Shalev Ronit, Zamir Roni, Barak Orit
Max Stern Academic College of Emek Yezreel, Emek Yezreel, Israel.
Branco weiss bw- Herzog School, Beit Hashmonai, Israel.
Omega (Westport). 2024 Nov;90(1):37-58. doi: 10.1177/00302228221097297. Epub 2022 May 12.
The educational staff that meets the children at school struggles to cope with the death of a child, and often avoids talking with them about the death and their sense of loss. This way of coping is complicated in the case of grief among children with special needs, called "disenfranchised grief ". The aim of this qualitative study was to examine the experience and the perceptions of the educational staff in schools for special education and to assess their way of coping, support and care they employ following the death of a student. 15 staff members from different schools in Israel, interviewed. The findings reveal that schools are a significant source of support for students, staff and parents, alike, in the processing of the loss. The special education frameworks generally maintained a special and close connection with students and families. procedures and guidelines are required following death of a student.
在学校迎接孩子们的教育工作者难以应对儿童死亡的情况，并且常常避免与他们谈论死亡及他们的失落感。在有特殊需求儿童的悲伤案例中，这种应对方式变得复杂，这种悲伤被称为“无依无靠的悲伤”。这项定性研究的目的是考察特殊教育学校中教育工作者的经历和看法，并评估他们在学生死亡后所采用的应对、支持和关怀方式。对来自以色列不同学校的15名工作人员进行了访谈。研究结果显示，在处理丧失之痛方面，学校是学生、工作人员和家长重要的支持来源。特殊教育框架通常与学生和家庭保持着特殊而密切的联系。学生死亡后需要相关程序和指导方针。
