Challenges of inclusive schooling for children and adolescents with congenital heart disease: A phenomenological study
Bibliographic record
Abstract
Abstract Educational attainment is closely associated with health. The objective is to explore the extent to which children and adolescents with congenital heart disease (CHD) are afforded the same educational and socialization opportunities as their healthy peers. We used a qualitative phenomenological design with convenience sampling. Data gathered 27 semistructured interviews: children with CHD ( n = 9), parents ( n = 10), and professionals ( n = 8) in Catalonia, Spain. Interview transcripts were coded using the constant comparative method and analyzed using ATLAS.ti software. The analysis revealed three themes describing the experience of schooling for children with CHD: (1) Empowering and enabling a child with CHD to achieve academically and engage socially is a challenge for parents; (2) Teachers lack the resources and specific skills necessary to meet the diversity needs of children with CHD; (3) Parents and teachers have low expectations regarding the academic achievement of a child with CHD. Further application of the constant comparison method yielded a core theme: (4) Children with CHD experience exclusion from peer group social learning activities. Further efforts are needed for more effective collaboration and coordination between educational and health professionals to provide support for teachers and families and enable children to be better integrated within schools.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".