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26 - Impairments Related to Medical Conditions

from Part V - Health and Pediatric Interventions

Published online by Cambridge University Press:  18 September 2020

By
David L. Wodrich
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
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Summary

Chronic pediatric illnesses are common and they are often educationally consequential. Many chronically ill children experience severe educational impairments. Empirical research on the pediatric illness–schooling interface notwithstanding, theoretical endeavors on the topic are largely missing. This chapter presents a theoretical model comprising four interrelated dimensions. These are the nature and severity of the pediatric illness itself (e.g., asthma, epilepsy), educational challenges common to each illness (e.g., direct neurocognitive effects, uninformed teachers), students’ personal strengths (e.g., emotional resilience), and environmental supports (e.g., social supports at school). These three dimensions are hypothesized to mutually determine the nature and severity of any adverse educational impacts (e.g., academic or attendance problems). The model is abbreviated as P-CSI, to denote Pediatric, Challenges, Strengths/Supports, and Impacts. It is argued that the P-CSI model helps contextualize existing information on prevention and intervention. It may also reveal gaps to be addressed by future research concerning pediatric illnesses at school.

Keywords

pediatric illnesseducational impactstrengths/supportstheoretical modelpreventionintervention
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 453 - 470
Publisher: Cambridge University Press
Print publication year: 2020

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