Concerned about their learning: mathematics students with chronic illness and their teachers at school

Abstract

Chronic illness often goes hand-in-hand with absence from school, and students miss out on learning opportunities at school for extended or accumulative periods of time. Many young people seek to continue their school studies nonetheless. The need to consider viable ways to support them academically arose in the context of a project called Link 'n Learn funded by an Australian Research Council Linkage grant (2008 -2010). This paper reports on one aspect of the project -an in-depth qualitative case study of 22 participants: senior secondary students with diverse types of chronic illness who were continuing their studies during absence from school and their mathematics teachers. The study found that the students' concerns centred on academic issues -their perceived need for support from and interaction with their teachers. The teachers' concerns focused on medical issues -their students having to manage illness. Facilitators of these students' ability to continue studying included their ambition, perseverance with independent learning, initiative in seeking help, and quick recovery from medical treatment cycles. Teacher-related facilitators included the teachers' willingness to interact using communication media, confidence in initiating contact, and ability to modify their students' learning programme. Other facilitators included a responsive school technology department, technology tutoring from students, and the involvement of family members or tutors. Outcomes for students and teachers of their interactions with each other during lengthy periods of absence, and implications for schools, are discussed.

Key Educational Factors in the education of students with a medical condition

“…Qualitative research reveals that attending a mainstream school is linked to a sense of normality and functioning for both parents and children (Capurso, 2008; Helms et al, ). When children with a medical condition attend school they feel that they are not just a patient, but also a person with healthy parts, capable of functioning within society (Boonen and Petry, ; Kaffenberger, ; Wilkie and Jones, ).…”

Can technologies make a difference for hospitalized youth: Findings from research

“…It is interesting to note that hospitalized youth perceive their needs differently than do their original schoolteachers. Adolescents in hospital placed value on their interactions with teachers, academic continuity and opportunities to learn while the teachers were concerned mainly about their health (Wilkie, ). This view of students was also expressed by older groups of students who wanted to stay up to date with schoolwork (Nisselle et al., ).…”

“…These projects have usually involved mobile technologies to foster socially inclusive communities to support the child's well‐being (Zazryn, Macleod, Wilks, & Strong, ). In the Link ′n learn study, 22 senior secondary students with chronic illnesses were supported using technology‐mediated interaction via synchronous videoconferencing during lessons or one‐on‐one online tutoring to maintain connections with their mathematics teachers for academic continuity while they were in the hospital (Wilkie, ). The Keeping Connected project report (Hopkins, Green, et al., ) examined best practices by schools in mitigating the impact of having a health condition by keeping students engaged with education in the post‐compulsory years of schooling.…”

“…Maintaining connections provides opportunities to reduce the risk and the impact of isolation and may keep the child motivated while also supporting the educational needs of the child (Yates, 2012). Previous studies have found that video may improve social presence by providing an audio and visual connection, especially for remote students (Weiss, Whiteley, Treviranus, & Fels, 2001;Wilkie, 2014). Keeping in contact using technology helped them feel more confident about their reintegration into school and about their future (Hopkins, Moss, et al, 2014;Yates, 2012).…”

New Ways to Teach and Learn in China and Finland

“…University of HelsinkiTarja-Riitta Hurme, University of TurkuAbstractThis chapter is based upon the argument that not only are digital technologies and media still under-utilized in supporting hospitalized children's learning and well-being, but moreover, the understanding of their potential and meaning in this context is under-researched andIntroductionIt is commonly recognized that hospitalized children and young people are at an increased risk of academic and psychosocial difficulties. Although learning and academic achievement are not typically perceived as priorities for hospitalized children(Wilkie, 2014), research suggests that opportunities for educational experiences can contribute to children's healing,…”