Preschoolers with Complex Health-Care Needs

Abstract

A survey questionnaire was completed by 234 early childhood special education teachers in Virginia. The study sought to identify the current status of preschoolers with complex health-care needs in early childhood special education (ECSE) classes. First, the study sought to identify basic information about the size of the locality, which health maintenance procedures were currently being conducted in classrooms, who was responsible for implementing these procedures, how training was conducted, and what policies were in place in school systems. Second, the survey sought to determine if a relationship existed between the size of the locality and the existence of formal written policies, and between the size of the locality and the type of training conducted. Third, the study included open-ended questions to determine which aspects of receiving a child with complex healthcare needs were most frightening to teachers and what helped most in the transition of that child into their classrooms. ECSE teachers reported children receiving a variety of health maintenance procedures while in school. ECSE staff conducted gastrostomy feedings and/or catheterizations; nurses provided care for tracheostomies and mechanical ventilation. Of the school systems surveyed, 38% had written policies; urban and suburban localities tended to have formal written policies, whereas in rural localities, administrators tended to make the decision. These results seemed to have implications for preservice and inservice training. Recommendations for future research are suggested.