Flood Margaret, Carey Lisa
Education Department, Maynooth University, IE.
Kennedy Kreiger, Johns Hopkins University, US.
Contin Educ. 2025 Apr 30;6(1):74-90. doi: 10.5334/cie.137. eCollection 2025.
Access to equitable education for children treated for cancer is of growing international concern across education, medicine, and related fields. Neurocognitive late effects of childhood cancer and treatment are well established. This impact on cognition results in difficulties with thinking, learning, peer-relationships, and quality of life. Formalized In-School Supports (ISS) can ameliorate the negative impacts of neurocognitive late effects, yet the literature suggests that children treated for cancer often have difficulty accessing these services. This paper reviews the ISS legislation of eight countries regarding protections offered to children treated for cancer and evidence of access to ISS within the literature. The purpose of this review was to look for common barriers for children treated with cancer accessing educational support through ISS. This review identifies gaps between ISS student-focused disability legislation, and practice to inform positive policy change.
癌症患儿获得公平教育的问题日益受到教育、医学及相关领域的国际关注。儿童癌症及其治疗的神经认知晚期效应已得到充分证实。这种对认知的影响会导致思维、学习、同伴关系及生活质量方面的困难。正规的校内支持（ISS）可以减轻神经认知晚期效应的负面影响，但文献表明，接受癌症治疗的儿童往往难以获得这些服务。本文回顾了八个国家关于为接受癌症治疗的儿童提供保护的校内支持立法，以及文献中关于获得校内支持的证据。本综述的目的是寻找接受癌症治疗的儿童通过校内支持获得教育支持的常见障碍。本综述确定了以学生为中心的校内支持残疾立法与实践之间的差距，以为积极的政策变革提供参考。
