Annotated Bibliography for CEP822

Hazzard, A., Celano, M., Collins, M.  (2002). Effects of STARBRIGHT World on Knowledge, Social Support, and Coping in Hospitalized Children With Sickle Cell Disease and Asthma. Children’s Health Care, 31(1), 69-86.

This study reviews the effectiveness of STARBRIGHT World, a private online computer network for hospitalized children that provides interactive health education in over 95 hospitals, as well as opportunities to meet online and socialize with children that are dealing with the same medical issues. This study reviews children who received health education for either Sickle Cell Disease (SCD) or Asthma via STARBRIGHT and participated in online activities while in the hospital and compares the overall effectiveness of that education to the control group that received the information via traditional hospital training methods and interactive activities. The findings show that through the online instructional methods and activities, students demonstrated a greater depth of knowledge for teens with asthma, and greater support for students with SCD. These findings provide evidence that online educational and support programs in general K-12 education would benefit students overall educational progress, while providing a stronger and more supportive learning environment for children with long-term diseases.

Johnson, K. B., Ravert, R. D., Everton, A.  (2001). Hopkins Teen Central: Assessment of an Internet Based Support System for Children With Cystic Fibrosis. PEDIATRICS, 107(2).

Part of my proposed research is an online interactive support network where students with long-term illnesses can communicate and discuss schoolwork, as well as life issues, with their online classmates. It is my opinion that this network will provide students with an outlet where they can openly communicate with one another, which will in turn provide a stronger, more stable learning environment. By having a platform where they can interact with other students facing the same issues they are, they will feel more at ease and be more focused on education rather than the social stigma of their illness. This article references research conducted on the benefits of Electronic Support Groups (ESG’s) for childhood patients with chronic debilitating illnesses. The information provided through this study shows an increase in communication between the children in the ESG, and the participants felt that at the end of this study they had more friends with whom they could relate to. This study is positive evidence that ESG’s are a viable and worthwhile avenue for students with chronic life-long illnesses and would provide a benefit when coupled with an on-line K-12 educational program.

Lightfoot, J., Wright, S., Sloper, P.  (1999). Supporting Pupils in Mainstream School with an Illness of Disability: Young People’s Views. Child: Care, Health, and Development, 25(4), 267-283.

This study looks at the educational issues and needs of students with long-term chronic illnesses. Not from the point of view of the parent, the medical staff, or the school, but rather from the students themselves. Through carefully constructed interviews, researchers questioned students on the issues, needs, and successes of inclusion in the public school system. The students stated that they were able to manage their education; however, there was need of assistance from outside sources (parents, teachers, medical staff, counselors, etc.). Further investigation showed that in fact, students suffered in dealing with repeated absences, issues with falling behind in school work, social exclusion with peers, exclusion from curriculum, difficulty with teachers who did not understand the needs of the students, and exclusion from school social functions and student groups. This gives evidence to the need for research and consideration in alternative instructional styles such as virtual or on-line classrooms and ESG’s where the students can fully participate in their classes and interact socially, while in and out of the hospital.

Palfrey, J. S., Haynie, M, et al. (1992). Project School Care: Integrating Children Assisted by Medical Technology into Educational Settings. The Journal of School Health, 62(2), 50.-54.

Project School Care is a comprehensive study looking at the needs of children assisted by medical technology as they re-enter the public school setting. This research looks into the planning required by medical staff, the parents and child, and the school system leading up to the students enrollment into the classroom. The study was conducted with participation by doctors and nurses involved in the ongoing care of the student, the parents and the child involved, and the members of the participating school district (teachers, building principals, counselors, and district administrators). The findings showed, that while there was great detail, time, and resources dedicated to providing the student with a positive and safe transition back into the public school system over the period of the study, there was still a great deal that needed to be done in order to ensure that this was a positive solution to the child’s educational needs. This study provides a strong look at the issues facing chronically ill children as they continue their education in a public school setting and provides support for research on alternative online school platforms.

Peckham, V. C.  (1986). Educational Late Effects in Long-Term Survivors of Acute Leukemia in Childhood. (Doctoral Dissertaion).

This dissertation studies the effects of childhood cancer patients. Within this study, there is factual research and discussion on the overall educational effects on the students both personally and academically while in treatment. This study not only reports on the academic growth and performance on standardized tests, it also looks at areas such as absence from school, social acceptance in the classroom while the student has lingering physical symptoms stemming from treatment, family issues, and mental well-being. All of this information is directly pertinent to my research topic. The information contained supports my thoughts and questions surrounding the issues of educational stability and quality for children while receiving treatments and undergoing repeated hospitalizations for long-term diseases.

Prevatt, S. F., Heffer, R. W., Lowe, P. A.  (2000). A Review of School Reintegration Programs for Children with Cancer. Journal of School Psychology, 38(5), 447-467.

This is an article reviewing various school integration programs throughout the US for children with cancer. In this review, federal regulations regarding the rights of students with chronic illnesses to educational and support services are discussed. Along with this, the importance of school attendance, the difficulties surrounding the return to school, as well as components for reintegration programs are presented and thoroughly discussed. This article gives a broad view of programs provided for cancer patients who are of school age. This also provides information pertinent to the investigation of the potential need and success of a nationalized health program for chronically ill children.