How do children with a chronic or long-term illness perceive their school re-entry after a period of homebound instruction?
How do children with a chronic or long-term illness perceive their school re-entry after a period of homebound instruction?
复制标题
DOI：
10.1111/j.1365-2214.2011.01279.x
复制
发表时间：
2012-07-01
影响因子：
1.9
通讯作者：
Petry, K.
中科院分区：
文献类型：
--
作者：
Boonen, H.;Petry, K.
背景相当多的儿童在生活中面临慢性或长期疾病。对这些儿童来说，旷课是一个问题，因为教育在刺激他们的认知发展、促进正常感和心理健康方面发挥着重要作用。文献中对重返学校方案给予了大量关注，这些方案试图消除这些儿童返回学校后可能面临的障碍。克服这些障碍的另一种方法是采用在家授课的方式，即儿童在离家期间继续接受教育。尽管人们日益认识到这些儿童接受教育的必要性，但关于促进重返学校方案的经验研究仍然很少。方法本研究的主要目的是调查父母和他们的孩子与慢性或长期疾病的家庭教育一段时间后，重返学校的感知，采用连续探索，多信息的研究设计。参与者是60名儿童及其父母，他们填写了一份自制的问卷。结果家长和孩子都认为在家指导期间，以及他们的学校重新进入，主要是积极的。大多数儿童说，他们能够跟上课程的进度，回到学校后与同龄人保持良好的联系。据家长们说，在家授课对他们的孩子重返学校作出了积极的贡献。结论本研究是首次探讨慢性或长期疾病儿童重返学校的研究之一。据家长和孩子们说，重返学校的过程是积极的。然而，需要对教育质量和旨在促进重返学校的方案进行更多的研究。
Background A considerable number of children are confronted with a chronic or long-term illness in their lives. For these children, absenteeism is problematic, because education plays a major role in stimulating their cognitive development and in promoting a sense of normalcy and psychosocial well-being. In the literature, a great deal of attention has been paid to school reintegration programmes, which try to counter the barriers that these children may face when they return to school. Another way of surmounting these barriers is through the use of homebound instruction, in which the educational process for the child is continued during the period of absence. Despite the growing awareness of the necessity of education for these children, there is still little empirical research available addressing programmes that facilitate school re-entry. Methods The major goal of this study is to investigate how parents and their children with a chronic or long-term illness perceive school re-entry after a period of homebound instruction, by using a descriptiveexplorative, multi-informant research design. Participants were 60 children and their parents who filled in a self-constructed questionnaire. Results Both parents and children perceived the period of homebound instruction, as well as their school re-entry, predominantly positively. Most of the children stated that they had been able to keep up with their subjects, and that they had good contact with their peers when they returned to school. According to parents, homebound instruction made a positive contribution to the school re-entry of their child. Conclusions The current study is one of the first to explore the school re-entry of children with a chronic or long-term illness. According to both parents and children, the school re-entry process passed off positively. However, more research is needed with regard to the quality of education and the programmes aimed at facilitating school re-entry.