School Issues and Educational Strategies for Survivors of Childhood Cancer

Part of the Specialty Topics in Pediatric Neuropsychology book series (STPN)

Abstract

School is ubiquitous in the world of children. It provides a primary platform for development and preparation for a future in adulthood. School attendance and learning can be considered the “work” of children and is an important part of their daily life. It is the community where children have opportunity to develop and practice competence in social skills and knowledge building, while also developing self-regulated behavior and self-esteem. But what happens for a child when the routine of school is interrupted by a medical condition? In the case of a diagnosis of childhood cancer, the disturbance can occur for extended periods of time while the child undergoes intensive treatment for management of a life-threatening condition. The changes in life course can be even more pervasive and long-term in nature when cognitive late effects of treatment change capacity for growth and development. Neurocognitive late effects of treatment [1] are “temporally defined as occurring after the successful completion of medical therapy, usually 2 or more years from the time of diagnosis, and it is generally assumed that late effects are chronic, if not progressive in their course” (p. 1). Although cognitive late effects are often described in terms of changes in the brain, those difficulties are also relevant for psychosocial and motivational needs. Impacts of disease and treatment can have academic, social, and emotional implications for a typical school student. The brain changes and cognitive late effects are discussed in other chapters of this volume. This chapter will explore school-related issues faced by students who have been diagnosed with a pediatric cancer and are now living as survivors of the disease.

