Video-Conferencing Technology Brings a Homebound Middle Grades Student to the Classroom

Abstract

Educators and parents collaborate to connect a homebound student with his classmates using two-way video technology.Students with chronic diseases miss many days of school due to hospitalizations, illnesses, and medical appointments. Frequent or prolonged absences from the classroom may hinder academic performance and opportunities to socialize with peers. A live video and audio connection can link a homebound student to his or her classroom, teacher, classmates, and friends. This article is a case report of one school district's experience using interactive video-conferencing technology to educate and socialize a homebound middle grades student. The report includes a description of the video technology, its costs, and issues experienced in implementation; a discussion of the roles of the teachers, the tutor, the parents, and the student; an assessment of the benefits of the technology and considerations for the student; and a brief review of current technologies available to schools.Adolescents with health care needsThe National Survey of Children with Special Health Care Needs 2005-2006 (Child and Adolescent Health Measurement Initiative [CAHMI], n.d.) estimated that 13.9% of children ages 0-17 live with special health care needs, and 21.8% of households with children have at least one child with a special health care need. Children with special health care needs are defined as those who have or are at increased risk for a chronic physical, developmental, behavioral, or emotional condition and who also require health and related services of a type or amount beyond that required by children generally (McPherson et al., 1998, p. 138). The survey also estimated 14.3% of children 5-17 years of age missed 11 or more days of school due to illness (CAHMI). Although children with special health care needs do attend school, many of them miss several days of school due to treatments, medical appointments, and hospitalizations. Moreover, 24% of children with special health care needs reported their health conditions consistently affected their daily activities (CAHMI).Maintaining relationships with classmatesFrequent or prolonged absences from school make it difficult for students to maintain relationships with peers and succeed in their academic life. Normally, the amount of time spent with is greatest during middle childhood and adolescence, with teenagers spending about one-third of their waking hours with (Hartup & Stevens, 1999). For children with chronic illness unable to attend school, developing and maintaining these friendships is difficult. In a study by Bessell (2001), children ages 8-17 reported the classroom provided some normalcy in their lives they otherwise did not have and attending school afforded them the opportunity to normal, be part of everything and see their [sic] friends (p. 355). Socializing with peers is especially critical during adolescence, and homebound students risk missing out on this important phase of their psychosocial development. Furthermore, sociability and leadership increase among adolescents who have stable and supportive friendships (Hartup & Stevens).Krulik and Florian (1995) found children with chronic life-threatening diseases experienced more social isolation than healthy children. Parker and Seale (1996) revealed that children who did not maintain their friendships experienced higher levels of loneliness than other children. Homebound students reported feeling sad about not being able to socialize with and teachers at school (Searle, Askins, & Bleyer, 2003). In addition, homebound students did not feel academically prepared (Bessell, 2001).Transitioning in and out of schoolStudents unable to attend school or frequently absent may have difficulty transitioning in and out of school. In spite of the important role play in healthy psychosocial development, most students indicate the teacher is the key person in creating a successful school environment (Bessell, 2001). …