Use of Telepresence Systems to Enhance School Participation in Pediatric Patients with Chronic Illnesses Involving the CNS

Abstract

Background: Due to hospitalization, medical treatment and/or rehabilitation stays, children and adolescents with diseases of the central nervous system (CNS; e.g. tumors, epilepsies or traumatic brain injuries) often cannot participate in everyday school life to the same extent as their peers. To counteract social isolation and negative consequences (e.g. lack of a sense of belonging, reduced well-being and self-esteem, more frequent class repetitions or low educational attainment) telepresence systems are increasingly being discussed as a way to enable participation for children and adolescents with chronic illnesses. Method: This paper presents different telepresence systems and their advantages and disadvantages, effects of use, and potential difficulties. Conclusion: Telepresence systems offer an innovative and promising perspective to enable patients with CNS-associated diseases to participate in everyday school life.

Equitable Opportunities for Students with Neurodevelopmental Disorders? A Preliminary Framework for Fostering Academic and Social Participation

“…Cognitive deficits associated with neurodevelopmental disorders (and acquired neurocognitive disorders alike) are longlasting and have detrimental effects on academic, vocational, and social participation. Initial promising attempts to foster participation were made in children with acquired cognitive deficits due to brain tumor [26]. In particular, this study examined the effects of using telepresence systems to enable affected children to attend classroom activities online which decreased social isolation and increased children's self-esteem and well-being.…”