References
- Äärelä, T., Määttä, K., & Uusiautti, S. (2018). The challenges of parent-teacher collaboration in the light of hospital school pedagogy. Early Child Development and Care, 188(6), 709–722. DOI: 10.1080/03004430.2016.1230108
- A’Bear, D. (2014). Supporting the learning of children with chronic illness. Canadian Journal of Action Research, 15(1), 22–39.
- American Academy of Pediatrics (AAP), Committee on School Health. (2000). Home, hospital, and non-school-based instruction for children and adolescents who are medically unable to attend school. Pediatrics, 106(5), 1154–1155. DOI: 10.1542/peds.106.5.1154
- Benigno, V., & Fante, C. (2020). Hospital school teachers’ sense of stress and gratification: An investigation of the Italian Context. Continuity in Education, 1(1), 37–47. DOI: 10.5334/cie.14
- Borgioli, J. A., & Kennedy, C. H. (2003). Transitions between school and hospital for students with multiple disabilities: A survey of causes, educational continuity, and parental perceptions. Research and Practice for Persons with Severe Disabilities, 28(1), 1–6. DOI: 10.2511/rpsd.28.1.1
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. DOI: 10.1191/1478088706qp063oa
- Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. SAGE.
- Braun, V., & Clarke, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297–298. DOI: 10.1080/17439760.2016.1262613
- Capurso, M., & Dennis, J. L. (2017). Key educational factors in the education of students with a medical condition. Support for Learning, 32(2), 158–179. DOI: 10.1111/1467-9604.12156
- Cashin, C. S., & Witt, S. D. (2010). Resources for hospitalised children: An evaluation of the Starbright World Program by child life specialists. Early Child Development and Care, 180(3), 317–326. DOI: 10.1080/03004430801899237
- Crump, C., Rivera, D., London, R., Landau, M., Erlendson, B., & Rodriguez, E. (2013). Chronic health conditions and school performance among children and youth. Annals of Epidemiology, 23(4), 179–184. DOI: 10.1016/j.annepidem.2013.01.001
- Department of Education and Skills (DES). (2016). Looking at our school 2016: A quality framework for primary schools. Dublin: The Stationery Office.
- Department of Education and Skills (DES). (2018). Key statistics 2016/2017 and 2017/2018. Retrieved from
https://www.education.ie/en/Publications/Statistics/Key-Statistics/key-statistics-2017-2018.pdf - De Rosier, M. E., Kupersmidt, J. B., & Patterson C. J. (1994). Children’s academic and behavioural adjustment as a function of the chronicity and proximity of peer rejection. Child Development, 65(6), 1799–1813. DOI: 10.2307/1131295
- Dixon, M. (2014). Learning between schools and hospitals-young people and a curriculum of (dis)connection. International Journal of Inclusive Education, 18(3), 270–282. DOI: 10.1080/13603116.2012.676084
- Eaton, S. (2012). Addressing the effects of missing school for children with medical needs. Pediatric Nursing, 38(5), 271–277.
- Hill, C. E., Knox, S., Thompson, B. J., Williams, E. N., Hess, S. A., & Ladany, N. (2005). Consensual qualitative research: An update. Journal of Counseling Psychology, 52(2), 196–205. DOI: 10.1037/0022-0167.52.2.196
- Hopkins, L., Green, J., Henry, J., Edwards, B., & Wong, S. (2014). Staying engaged: The role of teachers and schools in keeping young people with health conditions engaged in education. The Australian Educational Researcher, 41(1), 25–41. DOI: 10.1007/s13384-013-0096-x
- Hospital Organisation of Pedagogues in Europe (HOPE). (2000). The rights and educational needs of Sick children and adolescents. HOPE Charter adopted by General Assembly of HOPE in Barcelona 20th May 2000. Retrieved August 15th 2020 from
https://www.hospitalteachers.eu/wp-content/uploads/HOPECharter_2018/Charter_ENG.pdf - Kaffenberger, C. J. (2006). School reentry for students with chronic illness: A role for professional school counselors. Professional School Counseling, 9(3), 223–230. DOI: 10.5330/prsc.9.3.xr27748161346325
- Kirkpatrick, K. M. (2020). Adolescents with chronic medical conditions and high school completion: The importance of perceived school belonging. Continuity in Education, 1(1), 50–63. DOI: 10.5334/cie.5
- Lemke, R. E. (2004). A hospital school: An intrinsic case study. Retrieved from
https://repository.lib.ncsu.edu/handle/1840.16/3818 - National Council for Curriculum and Assessment (NCCA). (1999). Primary school curriculum. Dublin: The Stationery Office.
