Hospital‐to‐school transition for children with chronic illness: Meeting the new challenges of an evolving health care system

Shaw, Steven R.; McCabe, Paul C.

doi:10.1002/pits.20280

Cited by 146 publications

(135 citation statements)

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“…Cultural factors, economic status and social change, as well as the structure of social and community organisations and social support, are some of these contributors (Stanton et al, 2007). In this sense, close relationships among family, school and hospital, as well as other significant life contexts for children with a chronic illness, might be desirable (Shaw & McCabe, 2008). Nevertheless, these contexts do not always establish a flexible dialogue in order to ensure the well-being and autonomy of children and adolescents with a chronic disease (Lister, 2007).…”

Section: The Chronic Illness Life Experience From An Ecological Perspmentioning

confidence: 99%

The Values of Empowerment and Citizenship and the Experience of Children and Adolescents with a Chronic Disease

Pais

Guedes

Menezes

2012

Citizenship, Social and Economics Education

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In spite of becoming progressively common, chronic diseases are quite invisible in modern societies, as these silent diseases are relatively absent from public socio-political debates. As a consequence, social agents and institutions seem to reveal significant difficulties in coping with the singularities of children and adolescents with a chronic disease and their parents. This article stresses the importance of recognising children and adolescents with a chronic disease as citizens who have both special needs and special rights, and emphasises the important role of support associations as mediators among various actors in the health sphere (private, public, political, medical institutions …). This research focuses on the empowerment, well-being and participation behind the experience of chronic conditions as perceived by children and adolescents with chronic illnesses, their families, and health and educational professionals. The data collected includes interviews, focus group discussions, questionnaires and a family narrative. The results suggest that there is a strong need for alternative discourses about citizenship and participation in the life experiences of people with a chronic disease, especially because the quality of their life contexts appears to be a determinant factor for well-being and empowerment.

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Section: The Chronic Illness Life Experience From An Ecological Perspmentioning

confidence: 99%

The Values of Empowerment and Citizenship and the Experience of Children and Adolescents with a Chronic Disease

Pais

Guedes

Menezes

2012

Citizenship, Social and Economics Education

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“…The nature and impact of the student's disability may affect the amount of time for which homebound instruction is provided. The extent of homebound instruction appears to fall in one of three categories: short-term (American Academy of Pediatrics, 2000;Bradley, 2007;Macciomei & Ruben, 1989), transition or interim (Etscheidt, 2006;Searle et al, 2003;Shaw & McCabe, 2008;Telzrow, 2001) and long-term (American Academy of Pediatrics, 2000;Boreson, 1994;Scarborough et al, 2004;Shaw & McCabe, 2008). Depending upon the needs of individual students, services could include academic instruction, speech and language therapy, physical therapy, and occupational therapy.…”

Section: The Context Of Homebound Instructionmentioning

confidence: 99%

“…When mentioned in the literature, it often is on a peripheral rather than a primary basis (Searle, Askins, & Bleyer, 2003;Shaw, Glasner, Stern, Sferdenschi, & McCabe, 2010;Shaw & McCabe, 2008). One exception to this phenomenon is in the field of Early Childhood Special Education, where homebound services are more readily addressed (Cook, Sparks, Rosetti, & Osselaer, 2008;Keilty, 2008;Prior & Gerard, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…One exception to this phenomenon is in the field of Early Childhood Special Education, where homebound services are more readily addressed (Cook, Sparks, Rosetti, & Osselaer, 2008;Keilty, 2008;Prior & Gerard, 2007). Another exception includes the treatment of chronically ill children who are more commonly provided with homebound instruction (Clay, Cortina, Harper, Cocco, & Drotar, 2004;Hamlet, Gergar, & Schaefer, 2011;Journal of School Health, 2003;Shaw & McCabe, 2008). There are many unknown factors related to the provision of homebound services, especially on a national scale.…”

Section: Introductionmentioning

confidence: 99%

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There's No Place Like Home: Training, Practices and Perceptions of Homebound Services

Petit

Patterson

2014

PDERS

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Homebound services involve the delivery of special education in settings other than school sites. Such settings typically include students' homes or hospitals. Most often associated with early childhood special education and with students who are medically or physically fragile, homebound services can also be for those in need of interim alternative educational settings (IAES). Although homebound services have been available to some students with disabilities for more than 50 years, little research exists on that delivery model. This study investigated the training, practices and perceptions of service providers who work in homebound settings. Data from a self-administered survey of a national sample were analyzed. Key findings included: a widespread lack of training for professionals who delivered homebound services; an absence of school district or agency policies or procedure concerning the delivery of such services; and statistically significantly higher perceptions of self-efficacy by those who did receive training.

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“…In this context, it is unclear that financial penalties for parents are an effective preventive mechanism for addressing the vast array of reasons that students have for missing school. Certainly the risk factors for higher absence rates are well known and include poverty and disadvantage (Chang & Romero, 2008;Silverman, 2012;Tobin, 2014), chronic illness (Shaw & McCabe, 2007) and mental health problems (Lawrence et al, 2015), amongst others. However, a simple per capita count of absences assumes that all absences impact upon achievement and other outcomes in similar ways.…”

Section: Introductionmentioning

confidence: 99%

Does the reason matter? How student‐reported reasons for school absence contribute to differences in achievement outcomes among 14–15 year olds

Hancock

Gottfried

Zubrick

2018

British Educational Res J

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While an emerging body of research has examined the effects of school absences on student outcomes, there is comparatively little research examining the different reasons contributing to school absence, how common these reasons are, and the extent to which different types of absences are differentially associated with achievement. To address these gaps, we used data from the Longitudinal Study of Australian Children to examine the reasons for school absence as reported by 14-15 year olds and how these reasons relate to achievement outcomes in Year 9. Only 7% of 14-15 year olds indicated they had been absent in the previous six months without parental consent, of which 46% indicated the most recent absence was due to problems at school. Of the 90% of students who had been absent with parental consent, only 6% said the most recent absence was due to problems at school. After controlling for student, family and school characteristics and Year 7 achievement, Year 9 achievement was most strongly associated with absences related to student-or family-level reasons. While schools typically bear the responsibility for monitoring and responding to absenteeism, the drivers of absence may not be related to factors that schools can realistically address. For schools, addressing absenteeism requires a dual approach of preventing avoidable absences and mitigation strategies for when either avoidable or unavoidable absences occur.

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Hospital‐to‐school transition for children with chronic illness: Meeting the new challenges of an evolving health care system

Cited by 146 publications

References 50 publications

The Values of Empowerment and Citizenship and the Experience of Children and Adolescents with a Chronic Disease

The Values of Empowerment and Citizenship and the Experience of Children and Adolescents with a Chronic Disease

There's No Place Like Home: Training, Practices and Perceptions of Homebound Services

Does the reason matter? How student‐reported reasons for school absence contribute to differences in achievement outcomes among 14–15 year olds

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