School Support Programs for Chronically Ill Children: Evaluating the Adjustment of Children With Cancer at School

Rynard, David W.; Chambers, Anne; Klinck, Ann; Gray, Janice

doi:10.1207/s15326888chc2701_3

Cited by 35 publications

(37 citation statements)

References 19 publications

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“…Results from studies of children with other chronic illnesses (i.e., cancer; Rynard, Chambers, Klinck, & Gray, 1998) suggest that meetings between parents, teachers, and health care providers are beneficial. Patterns of school absenteeism vary across children, with some children frequently missing school and others attending school when in pain.…”

Section: Implications For Practicementioning

confidence: 99%

Pain in Children and Adolescents With Sickle Cell Disease: An Analysis of Daily Pain Diaries

Gil¹,

Porter²,

Ready³

et al. 2000

Children's Health Care

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Section: Implications For Practicementioning

confidence: 99%

Pain in Children and Adolescents With Sickle Cell Disease: An Analysis of Daily Pain Diaries

Gil¹,

Porter²,

Ready³

et al. 2000

Children's Health Care

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“…Addressing their educational needs and interests not only minimises educational disadvantage and improves future quality of life and employment prospects; it also gives them a sense of normalcy, broadened choices, and increased hope (Bessell, 2001;Brown & Madan-Swain, 1993;Rynard, Chambers, Klinck, & Gray, 1998;Shute, 1999). The State Government of Victoria requires all children to study mathematics from the early years until the end of compulsory education.…”

Section: Background and Context For The Current Research Projectmentioning

confidence: 99%

Academic continuity through online collaboration: mathematics teachers support the learning of pupils with chronic illness during school absence

Wilkie¹

2011

Interactive Learning Environments

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Recent applications of technology to mathematics education have been designed with cognitive and constructivist theoretical perspectives in mind, viewing mathematical learning as the acquisition of knowledge through the construction of meanings and connections between concepts. With the advent of increasingly flexible communication technologies, there is both the need and opportunity to consider how they might be utilised, particularly since emergent socio-cultural theories advocate learning in mathematics as an inherently social activity where understanding is developed and negotiated collaboratively. The need to examine effective technology-facilitated learning arose in the context of a research project, currently underway in a number of secondary schools in the state of Victoria and funded by the Australian Research Council. It is investigating the learning needs of pupils who are absent from school for prolonged or intermittent periods owing to chronic illness yet continue with their school studies. An emerging understanding of the significant difference between computer-mediated contact for mere information exchange and communication for teaching and learning has led to a consideration of socio-cultural perspectives on effective mathematical learning and a focussed investigation of technologies able to facilitate them. Early data have demonstrated the potential of videoconferencing, online whiteboarding and interactive whiteboard application sharing, but which require particular resources, aligned infrastructure and teacher support. This article explores issues surrounding the use of such technologies for collaborative mathematical learning in a context where online interaction is being considered for the learning support of pupils unable to attend school.

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“…Research has found that keeping things as normal as possible decreases their anxiety and increases their sense of control. Normal activities such as school study can help them cope better with treatment by providing a welcome distraction (Bessell 2001;Brown and Madan-Swain 1993;Rynard et al 1998;Shute 1999). Opportunities to connect to school and continue their learning may also ease young people's return to full-time schooling after treatment, whereas disconnection from school over time may lead to students' reluctance to attend school again (Bessell 2001;Haas and Fosse 2008;Rynard et al 1998).…”

mentioning

confidence: 99%

“…Normal activities such as school study can help them cope better with treatment by providing a welcome distraction (Bessell 2001;Brown and Madan-Swain 1993;Rynard et al 1998;Shute 1999). Opportunities to connect to school and continue their learning may also ease young people's return to full-time schooling after treatment, whereas disconnection from school over time may lead to students' reluctance to attend school again (Bessell 2001;Haas and Fosse 2008;Rynard et al 1998). Addressing students' social and academic needs also improves their quality of life and employment prospects (Charlton, Pearson, and Morris-Jones 1986;Lightfoot, Wright, and Sloper 1999).…”

mentioning

confidence: 99%

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

Wilkie

2013

International Journal of Inclusive Education

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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.

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School Support Programs for Chronically Ill Children: Evaluating the Adjustment of Children With Cancer at School

Cited by 35 publications

References 19 publications

Pain in Children and Adolescents With Sickle Cell Disease: An Analysis of Daily Pain Diaries

Pain in Children and Adolescents With Sickle Cell Disease: An Analysis of Daily Pain Diaries

Academic continuity through online collaboration: mathematics teachers support the learning of pupils with chronic illness during school absence

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

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