An evaluation of the educational support for teachers who teach children with life-limiting illness in schools

Robinson, S. and Summers, K. (2012) An evaluation of the educational support for teachers who teach children with life-limiting illness in schools. Pastoral Care in Education, 30 (3). pp. 191-207. ISSN 1468-0122.

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Abstract

There are increasing numbers of children living with life-limiting illnesses in mainstream schools. The aim of this literature-based study was to evaluate the current provision of educational support for teachers who are teaching these children in schools. An international literature search produced 23 papers published between 2005 and July 2010 that concerned children with life-limiting illness in relation to education in mainstream schools. The analysis identified that the needs of children with life-limiting illnesses are not being well met, and there appears to be little evidence of educational support for teachers. The paper concludes that schools need to work with both the medical and social models of health/disability in order to meet the needs of children with life-limiting illness. There is some consensus that the way forward needs to include multidisciplinary working within an ecological approach that supports home, schools and the health services working together. Only one paper reported an evaluation of such an intervention. There is a need for more research, evaluation and dissemination about the experience of living with a life-limiting illness in mainstream schools and related interventions, and for this to inform professional education and the coordination of education, health and home systems.

Item Type: Article
Uncontrolled Keywords: life-limiting illness, chronic illness, schools, teachers, children
Subjects: L Education > L Education (General)
Divisions: pre Nov-2014 > Faculty of Health and Social Care > Health, Wellbeing and the Family
Depositing User: Dr Sally Robinson
Date Deposited: 13 Apr 2012 12:47
Last Modified: 23 Jan 2016 10:49
URI: https://create.canterbury.ac.uk/id/eprint/10656

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Last edited: 29/06/2016 12:23:00