- National Council for Curriculum and Assessment (NCCA). (2007). Guidelines for teachers of students with general learning disabilities. Dublin: The Stationery Office.
- National Council for Curriculum and Assessment (NCCA). (2009a). Aistear, The early childhood curriculum framework. Dublin: The Stationery Office.
- National Council for Curriculum and Assessment (NCCA). (2009b). Senior cycle, Key skills framework. Dublin: The Stationery Office.
- National Council for Curriculum and Assessment (NCCA). (2015). Framework for junior cycle. Dublin: The Stationery Office.
- Peters, S., Hopkins, L., & Barnett, T. (2016). Education for children with a chronic health condition: An evidence-informed approach to policy and practice decision making. British Journal of Special Education, 43(2), 142–158. DOI: 10.1111/1467-8578.12130
- Shaw, S. R., & McCabe, P. (2008). Hospital to school transitions for children with chronic illness: Meeting the new challenges of an evolving health care system. Psychology in the Schools, 45(1), 74–86. DOI: 10.1002/pits.20280
- Shiu, S. (2001). Issues in the education of students with chronic illness. International Journal of Disability, Development and Education, 48(3), 269–281. DOI: 10.1080/10349120120073412
- Steinke, S. M., Elam, M., Irwin, M. K., Sexton, K., & McGraw, A. (2016). Pediatric hospital school programming: An examination of educational services for students who are hospitalised. Physical Disabilities: Education and Related Services, 35(1), 28–45. DOI: 10.14434/pders.v35i1.20896
- St. Leger, P. (2014). Practice of supporting young people with chronic health conditions in hospitals and schools. International Journal of Inclusive Education, 18(3), 253–269. DOI: 10.1080/13603116.2012.679320
- Thies, K. M. (1999). Identifying the educational implications of chronic illness in school children. Journal of School Health, 69(10), 392–397. DOI: 10.1111/j.1746-1561.1999.tb06354.x
- Uggeri, M., Capurso, M., Dennis, J., Janssen, E., Merkt, A., Schmeider, I., & Patel, D. (2015). Learning at home and in the hospital. The institutional environments of Home and Hospital Education (HHE) in Europe. Retrieved from
http://www.lehoproject.eu/en/toolkit/158-the-institutional-environments-of-home-and-hospital-education-hhe-in-europe-1 - Uggeri, M., Capurso, M., Dennis, J., Janssen, E., Merkt, A., Schmeider, I., & Patel, D. (2016). Learning at home and in the hospital. Teaching children with medical needs-HHE: A guide to international innovative practices. Retrieved from
http://www.lehoproject.eu/en/toolkit/practical-guide - Wadley, G., Vetere, F., Hopkins, L., Green, J., & Kulik, L. (2014). Exploring ambient technology for connecting hospitalised children with school and home. International Journal of Human-Computer Studies, 72(8), 640–653. DOI: 10.1016/j.ijhcs.2014.04.003
- West, A. M., Denzer, A, Q., Wildman, B. G., & Anhalt, K. (2013). Teacher perception of burden and willingness to accommodate children with chronic health conditions. Advances in School Mental Health Promotion, 6(1), 35–50. DOI: 10.1080/1754730X.2012.760920
- Yates, L., Bond, L., Dixon, M., Drew, S., Ferguson, P., Hay, T., & White, J. (2010). Keeping connected: Identity, social connection and education for young people living with chronic illness. Melbourne, Victoria: Melbourne Graduate School of Education. Retrieved from
http://hdl.handle.net/10536/DRO/DU:30034032 - Yin, R. K. (2014). Case study research: Design and methods (5th ed.). SAGE.
