Homebound instruction presents many challenges for teachers. Teachers are frequently not prepared to provide such services. Teachers are frustrated in recognizing that homebound services do not provide sufficient depth and intensity of instruction that some students may need. The purpose of this study was to bring awareness of what happens during the transition of a hospital homebound student post-hospitalization and their academic success. A qualitative case study allowed me to gather and analyze students’ needs that addressed their medical conditions. These important aspects included not only the hospital homebound teachers, students, and staffs’ behaviors/views on the overall program, but also the perceptions of those who interacted with the students, the context of the program, outside constituents, comparisons to other homebound programs, and other qualitative variables. The data-based case study was guided by looking at the needs of hospital home bound students, the needs of hospital homebound teachers, and what supports could be provided to hospital homebound teachers. All of the students that I interviewed for this study have experienced some form of significant social and emotional stress that has impaired their performance at school, as well as their physical and mental health. Current school supports do not appear to be meeting the diverse school-based needs of students with chronic illness. Hospital homebound instruction often is provided to students after regular school hours, only qualified staff members who are able to take on the extra duties of homebound instruction after their regular working day should be considered. The results revealed that this diverse group of students required multiple supports in order to be effective in their respective positions. More specifically, it was evident that teachers still feel unprepared to educate hospital homebound students and that they lack specific resources for them to be successful.
","abstract_html":"<p>Homebound instruction presents many challenges for teachers. Teachers are frequently not prepared to provide such services. Teachers are frustrated in recognizing that homebound services do not provide sufficient depth and intensity of instruction that some students may need. The purpose of this study was to bring awareness of what happens during the transition of a hospital homebound student post-hospitalization and their academic success. A qualitative case study allowed me to gather and analyze students’ needs that addressed their medical conditions. These important aspects included not only the hospital homebound teachers, students, and staffs’ behaviors/views on the overall program, but also the perceptions of those who interacted with the students, the context of the program, outside constituents, comparisons to other homebound programs, and other qualitative variables. The data-based case study was guided by looking at the needs of hospital home bound students, the needs of hospital homebound teachers, and what supports could be provided to hospital homebound teachers. All of the students that I interviewed for this study have experienced some form of significant social and emotional stress that has impaired their performance at school, as well as their physical and mental health. Current school supports do not appear to be meeting the diverse school-based needs of students with chronic illness. Hospital homebound instruction often is provided to students after regular school hours, only qualified staff members who are able to take on the extra duties of homebound instruction after their regular working day should be considered. The results revealed that this diverse group of students required multiple supports in order to be effective in their respective positions. More specifically, it was evident that teachers still feel unprepared to educate hospital homebound students and that they lack specific resources for them to be successful.</p>","abstract_has_math":false,"creators":["Kimbro-Vincent, Katherine"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Raynice Jean-Sigur","Dr. Belinda Edwards"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-04-01T07:00:00Z","date_published":"2021-04-01T07:00:00Z","updated_at":"2026-07-24T02:43:42Z","subjects":["hospital home-bound","special education","IEP","school re-entry","teacher professional development","qualitative case study","Other Education","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/teachleaddoc_etd/54","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Raynice Jean-Sigur","Dr. Belinda Edwards"]},{"key":"dc:creator","label":"Author","values":["Kimbro-Vincent, Katherine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-04-20T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Teacher Leadership (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["hospital home-bound","special education","IEP","school re-entry","teacher professional development","qualitative case study","Other Education","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/54"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Homebound instruction presents many challenges for teachers. Teachers are frequently not prepared to provide such services. Teachers are frustrated in recognizing that homebound services do not provide sufficient depth and intensity of instruction that some students may need. The purpose of this study was to bring awareness of what happens during the transition of a hospital homebound student post-hospitalization and their academic success. A qualitative case study allowed me to gather and analyze students’ needs that addressed their medical conditions. These important aspects included not only the hospital homebound teachers, students, and staffs’ behaviors/views on the overall program, but also the perceptions of those who interacted with the students, the context of the program, outside constituents, comparisons to other homebound programs, and other qualitative variables. The data-based case study was guided by looking at the needs of hospital home bound students, the needs of hospital homebound teachers, and what supports could be provided to hospital homebound teachers. All of the students that I interviewed for this study have experienced some form of significant social and emotional stress that has impaired their performance at school, as well as their physical and mental health. Current school supports do not appear to be meeting the diverse school-based needs of students with chronic illness. Hospital homebound instruction often is provided to students after regular school hours, only qualified staff members who are able to take on the extra duties of homebound instruction after their regular working day should be considered. The results revealed that this diverse group of students required multiple supports in order to be effective in their respective positions. More specifically, it was evident that teachers still feel unprepared to educate hospital homebound students and that they lack specific resources for them to be successful.
"]},{"key":"dc:title","label":"Title","values":["Hospital Home-Bound Education: Are Teachers Prepared to Implement Transition Plans Post-Hospitalization for Student Success?"]}]}],"canonical_facts":{"dc:contributor":["Dr. Raynice Jean-Sigur","Dr. Belinda Edwards"],"dc:creator":["Kimbro-Vincent, Katherine"],"dc:date.available":["2021-04-20T07:00:00Z"],"dc:description.abstract":["Homebound instruction presents many challenges for teachers. Teachers are frequently not prepared to provide such services. Teachers are frustrated in recognizing that homebound services do not provide sufficient depth and intensity of instruction that some students may need. The purpose of this study was to bring awareness of what happens during the transition of a hospital homebound student post-hospitalization and their academic success. A qualitative case study allowed me to gather and analyze students’ needs that addressed their medical conditions. These important aspects included not only the hospital homebound teachers, students, and staffs’ behaviors/views on the overall program, but also the perceptions of those who interacted with the students, the context of the program, outside constituents, comparisons to other homebound programs, and other qualitative variables. The data-based case study was guided by looking at the needs of hospital home bound students, the needs of hospital homebound teachers, and what supports could be provided to hospital homebound teachers. All of the students that I interviewed for this study have experienced some form of significant social and emotional stress that has impaired their performance at school, as well as their physical and mental health. Current school supports do not appear to be meeting the diverse school-based needs of students with chronic illness. Hospital homebound instruction often is provided to students after regular school hours, only qualified staff members who are able to take on the extra duties of homebound instruction after their regular working day should be considered. The results revealed that this diverse group of students required multiple supports in order to be effective in their respective positions. More specifically, it was evident that teachers still feel unprepared to educate hospital homebound students and that they lack specific resources for them to be successful.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/54"],"dc:subject":["hospital home-bound","special education","IEP","school re-entry","teacher professional development","qualitative case study","Other Education","Special Education and Teaching"],"dc:title":["Hospital Home-Bound Education: Are Teachers Prepared to Implement Transition Plans Post-Hospitalization for Student Success?"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:43:42Z"}