Educators' Experiences Identifying Pain among Students in Special Education Settings

Autor/inn/en	Quinn, Brenna L.; Serna, Richard W.
Titel	Educators' Experiences Identifying Pain among Students in Special Education Settings
Quelle	In: Journal of School Nursing, 35 (2019) 3, S.210-220 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8405
DOI	10.1177/1059840517747974
Schlagwörter	Pain; Special Education; Students with Disabilities; Intellectual Disability; Special Education Teachers; Identification; Decision Making; Student Behavior; Teaching Experience; Safety + Suchen Sie Ihr Suchwort? Schmerz; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Identifikation; Identifizierung; Decision-making; Entscheidungsfindung; Student behaviour; Schülerverhalten; Sicherheit
Abstract	If special educators cannot identify pain in students with intellectual disability (ID), students cannot be referred to the school nurse for assessment and management. The purpose of this study was to examine how special educators identify pain in the school setting. Twenty-four special educators participated in focus groups aiming to (1) identify educators' observations and perceptions of pain in students with ID and (2) determine the decision-making processes educators use to determine the need for student presentation or referral to the health office. Overall, special educators know students well enough to differentiate pain-related behaviors from normal well-child behaviors, prioritize student safety, and draw on personal experiences with pain when addressing pain in students with ID. Special educators welcome opportunities to learn more about pain in children with ID. Teachers, nurses, and other professionals should share knowledge about and experiences of working with students in pain to improve practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01