Abstract
This qualitative study explores the challenges that chronically ill students face in their learning as a result of prolonged and intermittent absences from school. It shows how the use of iPod technology as a communicative link minimized the impact of absences and allowed the student to experience true inclusion in their classroom, enabling the student to keep pace with the curriculum. The findings of this study also have practical implications for educational policy and suggestions for changes to the educational policy for chronic health.
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