# Interactions between special education teachers and children with chronic complex conditions: A qualitative study

## TL;DR

This study explores how special education teachers interact with children who have complex chronic conditions and the challenges they face.

## Contribution

The study provides new qualitative insights into the experiences and challenges of special education teachers working with children with complex chronic conditions.

## Key findings

- Four key themes emerged from the interviews, including the search for meaning and the difficulty of dealing with complex conditions.
- Teachers emphasized the importance of adapting their practices to meet the needs of children with severe functional limitations.
- The findings highlight the need for better support and understanding in educational practices for these children.

## Abstract

Background: The number of children with complex medical conditions has increased in recent decades. In this context, a complex chronic condition is characterized by multiple morbidities that require intensive or continuous health care according to the level of severity. Given their various health conditions, it is challenging to provide special education to these children, but there is still insufficient evidence regarding the practical experiences of educators. The aim of this study was to investigate special education teacher’s perceptions, experiences, and challenges while developing interpersonal relationships and communicating with children who have complex chronic conditions.

Methods: We recruited and interviewed 21 special education school teachers. The transcripts of the interviews were analyzed using thematic analysis.

Results: Our analysis revealed four themes, including “searching for the meaning,” “complex chronic conditions as a difficult reality,” “widening experience for the future,” and “priority for interacting with children.” These themes reflect the perceptions, experiences, and challenges of the special education teachers.

Conclusions: In cases where children have severe functional limitations, it is more challenging to understand child-teacher interactions. This highlights the importance of searching for meaning in educational practices used among children with complex chronic conditions. Our findings may provide helpful insight into the experiences and challenges faced by special educators who engage with these children.