for Learning': meeting the postural care needs of children with physical disabilities in mainstream primary schools in England--a research into practice exploratory study.
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'Posture for Learning': meeting the postural care needs of children with physical disabilities in mainstream primary schools in England--a research into practice exploratory study.

机译：“学习姿势”：满足英格兰主流小学肢体残疾儿童的姿势护理需求-一项对实践探索性研究的研究。

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PURPOSE: To explore teachers and teaching assistants' (TAs) views of how to manage the postural care needs of children with physical disabilities (PD) in mainstream primary schools, with the aim of developing strategies to support teachers and assistants in this role. METHOD: Qualitative data were gathered from a purposive sample of four primary schools in one county in the U.K. Individual and focus group interviews with 36 teachers and TAs were carried out and used to generate an explanatory framework around their experiences of managing the postural care needs of children with PD. FINDINGS: Teachers and TAs in schools were found to have limited understanding of postural management. Very few had personal experience of the benefits of postural care--instead, most appeared to think in terms of 'doing' rather than 'knowing' about postural care. When implementing therapy programmes, teaching staff followed therapists' instructions carefully, but did not understand the purpose of their actions. Participants described the emotional impact of caring for a child with PD and expressed anxieties about causing discomfort when using equipment such as specialist seating and standing frames. Equipment was viewed as bulky, uncomfortable and restrictive and not suited to the school environment. When asked which kinds of support would be valuable, participants identified practical solutions such as additional space or resources. Based on these findings, therapists, specialist teachers and parents developed an 'A-Z of postural care'. This information resource aimed to address the gaps in knowledge and understanding highlighted by teachers and TAs in the interviews and to acknowledge their anxieties when teaching and caring for children with PD. Stakeholder involvement in all aspects of the project from setting the research question to the development of the A-Z resource has assisted in the dissemination of the resource and its integration into the mainstream school system within the county.
机译：目的：探讨教师和助教（TA）关于如何管理主流小学肢体残疾儿童（PD）的姿势护理需求的观点，旨在制定策略来支持教师和助教在这一角色上。方法：定性数据是从英国一个县的四所小学的有针对性的样本中收集的。对36名教师和助教进行了焦点小组访谈，并使用它们来建立解释性框架，说明他们在管理姿势护理需求方面的经验。小儿PD。结果：发现学校的教师和助教对姿势管理的理解有限。很少有个人经历过姿势护理的好处-相反，大多数人似乎是从“做”而不是“了解”姿势护理的角度来思考的。在实施治疗方案时，教职人员会认真遵循治疗师的指示，但不了解其行动目的。参与者描述了照料患有PD的孩子的情感影响，并对使用专业座椅和站立架等设备时引起不适感到焦虑。设备被认为体积庞大，不舒适且受限，不适合学校环境。当被问及哪种支持将有价值时，与会人员确定了切实可行的解决方案，例如额外的空间或资源。基于这些发现，治疗师，专职老师和父母开发了“姿势护理的A-Z”。该信息资源旨在解决教师和助教在访谈中强调的知识和理解方面的差距，并承认他们在教和照顾PD儿童时的焦虑。利益相关者参与项目的各个方面，从提出研究问题到开发A-Z资源，都有助于资源的传播并将其整合到县内的主流学校系统中。

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