Exploring problems for school reintegration following spinal cord injury: Perspectives on the kindergarten through ﬁfth-grade population

Frontiers in Rehabilitation Sciences, 2022 · DOI: 10.3389/fresc.2022.962682 · Published: August 31, 2022

Spinal Cord Injury Pediatrics Rehabilitation

Simple Explanation

This study explores the challenges faced by children in kindergarten through fifth grade when returning to school after a spinal cord injury or disorder (SCI/D). It uses surveys to gather information from families about their experiences. The surveys revealed that children often encounter obstacles related to accessing the school building, transportation, and receiving appropriate educational support. A major issue was the availability of educational support. Based on these findings, the researchers developed a recommendation form to help bridge the gap between medical professionals and school staff, ensuring that each child's specific needs are met when they return to school.

Study Duration

Not specified

Participants

17 families with children ages 5-18 years with SCI/D previously enrolled in kindergarten through ﬁfth grade

Evidence Level

Not specified

Key Findings

1
A significant number of children were placed in integrated education after their SCI/D, despite not experiencing cognitive decline.
2
Many children with SCI/D do not qualify for special education services under an Individualized Education Program (IEP) because they do not have cognitive limitations.
3
A substantial percentage of students experienced educational access barriers, even though schools are legally required to be accessible.

Research Summary

The study investigates the barriers and supports for children in kindergarten through fifth grade returning to school after a spinal cord injury or disorder (SCI/D). Survey results indicated that children faced challenges related to school access, transportation, and educational support, with access to educational support being the primary barrier. The research highlights the need for better advocacy and support for children with SCI/D in schools, including addressing architectural barriers and ensuring appropriate educational plans.

Practical Implications

Improved School Accessibility

Schools should prioritize making their facilities more accessible to students with SCI/D to remove architectural barriers.

Enhanced Educational Support

Schools and therapists need to collaborate to provide appropriate educational support and accommodations for students with SCI/D, even if they do not qualify for traditional special education services.

Increased Parent and Therapist Advocacy

Parents and therapists should be equipped with the skills and knowledge to advocate for the rights and services of children with SCI/D in the school environment.