Teacher knowledge of and confidence in meeting the needs of children with chronic medical conditions: Pediatric psychology's contribution to education
Teacher knowledge of and confidence in meeting the needs of children with chronic medical conditions: Pediatric psychology's contribution to education
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DOI：
10.1002/pits.20292
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发表时间：
2008-03-01
影响因子：
2
通讯作者：
Iobst, Emily A.
中科院分区：
文献类型：
--
作者：
Nabors, Laura A.;Little, Steven G.;Iobst, Emily A.
今天，比以往任何时候都有更多的患有慢性病的儿童和青少年被纳入正规教育教室。然而，教师可能对能够满足这些孩子在课堂上的教育，社会或情感需求没有信心。学校心理学家能够评估儿童在这些方面的功能，并可逐案向教师提供信息，以确保患有慢性病的儿童在学校得到适当和全面的服务，并尽可能纳入正规教育环境。本研究评估了特殊教育和普通教育教师对满足慢性疾病儿童学业和社会需求的知识和信心的看法。来自中西部15所小学的247名教师完成了一项调查，评估他们在满足13种慢性疾病儿童的学术和社会需求方面的知识和信心。特殊教育教师报告说，他们比普通教育教师更了解脑瘫、癫痫、血友病、脊柱裂、肾衰竭和过敏。然而，总体而言，特殊教育教师在满足慢性疾病儿童的学术需求方面并不比普通教育教师更有信心。未来的研究应侧重于经验是否会影响教师的知识和信心，并应检查干预措施的有效性，以提高教师的知识与儿童的医疗条件。(c)2008 Wiley Periodicals，Inc.
More children and adolescents who have chronic illnesses are being included in regular education classrooms today than ever before. However, teachers may not feel confident about being able to meet these children's educational, social, or emotional needs in the classroom. School psychologists are able to assess children's functioning in these areas and can provide information to teachers on a case-by-case basis to ensure that children with chronic illnesses receive appropriate and comprehensive services at school and are included in regular education settings to the fullest extent possible. This study assessed special education and regular education teachers' perceptions of their knowledge about and confidence in meeting the academic and social needs of children with chronic medical conditions. Two-hundred and forty-seven teachers from 15 midwestern elementary schools completed a survey rating their knowledge and confidence in meeting the academic and social needs of children with 13 chronic medical conditions. Special education teachers reported being more knowledgeable than regular education teachers about cerebral palsy, epilepsy, hemophilia, spina bifida, renal failure, and allergies. However, overall, special education teachers were not more confident than regular education teachers in meeting the academic needs of children with chronic medical conditions. Future research should focus on whether experience affects teacher knowledge and confidence and should examine the effectiveness of interventions to improve teacher knowledge for working with children with medical conditions. (c) 2008 Wiley Periodicals, Inc.