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LANDMARKS FOR THE HEALTHY INCLUSION OF THE SICK CHILD: THE INCLUSION OF CHILDREN WITH SEVERE CHRONIC DISEASES IN THE EDUCATION SYSTEM
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LANDMARKS FOR THE HEALTHY INCLUSION OF THE SICK CHILD: THE INCLUSION OF CHILDREN WITH SEVERE CHRONIC DISEASES IN THE EDUCATION SYSTEM
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Journal Article
LANDMARKS FOR THE HEALTHY INCLUSION OF THE SICK CHILD: THE INCLUSION OF CHILDREN WITH SEVERE CHRONIC DISEASES IN THE EDUCATION SYSTEM
2013
Overview
The purpose of this study was to examine the process that teachers undergo in coping with the placement of a chronically ill child in their classes and the factors that affect this process from the teachers' point of view. The research population consisted of twenty homeroom teachers that were the teachers of the sick child for at least a year from the onset of the disease or for one consecutive school year. Data were analyzed by means of qualitative analytical induction, in which data are organized according to primary categories, and these categories are corrected, improved and processed as the study progresses. The research findings revealed an authentic body of knowledge that teachers structured. The findings provide comprehensive information about the characteristics of the sick child from the point of view of the teachers. The findings present behavior profiles of the teachers, related to the child's various ecological environments, which advance or delay effective inclusion, as the teachers see it.
Publisher
Nova Science Publishers, Inc
Subject
