Schoolteachers' Experiences With Childhood Chronic Illness

Clay, Daniel L.; Cortina, Sandra; Harper, Dennis C.; Cocco, Karen M.; Drotar, Dennis

doi:10.1207/s15326888chc3303_5

Cited by 62 publications

(59 citation statements)

References 15 publications

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“…Finally, the National Association of School Nurses (NASN, 2015) recommends that the team consider developing and implementing an Emergency Care Plan that specifies how to handle a medical emergency while at school. It may be necessary to develop a combination of two or more of the educational and health care plans in order to comprehensively address the academic, social, emotional, and physical needs of a child living with cancer (Clay, Cortina, Harper, Cocco, & Drotar, 2004;Hopkins & Hughes, 2015;Kaffenberger, 2006;Thies, 1999). Schools should designate an individual, oftentimes the school psychologist, as a point of contact to bring together a multidisciplinary team.…”

Section: Relevant Laws and Servicesmentioning

confidence: 99%

“…The team will develop and monitor flexible educational and health care plans for the child (Bessell, 2001;Clay et al, 2004). The multidisciplinary team will determine the optimal setting for educational instruction such as home schooling, homebound instruction, or use of a certified hospital teacher (Friend & Bursuck, 2015).…”

Section: Multidisciplinary Team Approachmentioning

confidence: 99%

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Students with Pediatric Cancer: A Prescription for School Success

Hay

Nabors

Sullivan³

et al. 2015

PDERS

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Due to medical advances, many students with acute chronic illnesses, like pediatric cancer, are able to attend school. The professional literature reflects the need for reform of educational strategies for children facing cancer treatment and who will be absent for extended periods of time. In order to promote successful educational services and the reintegration of students into school, it is vital for multidisciplinary teams and families to collaborate effectively. This article provides a plan to promote successful integration of students with cancer within regular classrooms.

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Section: Relevant Laws and Servicesmentioning

confidence: 99%

Section: Multidisciplinary Team Approachmentioning

confidence: 99%

Students with Pediatric Cancer: A Prescription for School Success

Hay

Nabors

Sullivan³

et al. 2015

PDERS

View full text Add to dashboard Cite

show abstract

“…The homebound teacher is responsible for bringing all assignments and communications from the classroom teacher and the home (Venn, 1989). Also, the homebound teacher should also be aware of communication that takes place between school-based teachers and families (Clay et al, 2004). For example, the homebound teacher should be copied for all e-mail messages between schoolbased teachers and families (Frieman & Settel, 1994).…”

Section: Administrative Support For Teachersmentioning

confidence: 99%

Homebound instruction for students with chronic illness: reducing risk outside of the box

Shaw¹,

Clyde²,

Sarrasin³

2014

Health Psychology Report

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health psychology report · volume (), 4 review article Students with chronic illness are at risk for a host of academic and social problems. The risk is exacerbated when students are unable to attend school short term or long term due to medical problems. Educators may be able to reduce academic and social risk for students with chronic illness through effective homebound instruction. However, there remain many barriers to effective homebowund instruction. Effective interdisciplinary and community coordination, development of policies, teacher support, inclusion of families, and use of technology can be combined to overcome these barriers and create effective homebound programs and policies. The result is reduced risk for the large and vulnerable population of students with chronic illness.

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“…In some cases, the best program for a child with impairments as a result of a CNS injury may actually be a combination of one or more models and requires flexibility on the part of the school system [Mukherjee et al, 2000;Tate, 2000;Clay et al, 2004;Shaw and McCabe, 2008]. For example, a child with a TBI may be able to return to school for only a partial day due to fatigue.…”

Section: Implementing Least Restrictive Environmentmentioning

confidence: 99%

School reentry for children with acquired central nervous systems injuries

Carney

Porter

2009

Dev Disabil Res Revs

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Onset of acquired central nervous system (CNS) injury during the normal developmental process of childhood can have impact on cognitive, behavioral, and motor function. This alteration of function often necessitates special education programming, modifications, and accommodations in the education setting for successful school reentry. Special education is not necessarily a special classroom, but an individualized set of educational needs, determined by a multidisciplinary school team, to promote educational success. The purpose of this article is to inform those pediatricians and pediatric allied health professionals treating children with CNS injury of the systems in place to support successful school reentry and their role in contributing to developing an appropriate educational plan.

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Schoolteachers' Experiences With Childhood Chronic Illness

Cited by 62 publications

References 15 publications

Students with Pediatric Cancer: A Prescription for School Success

Students with Pediatric Cancer: A Prescription for School Success

Homebound instruction for students with chronic illness: reducing risk outside of the box

School reentry for children with acquired central nervous systems injuries

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