Teacher's knowledge and support systems regarding students with terminal illness

Abstract

This study examined teachers’ knowledge and support when working with students with terminal illness or having experienced a student death. One hundred and ninety teachers of students with physical or multiple disabilities responded to a 40 item questionnarionnaire that was distributed nationally. Results indicated that teachers have greater knowledge and support in this area than 21 years ago, although there continues to be deficits. For teachers receiving support, the school nurse was identified as their primary source of support, as well as the primary source to answer questions, and discuss the teachers’ role. School counselors were identified as the primary support for classmates (in addition to receiving support from their teacher). Teachers identified several areas in which they wanted assistance and support which have implications for future research and training.

Children and Youth with Life-Limiting or Life-Threatening Conditions – Overview the Topics of Educational Practice: A Scoping Review

“…This may cause interpersonal problems or misunderstandings in the class (Vanclooster et al, 2018). Some teachers may have to face curious questions from their students or directly the child with LLC or LTC regarding his/her diagnosis as well as life and death issues (Heller et al, 2013). The studies suggest that only a small percentage of teachers feel competent to discuss these difficult issues with children.…”

“…In this case, an alternative is close cooperation with the team of children's palliative care or children's hospice care who can accompany the bereaved through the entire process of loss (Heller et al, 2014;Ramer-Chrastek, 2000). Studies offer specific steps that teachers should take in the class in the case of the death of a child as well as advice for the preparation of the so-called death education (Heller et al, 2013;Rice & Gourley, 2003). A study by Munson and Hunt (2005) provides a brief guide on how to support oneself and colleagues in the event of a pupil's death.…”

“…This is mainly due to the continuous development of medicine, technological progress, and ongoing inclusion (Robinson & Summers, 2012). Therefore, educating these children requires thorough preparation and planning which requires a multidisciplinary team's involvement (Heller et al, 2013). Its members are usually the teacher (teachers), the school director, the student with LLC or LTC, the student's family, the psychologist, and other medical and non-medical professionals (Shaw et al, 2010;Vanclooster et al, 2018).…”

“…The most critical moment in the education of some children with LLC or LTC is the death of the child during the school year. Teachers are expected to respond to these situations in an appropriate way, understand the special educational needs of the child with LLC or LTC as well as other specifics arising from his/her current health condition, be able to work with the child's classmates and support other students, the family of the deceased student and colleagues (Heller et al, 2013).…”

Dying Pupil With Life-Limiting or Life-Threatening Illness in the Context of Inclusive Education: A Theoretical Framework

“…S nárůstem skupiny žáků s život limitujícím a život ohrožujícím onemocněním (dále ŽLO a ŽOO) v inkluzivním vzdělávání se kauzálně zvýšil počet učitelů, kteří mají osobní zkušenost nejen s doprovázením, ale rovněž s úmrtím žáka v třídním kolektivu (Ekins et al, 2017;Heller et al, 2013). Přestože se v posledním desetiletí díky pokroku ve vědě, medicíně a technologiích povedlo zkvalitnit úroveň života a prodloužit jeho délku určitým skupinám dětí s ŽLO a ŽOO (je tomu např.…”