A Review of School Reintegration Programs for Children with Cancer

Prevatt, Frances; Heffer, Robert W.; Lowe, Patricia A.

doi:10.1016/s0022-4405(00)00046-7

Cited by 138 publications

(174 citation statements)

References 48 publications

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“…Cancer affects a child's physical, psychological, and academic development (Brown, Bolen, Brinkman, Carreiri, & Cole, 2011;Prevatt, Heffer, & Lowe, 2000;Vance & Eiser, 2001). Many pediatric cancer survivors develop cognitive impairments and learning difficulties, have extensive school absences, and experience diminished academic performance, which affects the child's desire to return to school and ability to be successful in school (Brown et al, 2011).…”

Section: Overview Of Pediatric Cancermentioning

confidence: 99%

“…School personnel should keep in mind that after cancer treatment has been completed, a child may continue to struggle with short-and long-term cognitive difficulties, as well as emotional, social, and behavioral challenges (Irwin & Elam, 2011). Prevatt et al (2000) noted that "Although not empirically documented, there is clinical consensus that a sense of normalcy can be very beneficial in facilitating adjustment of the ill child, and that returning to school is one of the best ways to ensure this normalcy" (pp. 461-462).…”

Section: Overview Of Pediatric Cancermentioning

confidence: 99%

“…Along with the psychologist, the team may consist of the child with cancer (if the child is comfortable with the idea), parents and family members, school administrators, teachers, other school personnel, and medical personnel (Brown et al, 2011;Prevatt et al, 2000). The team will develop and monitor flexible educational and health care plans for the child (Bessell, 2001;Clay et al, 2004).…”

Section: Multidisciplinary Team Approachmentioning

confidence: 99%

“…Siblings are often left to fend for themselves and have expressed sadness and that they felt unsupported during the family crisis (Kaffenberger, 2006 (Prevatt et al, 2000). 2.…”

Section: School Psychologistmentioning

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: Overview Of Pediatric Cancermentioning

confidence: 99%

Section: Overview Of Pediatric Cancermentioning

confidence: 99%

Section: Multidisciplinary Team Approachmentioning

confidence: 99%

“…Siblings are often left to fend for themselves and have expressed sadness and that they felt unsupported during the family crisis (Kaffenberger, 2006 (Prevatt et al, 2000). 2.…”

Section: School Psychologistmentioning

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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show abstract

“…Regular schools, however, are hardly able to set up high quality instruction for their home-based pupils. As a result, the socialization opportunities offered by schools are no longer available for them and friendships between the ill child and fellow pupils become more and more disintegrated [1,2].…”

Section: Introductionmentioning

confidence: 99%

A Virtual Interactive Community Platform Supporting Education for Long-Term Sick Children

Jorissen

Fiore

Vansichem

et al. 2007

Lecture Notes in Computer Science

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Abstract. Analysis of existing ICT-based solutions for the education of long-term ill children reveal several weaknesses with respect to social and cooperative involvement, cost of development, and mobility issues. We present a scalable and affordable solution that supports both the social needs and learning process of these children. An educational platform was created based on the concepts of 3D networked virtual environments and Virtual Interactive Communities. In this work we describe the system architecture, network setup and protocols, and how we implemented the educational support. Our solution incorporates innovative hardware, software and connectivity features, set in a user friendly user interface based on networking and 3D technologies. It helps to establish high quality involvement of the long-term sick children in a communication based scenario between the place where the child stays/has been moved and their original classroom learning setting.

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