Participation following severe childhood acquired brain injury

摘要: This study explores participation at home, school and in the community following specialist in-patient rehabilitation for severe childhood acquired brain injury (ABI). Acquired is most common cause of death disability (Forsyth & Kirkham, 2012). Increased survival rates correspond with increased numbers children left chronic disabilities. Severe ABI during changes neurological functioning that can result wide ranging complex learning, behaviour, communication, social/emotional physical difficulties. These often persist many years, be lifelong. Children’s everyday settings are important contexts which they learn develop. The social model represented International Classification Functioning, Disability Health - Child Youth version (ICF-CY) (WHO, 2007) proposes that these play a significant role extent to which child able to participate. Participation, key concept ICF-CY, provides optimal opportunities for learning development an determinant educational success (Eriksson, 2006). impact commonly leads restricted and increases risk isolation dependency. purpose this qualitative identify barriers supports influence participation children’s their return home and mainstream after residential rehabilitation. It also aims information and support needs parents staff facilitators. The generated several themes including adaptation new way life, managing changed school, emotional well-being, reconstruction child’s ‘self’. Many factors contributed was experienced autonomy, supports, attitudes, services, accessibility, own responses the injury. The implications findings ways supporting children ABI, eliciting their voice, Educational Psychology practice, further research considered.