Thibodaux Lia K, Orr Ashley L, Reisinger Debra L, Fodstad Jill, Xu Guang, Wikel Kristin, Curtin Michelle
Department of Neurology, Wake Forest School of Medicine, Winston-Salem, NC, United States.
Marian University College of Osteopathic Medicine, Indianapolis, IN, United States.
Front Pediatr. 2024 Dec 11;12:1502378. doi: 10.3389/fped.2024.1502378. eCollection 2024.
Pediatric patients with complex cardiac diagnoses are at increased risk for physical, cognitive, and developmental complications. Formalized school support [i.e., individualized education programs (IEPs), Section 504 Accommodation Plans (Section 504 Plans)] that addresses the needs of these patients is necessary, and hospital-based school programs (HBSPs) have the potential to bolster the acquisition of academic support. In this pilot study, we look at the impact of one such HBSP.
Retrospective demographic and school support data for pediatric cardiac patients were analyzed.
Our sample included 29 pediatric cardiac patients spanning two academic years. These patients had 100 HBSP encounters and 82 inpatient and 12 outpatient encounters, with 68.9% of patients having multiple encounters in a single year and 44.8% of patients being seen in both years. The HBSP made recommendations for patients to receive IEPs ( = 8) and Section 504 Plans ( = 13). The patients also submitted requests for medical homebound( = 27), obtaining releases of information ( = 39), submitting medical reports ( = 10), and completing certificates of incapacity ( = 7). Statistical analyses revealed no significant relationships with patients entering or receiving a recommendation for an IEP or Section 504 Plan in any of their encounters with the HBSP on the basis of sex, race/ethnicity, school level, or rates of encounters in this sample.
Similar to previous studies, these patients had high rates of IEPs/Section 504 Plans in place and continued to receive school recommendations through the HBSP. A high use of the HBSP was seen in the total number of encounters and communications (i.e., submitting to the school of record requests for classroom placement changes via medical homebound). Working with the HBSP provided access to information, formal support recommendations, and communication between medical and school settings in the form of changes in school status.
患有复杂心脏疾病诊断的儿科患者出现身体、认知和发育并发症的风险增加。针对这些患者需求的正规学校支持[即个性化教育计划（IEP）、第504条住宿计划（第504条计划）]是必要的，而基于医院的学校项目（HBSP）有潜力加强学术支持的获取。在这项试点研究中，我们考察了一个这样的HBSP的影响。
分析了儿科心脏病患者的回顾性人口统计学和学校支持数据。
我们的样本包括29名儿科心脏病患者，涵盖两个学年。这些患者有100次HBSP接触，82次住院和12次门诊接触，68.9%的患者在一年内有多次接触，44.8%的患者在两年内都有就诊。HBSP建议患者接受IEP（n = 8）和第504条计划（n = 13）。患者还提交了医疗居家申请（n = 27）、获取信息发布（n = 39）、提交医疗报告（n = 10）以及完成无行为能力证明（n = 7）。统计分析显示，在该样本中，基于性别、种族/民族、学校水平或接触率，患者在与HBSP的任何接触中进入或接受IEP或第504条计划建议之间均无显著关系。
与先前的研究类似，这些患者实施IEP/第504条计划的比例很高，并通过HBSP继续获得学校建议。在接触和沟通的总数（即通过医疗居家向记录学校提交课堂安置变更请求）方面，HBSP的使用频率很高。与HBSP合作提供了获取信息、正式支持建议以及以学校状态变更形式在医疗和学校环境之间进行沟通的途径。
