Teachers' perception of functional and problematic aspects of home schooling for children with medical needs
DOI:
https://doi.org/10.6092/issn.1970-2221/11843Keywords:
children with health care needs, rights to education, home schooling, teachersAbstract
Many students with medical needs are benefitting from the home-schooling service. However, such service has seldom been investigated. The present qualitative study investigated the characteristics of home-schooling service in a sample of 43 teachers who provided such service during the 2018/2019 school year. The most salient problematic aspects refer to the relationship with illness, the complexity of several organizational and logistical tasks and work dispersion. Information and communication technologies are mentioned in an ambivalent way; a good relationship with the class of belonging of the child and the teacher’s capability to fully take care of all the educational and developmental needs of the student are mentioned as an effective way to proper home-teaching practice. Home-schooling for students with health care needs requires a particular organization and specific teacher training and in-service supervision. Some of these solutions are also discussed in relation to the international literature in the field.
References
Benigno, V., & Fante, C. (2020). Hospital School Teachers’ Sense of Stress and Gratification: An Investigation of the Italian Context. Continuity in Education, 1(1), 37-47.
Benigno, V., & Repetto, M. (2013). Homebound education using ITC: outcomes from an italian study. Italian Journal of Educational Technology, 21(2), 93-101.
Berizzi, G., Zanazzo, G. A., Capurso, M., & Dennis, J. L. (2016). Moodle my style: E-learning improves attributional style for cancer-diagnosed children. International Journal of Technology Enhanced Learning, 8(3-4), 253-263. doi:10.1504/IJTEL.2016.082318
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi:10.1191/1478088706qp063oa
Capurso, M. (2004). Relazioni educative e apprendimento : modelli e strumenti per una didattica significativa. Gardolo, Trento: Erickson.
Capurso, M., & Dennis, J. L. (2015). Focus Groups ICTs and Education of Children with medical needs final public report. Perugia, Italy
Capurso, M., & Dennis, J. L. (2017). Key Educational Factors in the education of students with a medical condition. Support for Learning, 32(2), 158-179. doi:10.1111/1467-9604.12156
Cave, L., Hancock, K., Jones, C., de Lacy, D., Briedis, T., Moffatt, A., & Wheatley, G. (2020). Levelling Education Outcomes for Students With Medical and Mental Health Needs. Continuity in Education, 1(1), 98–116. doi:doi.org/10.5334/cie.7
Christenson, S. L. (2004). The Family-School Partnership: An Opportunity to Promote the Learning Competence of All Students. School Psychology Review, 33(1), 83-104. doi:10.1080/02796015.2004.12086233
Clay, D. L., Cortina, S., Harper, D. C., Cocco, K. M., & Drotar, D. (2004). Schoolteachers' Experiences With Childhood Chronic Illness. Children's Health Care, 33(3), 227-239. doi:10.1207/s15326888chc3303_5
Dempsey, A. G. (2019). Pediatric Health Conditions in Schools: A Clinician's Guide for Working with Children, Families, and Educators. New York: Oxford University Press.
Direzione Generale della Programmazione sanitaria. (2018). Rapporto annuale sull'attività di ricovero ospedaliero (Dati SDO 2018), Tavole SDO. Roma, Italia
Direzione generale della programmazione sanitaria. (2020). Rapporto annuale sull'attività di ricovero ospedaliero (Dati SDO 2018). Ministero della Salute
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. doi:10.1111/j.1365-2648.2007.04569.x
Engel, G. L. (1977). The need for a new medical model: a challenge for biomedicine. Science, 196(4286), 129-136.
Ferraro, S. (2013). Dalla scuola in ospedale alla scuola a domicilio… e oltre: una sfida possibile. Italian Journal of Educational Technology, 21(2), 110-113.
Groce, N. E., & Zola, I. K. (1993). Multiculturalism, chronic illness, and disability. PEDIATRICS-SPRINGFIELD-, 91, 1048-1048.
