Supporting students with Acquired Brain Injury in Irish schools - a mixed methods exploration

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dc.check.date2028-09-30
dc.contributor.advisorRutherford, Vanessa
dc.contributor.advisorAdamakis, Emmanouil
dc.contributor.advisorPrendergast, Mark
dc.contributor.authorCarey, Avrilen
dc.date.accessioned2025-05-20T15:00:07Z
dc.date.available2025-05-20T15:00:07Z
dc.date.issued2024
dc.date.submitted2024
dc.description.abstractThis study explores the educational experiences and support mechanisms for children with Acquired Brain Injury (ABI) in Irish schools, with a particular focus on the knowledge and preparedness of educators. Given the complex needs of these students and the often invisible nature of their injuries, this study aims to bridge gaps in understanding and support within the educational system. Utilizing a mixed-methods approach, this research is grounded in Bronfenbrenner's ecological systems theory, which provides a comprehensive framework for examining the multiple layers of influence on children's educational experiences with ABI. The study involved quantitative surveys and qualitative interviews to gather a holistic understanding of the challenges and successes encountered by students, parents, and educators. The quantitative component consisted of a survey administered to 354 education professionals across various roles, including teachers, principals, and Special Educational Needs Organisers (SENOs). The survey aimed to measure educators' knowledge, confidence, and preparedness regarding ABI and its impact on students' learning and social integration. Factor analysis and reliability testing were employed to validate the survey instrument and analyze the data. Qualitative data were also collected through the survey of 61 teacher with prior experience and from semi-structured interviews with 3 parents and 5 teachers who have direct experience supporting children with ABI. These interviews provided in-depth insights into families' and educators' personal experiences, challenges, and the strategies utilised in managing the return to school and ongoing educational support. The results revealed significant gaps in educators' knowledge and confidence in supporting students with ABI, with many teachers reporting a lack of adequate training and resources. The findings also highlighted the crucial role of interdisciplinary communication and collaboration between education and health professionals in facilitating a successful return to school for children with ABI. Thematic analysis generated teacher-related themes around sociocultural factors of the workplace and educational policy influences and parent-related themes around the personal journey of the child, the emotional journey of the caregiver and their navigation of interactions between health and educational systems The study concludes that targeted professional development and comprehensive, context-sensitive educational strategies are essential to improve outcomes for students with ABI. It recommends future research to further investigate the specific training needs of educators and the development of policy frameworks that support effective interdisciplinary collaboration. By addressing these gaps, the educational system can better meet the needs of students with ABI, ensuring their successful integration and achievement in school settings.en
dc.description.statusNot peer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationCarey, A. 2024. Supporting students with Acquired Brain Injury in Irish schools - a mixed methods exploration. PhD Thesis, University College Cork.
dc.identifier.endpage324
dc.identifier.urihttps://hdl.handle.net/10468/17544
dc.language.isoenen
dc.publisherUniversity College Corken
dc.rights© 2024, Avril Carey.
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subjectABI in Irish schools
dc.subjectAcquired Brain Injury
dc.subjectRehabilitation education
dc.subjectReturn to education after brain injury
dc.subjectSchool reintegration after ABI
dc.subjectTeacher education on ABI/TBI
dc.subjectTraumatic Brain Injury (TBI) and education
dc.subjectBrain injury misconceptions
dc.subjectTeacher professional development (CPD) and ABI
dc.subjectHospital-to-school transition after ABI
dc.subjectSpecial Educational Needs (SEN) and brain injury
dc.titleSupporting students with Acquired Brain Injury in Irish schools - a mixed methods exploration
dc.typeDoctoral thesisen
dc.type.qualificationlevelDoctoralen
dc.type.qualificationnamePhD - Doctor of Philosophyen
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