Harden Christopher, Rea Hannah, Buchanan-Perry Iris, Gee Beatrice, Johnson Alcuin
Children's Healthcare of Atlanta, US.
University of Georgia, US.
Contin Educ. 2020 Jan 9;1(1):8-21. doi: 10.5334/cie.2. eCollection 2020.
Chronic illness requires frequent medical treatments and lifestyle restrictions that increase academic and socioemotional stressors for families. This paper presents academic intervention recommendations based on a hospital's approach to improving educational outcomes for children with chronic illness. A case study on an intervention for a girl with sickle cell disease (SCD) and a history of stroke. SCD is a relatively common chronic illness that has physical and psychosocial side effects that are central to other chronic illnesses (Platt, Eckman, & Hsu, 2016). A quality improvement approach resulted in five cycles of interventions that were assessed with both qualitative and quantitative measures. The initial strategy of improving academics through collaboration among the school, hospital, and family resulted in psychosocial, but not academic, improvements. Frequent tutoring, which was most achievable using online platforms, resulted in the greatest gains. The girl passed previously failed classes and advanced to the next grade. Recommendations for how to improve academic outcomes for children with chronic illness using the presented intervention strategies are discussed.
慢性病需要频繁的医疗治疗和生活方式限制，这增加了家庭的学业和社会情感压力源。本文基于一家医院改善慢性病儿童教育成果的方法，提出了学业干预建议。一项针对一名患有镰状细胞病（SCD）且有中风病史的女孩的干预案例研究。SCD是一种相对常见的慢性病，其身体和心理社会副作用是其他慢性病的核心（普拉特、埃克曼和许，2016年）。一种质量改进方法产生了五个干预周期，并通过定性和定量措施进行评估。最初通过学校、医院和家庭之间的合作来提高学业成绩的策略带来了心理社会方面的改善，但在学业方面没有改善。使用在线平台最容易实现的频繁辅导带来了最大的进步。这个女孩通过了之前不及格的课程并升入了下一年级。文中讨论了如何使用所提出的干预策略来提高慢性病儿童学业成绩的建议。
