Journal of Biomedical and Engineering Research
ISSN: 3065-8780 | DOI: 10.64030/3065-8780
Reeny Roy and Priyanka Kumari
Schools greatly assist functioning for children with special needs aged between three to twelve years old because this age marks the shift from early childhood years towards middle childhood. To investigate school-based feeding skills in children with special needs aged between 3-12 years, exploring the medical, nutritional, feeding, and psychological/behavioural challenges and examining the contribution of teachers in developing such skills. This study was conducted in two phases. In the first phase, the pre-existing questionnaire tools, the (1)STEP Questionnaire and (2) School Based Feeding Record and Plan , were modified and then contextualized and validated for the Indian context. Validation was conducted with speech-language pathologist and special educator experts. Then, in the second phase, the validated questionnaire was distributed to 60 special school teachers of children with special needs. Face-to-face interviews and questionnaires in the form of google forms were also used to gather data, which were then analysed using SPSS (version 21). The results showed that difficulties in feeding children with special needs were more complex than previously thought. Issues such as mouth control, swallowing reflex, sensitive to touch, and behavioural challenges during the parent mealtime were among the major complaints. Teachers noted that the severe feeding difficulties had the following major consequences for children with special needs: risk of nutritional deficiency, health problems, classroom absence, and the inability to participate and talk with peers. The results underlined the importance of conducting school-based assessment to detect challenges and provide support in the most effective way. The research advocates for the inclusion of feeding assessment and intervention within the school to enhance the health, autonomy, and community participation of children with
disabilities. There must be teamwork among educators, therapists, and parents to develop individual-focused strategies. The results also justify the addition of feeding objectives in the school health policy and IEPs.