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Evaluating a schools' service for children with a facial disfigurement: The views of teaching and support staff

O'Dell, Lindsay and Prior, Jess (2004). Evaluating a schools' service for children with a facial disfigurement: The views of teaching and support staff. Support for Learning, 20(1) pp. 35–40.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1111/j.0268-2141.2005.00358.x
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Abstract

In this article Lindsay O'Dell and Jess Prior present the findings of a small survey, organised as a collaborative project to evaluate a schools' service, set up in 1998 by the charity Changing Faces1 to assist pupils with facial disfigurements. Twenty schools responded, each of which had a pupil in their school, aged between 3–16 years, with a facial disfigurement. Qualitative and quantitative questions addressed schools' expectations of the service, ratings of visits from Changing Faces, helpful/unhelpful aspects of the service and suggestions for improvements, as well as information about the child and school. The data was analysed using both quantitative data and a qualitative thematic analysis. Findings point to reasons for initial contact, and effectiveness of any intervention. Whilst many families and schools seek support in times of crisis, sometimes contact is made to try and prevent future difficulties. Professionals working in education may have much to learn from cases where the child, school and family are all coping well. Future research plans include extending this pilot survey to include the views of a wider range of schools as well as those of the children and families involved.

Item Type: Journal Article
ISSN: 0268-2141
Academic Unit/Department: Health and Social Care > Health and Social Care
Interdisciplinary Research Centre: Innovation, Knowledge & Development research centre (IKD)
Item ID: 12248
Depositing User: Lindsay O'Dell
Date Deposited: 11 Nov 2008 15:09
Last Modified: 02 Dec 2010 20:14
URI: http://oro.open.ac.uk/id/eprint/12248
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