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

Capurso, Michele; Dennis, John L.

doi:10.1111/1467-9604.12156

Cited by 24 publications

(23 citation statements)

References 79 publications

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“…The teachers saw these components as directly relating to meeting students' multiple and varied needs while simultaneously collaborating and communicating with their schools. These findings agree with Capurso and Dennis' (2017) practices that supported the relational and communicational needs of these vulnerable children as part of the European Union project.…”

Section: Discussionsupporting

confidence: 87%

The Art of Coaching: Addressing Mobile Technology Integration in a Complex Hospital School Environment

Maor

Mitchem

Drewry

2020

Continuity in Education

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This qualitative study examined the effects of a coaching program as part of a professional development effort to support integration of mobile technologies in a hospital school setting. The professional development consisted of two components: (a) the researchers introduced pedagogical models for incorporating mobile technology in education and (b) a technological expert (the iCoach) provided one-on-one and small-group personalized coaching. After studying the contextual challenges and teachers' needs over a period of 12 months, an effective coaching model emerged. This was a personalized model geared to each teacher and tailored to the unique features of this hospital context. An integral part of the model was a reflection strategy, which encouraged teachers to question their teaching with the purposeful use of technology. Data collection involved teachers' reflections, iCoach reflections, and semi-structured interviews. Many themes emerged from the data analysis; the two main ones were the uniqueness of the setting and the multiplicity of demands on the teachers and the iCoach. The study developed a set of guidelines to help teachers use technology in an integrated pedagogical way.

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Section: Discussionsupporting

confidence: 87%

The Art of Coaching: Addressing Mobile Technology Integration in a Complex Hospital School Environment

Maor

Mitchem

Drewry

2020

Continuity in Education

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“…Indeed, several authors have outlined the importance of parental support to mediate the work of the teacher (Benigno et al, 2017;Dixon, 2014;Hopkins et al, 2014;St Leger, 2014). In addition, the SiHo context demands that the hospital teacher works closely with the hospital's medical staff (Capurso & Dennis, 2017) to ensure both successful planning and implementation of instruction and, more generally, foster a positive and collaborative SiHo climate. The relationship between SiHo teachers and medical staff is informal; information on specific students is exchanged when deemed necessary, and only in some hospital contexts is the teacher expected to attend healthcare team meetings (Benigno et al, 2017).…”

Section: The School-in-hospital Servicesmentioning

confidence: 99%

Exploring the Impact of the COVID-19 Pandemic on Italy’s School-in-Hospital (SiHo) Services: The Teachers’ Perspective

Benigno¹,

Dagnino²,

Fante³

2020

Continuity in Education

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The abrupt interruption of face-to-face educational activities imposed by the Italian government in response to the COVID-19 pandemic required a rapid switch to distance learning to guarantee continuity in education. The same applied to the School-in-Hospital (SiHo) services. This paper explores the impact of the COVID-19 pandemic in this specific context; we investigated the organizational changes and strategies adopted by the SiHo services and individual teachers to meet the challenges posed by this change in the educational paradigm. Moreover, the paper outlines teachers’ visions about possible educational scenarios for the next academic year (2020–2021). Using qualitative methodology, the study took the form of a group interview involving 12 teachers working across 8 children’s hospitals in Italy. The thematic analysis revealed a number of themes for further investigation. In terms of the actual situation during the pandemic, we identified critical issues and facilitating factors that occurred in distance learning with hospitalized students. One significant theme that emerged from the interviewees’ narratives involved their general attitudes towards distance learning and their individual approaches to the pandemic. The relationship of hospitalized students to mainstream schools also proved to be an important theme, not only regarding the recent past but also the future. Finally, teachers hypothesized future distance learning scenarios for the new school year, highlighting the challenges to be faced from several viewpoints (methodological, organizational, technological, etc.).

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“…Data from personal interviews suggest that teachers in hospitals need to feel part of a multidisciplinary network, including doctors, medical staff, and school-as-institution. A successful Si-Ho program requires the hospital teacher to work closely with the hospital's medical staff to ensure successful planning and implementation of instruction, as well as fostering a positive and collaborative Si-Ho climate [22].…”

Section: Conclusion Hospital School Program: Finding Opportunitiesmentioning

confidence: 99%

Hospital School Program: The Right to Education for Long-Term Care Children

Caggiano

Brunetti

et al. 2021

IJERPH

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Education and health are two inseparable aspects of a single dynamic which aims to support and increase the physical and mental well-being of children and young people. Children must be guaranteed two rights: the right to study and the right to health. Schools capable of reconciling these two fundamental needs are represented by school in hospital and home schooling. Thanks to this flexible teaching method, it is possible to support the child and his or her family during hospitalization, and to prevent consequences such as school failure and dropout. Hospitalization is always a traumatic event for children, in which white coats are unknown figures, perceived all the more threatening the younger the child: a threat to one’s integrity, loss of autonomy, distorted perception of time, loss of confidence, and a sense of abandonment. Therefore, it is important to create a communicative basis that facilitates the child’s adaptation to the new hospital environment and establishes continuity during this period of time. Teachers play a significant role within the context of such difficulties. They need to understand patients’ emotions and act as a bridge between the small inpatient room of the child and the outside world. In this article we examined: (1) the School in Hospital and the reasons why it is a valid resource for the psychophysical rehabilitation of the student in a hospital; (2) the role of the teacher in hospital and the difficult context in which the teacher has to work; and (3) how the school in hospital was challenged by the SARS-CoV2 pandemic.

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

Cited by 24 publications

References 79 publications

The Art of Coaching: Addressing Mobile Technology Integration in a Complex Hospital School Environment

The Art of Coaching: Addressing Mobile Technology Integration in a Complex Hospital School Environment

Exploring the Impact of the COVID-19 Pandemic on Italy’s School-in-Hospital (SiHo) Services: The Teachers’ Perspective

Hospital School Program: The Right to Education for Long-Term Care Children

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