Article

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.

Langue : ANGLAIS