Qualitative investigation of school experiences in children with osteogenesis imperfecta.
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| Title: | Qualitative investigation of school experiences in children with osteogenesis imperfecta. |
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| Authors: | Morales, Julia M. (AUTHOR), Wiese, Andrew D. (AUTHOR), Shepherd, Whitney S. (AUTHOR), Colombo, Gianna M. (AUTHOR), Guo, Selena (AUTHOR), Qian, Justin (AUTHOR), Rork, W. Conor (AUTHOR), Cho, Hannah (AUTHOR), Kostick-Quenet, Kristin M. (AUTHOR), Nguyen, Dianne (AUTHOR), Carter, Erin M. (AUTHOR), Fynan, Michelle L. (AUTHOR), Of the BBDC, Members (AUTHOR), Murali, Chaya N. (AUTHOR), Robinson, Marie-Eve (AUTHOR), Schneider, Sophie C. (AUTHOR), Lee, Brendan (AUTHOR), Sutton, V. Reid (AUTHOR), Storch, Eric A. (AUTHOR) |
| Source: | Children's Health Care. Jul-Sep2026, Vol. 55 Issue 3, p260-287. 28p. |
| Subjects: | Self-evaluation, Psychology of children with disabilities, Academic accommodations, Qualitative research, Attitudes toward illness, Research funding, Parent-child relationships, Questionnaires, Content analysis, Interviewing, Students with disabilities, Emotions, Attitudes toward disabilities, Parent attitudes, Descriptive statistics, Group dynamics, Social perception, Parenting, Thematic analysis, Special education schools, Academic achievement, Research methodology, Social skills, Psychological stress, Parents of children with disabilities, Psychology of caregivers, Student attitudes, Comparative studies, Data analysis software, Sociodemographic factors, Interpersonal relations, Psychosocial factors, Osteogenesis imperfecta, Caregiver attitudes, Physical activity, Activities of daily living, Adolescence, Children |
| Geographic Terms: | Canada, United States |
| Abstract: | Osteogenesis imperfecta (OI) is a rare genetic chronic condition leading to fragile bones and frequent bone fractures with wide-reaching health implications. Current literature suggests that children with chronic diseases face unique challenges at school, yet research regarding educational concerns among those with OI is limited. The present study involved qualitative analysis of semi-structured interviews with 10 children with OI and 12 caregivers of a child with OI. Children and caregivers participated in the interviews individually; they were not dyads of participants. Half of the caregivers who participated had OI themselves. The interviews were coded, and six themes were identified: (1) diverse school accommodations; (2) OI-related factors affecting children's academics; (3) OI-related physical differences regarding physical activities; (4) children's varying social dynamics; (5) variability in children's emotions with OI at school; and (6) psychosocial experiences of caregivers in their child's education. Findings suggest that OI has unique academic, social, physical, and emotional implications for children and their caregivers, and specific accommodations may be necessary to achieve academic success. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Osteogenesis imperfecta (OI) is a rare genetic chronic condition leading to fragile bones and frequent bone fractures with wide-reaching health implications. Current literature suggests that children with chronic diseases face unique challenges at school, yet research regarding educational concerns among those with OI is limited. The present study involved qualitative analysis of semi-structured interviews with 10 children with OI and 12 caregivers of a child with OI. Children and caregivers participated in the interviews individually; they were not dyads of participants. Half of the caregivers who participated had OI themselves. The interviews were coded, and six themes were identified: (1) diverse school accommodations; (2) OI-related factors affecting children's academics; (3) OI-related physical differences regarding physical activities; (4) children's varying social dynamics; (5) variability in children's emotions with OI at school; and (6) psychosocial experiences of caregivers in their child's education. Findings suggest that OI has unique academic, social, physical, and emotional implications for children and their caregivers, and specific accommodations may be necessary to achieve academic success. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02739615 |
| DOI: | 10.1080/02739615.2024.2403482 |