Hen, M. (2020). Teaching Emotional Intelligence: An Academic Course for Hospital Teachers. Continuity in Education, 1(1).
Kirkpatrick, K. M. (2020). Adolescents With Chronic Medical Conditions and High School Completion: The Importance of Perceived School Belonging. Continuity in Education, 1(1), 50-63. doi:10.5334/cie.5
Losito, G. (1996). L'analisi del contenuto nella ricerca sociale: Franco Angeli.
Maor, D., Mitchem, K., & Drewry, R. (2020). The Art of Coaching: Addressing Mobile Technology Integration in a Complex Hospital School Environment. Continuity in Education, 1(1), 83–97. doi:10.5334/cie.6
Ministero della Pubblica Istruzione. (2003). Vademecum sul Servizio di Istruzione Domiciliare redatto nel corso del Seminario Nazionale di Viareggio. Ministero della Pubblica Istruzione
Ministero della Pubblica Istruzione, Ministero della Sanità, & Ministero per la Solidarietà Sociale. (2000). Protocollo di Intesa tutela dei diritti alla salute, al gioco, all'istruzione ed al mantenimento delle relazioni affettive ed amicali dei cittadini di minore età malati. Roma: MIUR.
MIUR. (2019a). Linee di indirizzo nazionali sulla scuola in ospedale e l’istruzione domiciliare (Decreto 461 del 6/6/2019). Roma: MIUR, Retrieved from https://miur.gov.it/-/linee-di-indirizzo-nazionali-sulla-scuola-in-ospedale-e-l-istruzione-domiciliare.
MIUR. (2019b). Scuola in ospedale e istruzione domiciliare. Retrieved from https://www.miur.gov.it/scuola-in-ospedale-e-istruzione-domiciliare
Scuola di Barbiana (1996). Lettera a una professoressa: Libreria Editrice Fiorentina.
Streuli, J., Michel, M., & Vayena, E. (2011). Children’s rights in pediatrics. European Journal of Pediatrics, 170(1), 9-14. doi:10.1007/s00431-010-1205-8
Theodore, L. A. (2016). Handbook of Evidence-Based Interventions for Children and Adolescents. New York: Springer Publishing Company.
The Salamanca Statement and Framework for action on special needs education: adopted by the World Conference on Special Needs Education; Access and Quality. Salamanca, Spain, 7-10 June 1994, (1994).
United Nations. (1989). Convention on the Rights of the Child. In G. A. UN (Ed.), (Vol. Treaty Series, vol. 1577, p. 3). Geneva, Switzerland: UN, General Assembly.
Valentine, J. M., Neff, J., Park, A. N., Sharp, V., Maynard, C., Christakis, D., & Hicks-Thomson, J. (2000). Pediatric Hospitalization Patterns for Selected Chronic Health Conditions Using Hospital Abstract Reporting System Data: Methods and Findings. Health Services and Outcomes Research Methodology, 1(3), 335-350. doi:10.1023/A:1011459629878
Vecchio, L., Miglioretti, M., & Velasco, V. (2013). Teachers working in changing school systems: Individual and contextual determinants of well-being and uneasiness. Psicologia della salute(2), 9-13.
Wakefield, C. E., McLoone, J., Goodenough, B., Lenthen, K., Cairns, D. R., & Cohn, R. J. (2010). The psychosocial impact of completing childhood cancer treatment: A systematic review of the literature. Journal of Pediatric psychology, 35(3), 262-274.
World Health Organization. (2007). International Classification of Functioning, Disability, and Health: Children & Youth Version: ICF-CY: World Health Organization.
Yauner, L. (2018). Children with medical needs: What schools and settings need to know. Amington,Tamworth, Staffordshire, UK: Nasen and UCL Centre for Inclusive Education.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Michele Capurso, Fabia Dell’Antonia, Giovanna Berizzi, Gianluca Manfredi
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
