Experiences of a Child with Cerebral Palsy in Inclusive Education: A Case Study Based on Parent and Teacher Perspectives
DOI:
https://doi.org/10.61326/bes.v4i2.388Keywords:
Case study, Cerebral palsy, Inclusive education, Preschool, Qualitative research, Teacher observationAbstract
This study aims to examine the experiences of a child diagnosed with cerebral palsy regarding inclusive education in the preschool period. Designed with a qualitative research approach, the study was conducted with the participation of a five-year-old girl with cerebral palsy attending a public school, her classroom teacher, and her mother. Data were collected through semi-structured interviews, family information forms, and observation forms completed by the teacher at two different time points, and analyzed using content and descriptive analysis techniques. The findings revealed that the child became more engaged in classroom activities following her participation in inclusive education. Interviews with the mother indicated that the child was raised in an emotionally supportive but socioeconomically limited environment, and that the parent actively participated in the educational process while seeking various external support resources. Teacher observations highlighted notable improvements in the child’s social skills, adherence to rules, and classroom behavior. Inclusive education is internationally recognized as a crucial practice enabling children with disabilities to participate in learning alongside their peers. In the context of cerebral palsy, inclusive education is particularly significant since children face not only motor difficulties but also social and emotional challenges, making supportive school environments essential for their development. The findings were discussed in line with the related literature, and practical implications were provided. Specifically, the study suggests that inclusive education practices should be supported with individualized strategies for children with cerebral palsy, that collaboration between teachers and families should be strengthened, and that teacher training on inclusive methods should be provided to enhance classroom participation.
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