AbstractAdvancements in medical treatments have led to increased survival and cure rates for children with cancer and other chronic illnesses (Sexson & Madan-Swain, 1993; Thies, 1999; Clay, Cortina, Harper, Cocco, & Drotar, 2004), thus more students with chronic medical conditions are being included in regular education settings (Nabors & Lehmkuhl, 2004). Several of the treatments credited with extending the lives of these pediatric patients can have long-term implications for survivors. As the lives of these children are extended and saved, the quality of their lives should be examined (Bessell, 2001). Identifying the perceptions of the patient, their caregivers, and their educators addresses a critical yet missed dimension of this research area; it is only by knowing and understanding the concerns of these stakeholders that educational and quality of life outcomes can truly be improved.
This qualitative analysis is a part of an ongoing longitudinal, mixed-methods study designed to capture the perceptions of stakeholders at significant phases in the treatment journey. For the qualitative portion of the research, participants are being interviewed at three time points to ensure understanding of evolving perceptions. For the purposes of this dissertation, I will report on the qualitative findings from the first time point (phase one), which occurs at the time the patient is diagnosed.
Ultimately, with the guidance of the results from this study, school intervention professionals can examine current standards of practice through the lens of the recipients of the services. Findings from all three phases of the research will be used to drive programmatic improvement, guide future methodological choices, and to ensure services offered by school intervention professionals align with the perceived educational issues of the stakeholders receiving services.
","abstract_html":"<p>AbstractAdvancements in medical treatments have led to increased survival and cure rates for children with cancer and other chronic illnesses (Sexson & Madan-Swain, 1993; Thies, 1999; Clay, Cortina, Harper, Cocco, & Drotar, 2004), thus more students with chronic medical conditions are being included in regular education settings (Nabors & Lehmkuhl, 2004). Several of the treatments credited with extending the lives of these pediatric patients can have long-term implications for survivors. As the lives of these children are extended and saved, the quality of their lives should be examined (Bessell, 2001). Identifying the perceptions of the patient, their caregivers, and their educators addresses a critical yet missed dimension of this research area; it is only by knowing and understanding the concerns of these stakeholders that educational and quality of life outcomes can truly be improved. </p><p>This qualitative analysis is a part of an ongoing longitudinal, mixed-methods study designed to capture the perceptions of stakeholders at significant phases in the treatment journey. For the qualitative portion of the research, participants are being interviewed at three time points to ensure understanding of evolving perceptions. For the purposes of this dissertation, I will report on the qualitative findings from the first time point (phase one), which occurs at the time the patient is diagnosed. </p><p>Ultimately, with the guidance of the results from this study, school intervention professionals can examine current standards of practice through the lens of the recipients of the services. Findings from all three phases of the research will be used to drive programmatic improvement, guide future methodological choices, and to ensure services offered by school intervention professionals align with the perceived educational issues of the stakeholders receiving services.</p>","abstract_has_math":false,"creators":["Irwin, Mary Kay"],"institution":"University of Cincinnati","degree_name":"EdD","degree_level":"doctoral","degree_discipline":"Education, Criminal Justice, and Human Services: Special Education","degree_department":null,"school":null,"contributors":["Bauer, Anne"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012","date_published":"2012","updated_at":"2026-07-24T03:36:23Z","subjects":["Special Education","beliefs","perceptions","educational issues","children with cancer","chronic illness","students with chronic medical conditions"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353088496","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bauer, Anne"]},{"key":"dc:creator","label":"Author","values":["Irwin, Mary Kay"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2012"]},{"key":"dc:publisher","label":"Institution","values":["University of Cincinnati / OhioLINK"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Criminal Justice, and Human Services: Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Cincinnati"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Special Education","beliefs","perceptions","educational issues","children with cancer","chronic illness","students with chronic medical conditions"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353088496"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["AbstractAdvancements in medical treatments have led to increased survival and cure rates for children with cancer and other chronic illnesses (Sexson & Madan-Swain, 1993; Thies, 1999; Clay, Cortina, Harper, Cocco, & Drotar, 2004), thus more students with chronic medical conditions are being included in regular education settings (Nabors & Lehmkuhl, 2004). Several of the treatments credited with extending the lives of these pediatric patients can have long-term implications for survivors. As the lives of these children are extended and saved, the quality of their lives should be examined (Bessell, 2001). Identifying the perceptions of the patient, their caregivers, and their educators addresses a critical yet missed dimension of this research area; it is only by knowing and understanding the concerns of these stakeholders that educational and quality of life outcomes can truly be improved.
This qualitative analysis is a part of an ongoing longitudinal, mixed-methods study designed to capture the perceptions of stakeholders at significant phases in the treatment journey. For the qualitative portion of the research, participants are being interviewed at three time points to ensure understanding of evolving perceptions. For the purposes of this dissertation, I will report on the qualitative findings from the first time point (phase one), which occurs at the time the patient is diagnosed.
Ultimately, with the guidance of the results from this study, school intervention professionals can examine current standards of practice through the lens of the recipients of the services. Findings from all three phases of the research will be used to drive programmatic improvement, guide future methodological choices, and to ensure services offered by school intervention professionals align with the perceived educational issues of the stakeholders receiving services.
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This qualitative analysis is a part of an ongoing longitudinal, mixed-methods study designed to capture the perceptions of stakeholders at significant phases in the treatment journey. For the qualitative portion of the research, participants are being interviewed at three time points to ensure understanding of evolving perceptions. For the purposes of this dissertation, I will report on the qualitative findings from the first time point (phase one), which occurs at the time the patient is diagnosed.
Ultimately, with the guidance of the results from this study, school intervention professionals can examine current standards of practice through the lens of the recipients of the services. Findings from all three phases of the research will be used to drive programmatic improvement, guide future methodological choices, and to ensure services offered by school intervention professionals align with the perceived educational issues of the stakeholders receiving services.
"],"dc:format":["application/pdf","p.92","1.65 MB"],"dc:identifier":["http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353088496"],"dc:language":["English"],"dc:publisher":["University of Cincinnati / OhioLINK"],"dc:rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws."],"dc:subject":["Special Education","beliefs","perceptions","educational issues","children with cancer","chronic illness","students with chronic medical conditions"],"dc:title":["Educational Issues of Children who are Chronically Ill: A Qualitative Analysis of Patients’, Caregivers’, and Educators’ Beliefs"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Education, Criminal Justice, and Human Services: Special Education"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["EdD"],"thesis:institution_name":["University of Cincinnati"]},"updated_at":"2026-07-24T03:36:23Z"}