Teacher knowledge of and confidence in meeting the needs of children with chronic medical conditions: Pediatric psychology's contribution to education.

More children and adolescents who have chronic illnesses are being included in regular education classrooms today than ever before. However, teachers may not feel confident about being able to meet these children's educational, social, or emotional needs in the classroom. School psychologists are able to assess children's functioning in these areas and can provide information to teachers on a case-by-case basis to ensure that children with chronic illnesses receive appropriate and comprehensive services at school and are included in regular education settings to the fullest extent possible. This study assessed special education and regular education teachers' perceptions of their knowledge about and confidence in meeting the academic and social needs of children with chronic medical conditions. Two-hundred and forty-seven teachers from 15 midwestern elementary schools completed a survey rating their knowledge and confidence in meeting the academic and social needs of children with 13 chronic medical conditions. Special education teachers reported being more knowledgeable than regular education teachers about cerebral palsy, epilepsy, hemophilia, spina bifida, renal failure, and allergies. However, overall, special education teachers were not more confident than regular education teachers in meeting the academic needs of children with chronic medical conditions. Future research should focus on whether experience affects teacher knowledge and confidence and should examine the effectiveness of interventions to improve teacher knowledge for working with children with medical conditions. © 2008 Wiley Periodicals, Inc.

[1]  J. Olson.  The Crucial Role of the Teacher. , 2008 .

[2]  M. Grootenhuis,et al.  Positive effects of a psycho-educational group intervention for children with a chronic disease: first results. , 2007, Patient education and counseling.

[3]  P. Farrell.  Developing inclusive practices among educational psychologists: Problems and possibilities , 2006 .

[4]  J. Ysseldyke,et al.  Teaching Students With Medical, Physical, and Multiple Disabilities: A Practical Guide for Every Teacher , 2006 .

[5]  D. Drotar.  Introduction to the Special Issue: Innovations in the Use of New Technologies in Research and Clinical Care for Children and Adolescents With Chronic Health Conditions , 2006 .

[6]  Carol J. Kaffenberger.  School Reentry for Students with a Chronic Illness: A Role for Professional School Counselors , 2006 .

[7]  T. Power,et al.  Collaborative Practices for Managing Children's Chronic Health Needs. , 2006 .

[8]  LeAdelle Phelps,et al.  Chronic health-related disorders in children: Collaborative medical and psychoeducational interventions. , 2006 .

[9]  D. Ellard,et al.  The psychosocial well-being of children with chronic disease, their parents and siblings: an overview of the research evidence base. , 2006, Child: care, health and development.

[10]  A. Muñoz-Furlong,et al.  Impact of Food Allergies on School Nursing Practice , 2004, The Journal of school nursing : the official publication of the National Association of School Nurses.

[11]  D. Drotar,et al.  Schoolteachers' Experiences With Childhood Chronic Illness , 2004 .

[12]  D. Clay.  Helping Schoolchildren with Chronic Health Conditions: A Practical Guide , 2004 .

[13]  K. Heller,et al.  Using Expanded Individualized Health Care Plans to Assist Teachers of Students With Complex Health Care Needs , 2004, The Journal of school nursing : the official publication of the National Association of School Nurses.

[14]  C. Seymour.  Access to education for children and young people with medical needs: a practitioner's view. , 2004, Child: care, health and development.

[15]  L. Nabors,et al.  Children with Chronic Medical Conditions: Recommendations for School Mental Health Clinicians , 2004 .

[16]  M. E. Walsh,et al.  Children, Health, and Learning: A Guide to the Issues , 2003 .

[17]  Dolores M. Huffman,et al.  Health Problems in the Classroom 6-12: An A-Z Reference Guide for Educators , 2003 .

[18]  Edward S. Shapiro,et al.  Promoting Children's Health: Integrating School, Family, and Community , 2003 .

[19]  R. Rehm.  Creating a Context of Safety and Achievement at School for Children Who Are Medically Fragile/Technology Dependent , 2002, ANS. Advances in nursing science.

[20]  S. Schlozman.  When Illness Strikes. , 2002 .

[21]  D. Drotar,et al.  Recommendations to Enhance Comprehensive Care for Children With Chronic Health Conditions and Their Families , 2001 .

[22]  B. Anderson,et al.  Comprehensive, Family-Focused Outpatient Care for Very Young Children Living With Chronic Disease: Lessons From a Program in Pediatric Diabetes , 2001 .

[23]  J. McAllister,et al.  The health and education leadership project: a school initiative for children and adolescents with chronic health conditions. , 2001, The Journal of school health.

[24]  U. Brook,et al.  Knowledge and attitudes of high school teachers towards pupils suffering from chronic diseases. , 2001, Patient education and counseling.

[25]  S. G. Little,et al.  Legal and Ethical Issues of Inclusion , 2000 .

[26]  M. Seligman.  Conducting Effective Conferences with Parents of Children with Disabilities: A Guide for Teachers , 2000 .

[27]  P. Sloper,et al.  The inclusion of pupils with a chronic health condition in mainstream school: what does it mean for teachers? , 2000 .

[28]  L. Phelps.  Health-Related Disorders in Children and Adolescents: A Guidebook for Understanding and Educating , 1998 .

[29]  R. J. Thompson,et al.  Adaptation to Chronic Childhood Illness , 1996 .

[30]  Michael C. Roberts,et al.  Handbook of pediatric psychology , 1995 .

[31]  R. Haslam,et al.  Medical Problems in the Classroom: The Teacher's Role in Diagnosis and Management , 1985 .