Keywords

School issues Academic functioning Educational law Cancer survivor 

References

  1. 1.
    van Eys, J. (1977). The outlook for the child with cancer. Journal of School Health, 47(3), 165–169.PubMedCrossRefGoogle Scholar
  2. 2.
    Howlader, N., Noone, A. M., Krapcho, M., Neyman, N., Aminou, R., Altekruse, S. F., et al. (Eds.). SEER cancer statistics review, 1975–2009 (Vintage 2009 populations). Bethesda, MD: National Cancer Institute. http://seer.cancer.gov/csr/1975_2009_pops09/, based on November 2011 SEER data submission, posted to the SEER web site, April 2012.
  3. 3.
    Harris, M. S. (2009). School reintegration for children and adolescents with cancer: The role of school psychologists. Psychology in the Schools, 46(7), 579–592.CrossRefGoogle Scholar
  4. 4.
    Katz, E., & Madan-Swain, A. (2006). Maximizing school, academic, and social outcomes in children and adolescents with cancer. In R. T. Brown (Ed.), Childhood cancer and sickle cell disease: A biopsychosocial approach (pp. 313–338). New York: Oxford University Press.Google Scholar
  5. 5.
    Madan-Swain, A., Katz, E. R., & LaGory, J. (2004). School and social reintegration after a serious illness or injury. In R. T. Brown (Ed.), Handbook of pediatric psychology in school settings (pp. 637–655). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
  6. 6.
    Prevatt, F. F., Heffer, R. W., & Lowe, P. A. (2000). A review of school reintegration programs for children with cancer. Journal of School Psychology, 38(5), 447–467.CrossRefGoogle Scholar
  7. 7.
    Madan-Swain, A., Fredrick, L. D., & Wallander, J. L. (1999). Returning to school after serious illness or injury. In R. T. Brown (Ed.), Cognitive aspects of chronic illness in children (pp. 312–332). New York, NY: Guilford Press.Google Scholar
  8. 8.
    Sexson, S. B., & Madan-Swain, A. (1993). School reentry for the child with chronic illness. Journal of Learning Disabilities, 26(2), 115–125, 137.Google Scholar
  9. 9.
    Brown, R. T., Madan-Swain, A., Walco, G. A., Cherrick, I., Ievers, C. E., Conte, P. M., et al. (1998). Cognitive and academic late effects among children previously treated for acute lymphocytic leukemia receiving chemotherapy as CNS prophylaxis. Journal of Pediatric Psychology, 23(5), 333–340.PubMedCrossRefGoogle Scholar
  10. 10.
    Ross, J. W. (1984). Resolving nonmedical obstacles to successful school reentry for children with cancer. Journal of School Health, 54(2), 84–86.PubMedCrossRefGoogle Scholar
  11. 11.
    Armstrong, F. D., & Horn, M. (1995). Educational issues in childhood cancer. School Psychology Quarterly, 10(4), 292–304.CrossRefGoogle Scholar
  12. 12.
    Daly, B. P., Kral, M. C., & Brown, R. T. (2008). Cognitive and academic problems associated with childhood cancers and sickle cell disease. School Psychology Quarterly, 23(2), 230–242.CrossRefGoogle Scholar
  13. 13.
    Olson, A. L., Seidler, A. B., Goodman, D., Gaelic, S., & Nordgren, R. (2004). School professionals’ perceptions about the impact of chronic illness in the classroom. Archives of Pediatrics and Adolescent Medicine, 158, 53–58.PubMedCrossRefGoogle Scholar
  14. 14.
    Association of Pediatric Hematology Oncology Education Specialists. (2011). APHOES practice recommendations for managing the educational needs of pediatric hematology and oncology patients. Stony Brook, NY: Searles Graphics. www.aphoes.org
  15. 15.
    Armstrong, F. D. (2006). Neurodevelopment and chronic illness: Mechanisms of disease and treatment. Mental Retardation and Developmental Disabilities Research Reviews, 12, 168–173.PubMedCrossRefGoogle Scholar
  16. 16.
    Kaffenberger, C. J. (2006). School reentry for students with a chronic illness: A role for professional school counselors. Professional School Counseling, 9(3), 223–230.CrossRefGoogle Scholar
  17. 17.
    Mulhern, R. K., & Butler, R. W. (2004). Neurocognitive sequelae of childhood cancers and their treatment. Pediatric Rehabilitation, 7(1), 1–14.PubMedGoogle Scholar
  18. 18.
    Armstrong, F. D., & Briery, B. G. (2004). Childhood cancer and the school. In R. T. Brown (Ed.), Handbook of pediatric psychology in school settings (pp. 263–281). Mahwah, NJ: Lawrence Erbaum Associates.Google Scholar
  19. 19.
    Armstrong, F. D., & Mulhern, R. K. (1999). Cognitive consequences of acute lymphoblastic leukemia and brain tumors in children. In R. T. Brown (Ed.), Cognitive aspects of chronic illness in children (pp. 47–77). New York: Guilford.Google Scholar
  20. 20.
    Barrera, M., Shaw, A. K., Speechley, K. N., Maunsell, E., & Pogany, L. (2005). Educational and social late effects of childhood cancer and related clinical, personal, and familial characteristics. Cancer, 104, 1751–1760.PubMedCrossRefGoogle Scholar
  21. 21.
    Butler, R. W., & Haser, J. K. (2006). Neurocognitive effects of treatment for childhood cancer. Mental Retardation and Developmental Disabilities Research Reviews, 12, 184–191.PubMedCrossRefGoogle Scholar
  22. 22.
    Moore, B. D. (2005). Neurocognitive outcomes in survivors of childhood cancer. Journal of Pediatric Psychology, 30(1), 51–63.PubMedCrossRefGoogle Scholar
  23. 23.
    Mulhern, R. K. (1994). Neuropsychological late effects. In D. J. Bearison & R. K. Mulhern (Eds.), Pediatric psychooncology: Psychological perspectives on children with cancer (pp. 99–121). New York, NY: Oxford University Press.Google Scholar
  24. 24.
    Erikson, E. H. (1950/1963). Childhood and society. New York, NY: W.W. Norton.Google Scholar
  25. 25.
    Erikson, E. H. (1968). Identity: Youth and crisis. New York, NY: W.W. Norton.Google Scholar
  26. 26.
    Erikson, E. H. (1956/2008). The problem of ego identity. In D. L. Browning (Ed.), Adolescent identities: A collection of readings (pp. 223–240). New York, NY: Taylor & Francis Group.Google Scholar
  27. 27.
    Marcia, J. (1980). Identity in adolescence. In J. Adelson (Ed.), Handbook of adolescent psychology (pp. 159–187). New York: Wiley.Google Scholar
  28. 28.
    Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480.PubMedCrossRefGoogle Scholar
  29. 29.
    Arnett, J. J. (2007). Emerging adulthood: What is it, and what is it good for? Child Development Perspectives, 1(2), 68–73.CrossRefGoogle Scholar
  30. 30.
    Madan-Swain, A., Brown, R. T., Foster, M. A., Vega, R., Byars, K., Rodenberger, W., et al. (2000). Identity in adolescent survivors of childhood cancer. Journal of Pediatric Psychology, 55(2), 105–115.CrossRefGoogle Scholar
  31. 31.
    Piaget, J. (1970). Piaget’s theory. In P. H. Mussen (Ed.), Carmichael’s manual of child psychology (pp. 703–732). New York, NY: Wiley.Google Scholar
  32. 32.
    Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development, 15, 1–12.CrossRefGoogle Scholar
  33. 33.
    Wadsworth, B. J. (2004). Piaget’s theory of cognitive and affective development. New York, NY: Pearson Education.Google Scholar
  34. 34.
    del Rio, P., & Alvarez, A. (2007). Inside and outside the zone of proximal development: An ecofunctional reading of Vygotsky. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 276–303). New York, NY: Cambridge University Press.Google Scholar
  35. 35.
    Wertsch, J. V., & Tulviste, P. (1992). L. S. Vygotsky and contemporary developmental psychology. Developmental Psychology, 28(4), 548–557.CrossRefGoogle Scholar
  36. 36.
    Connell, J. P. (1990). Context, self, and action: A motivational analysis of self-system processes across the life span. In D. Cicchetti & M. Beghly (Eds.), The self in transition: Infancy to childhood (pp. 61–97). Chicago, IL: The University of Chicago.Google Scholar
  37. 37.
    Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self-processes and development. The Minnesota symposia on child development (Vol. 23, pp. 43–77). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
  38. 38.
    Skinner, E., & Edge, K. (2002). Self-determination, coping, and development. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 297–337). Rochester, NY: The University of Rochester Press.Google Scholar
  39. 39.
    Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I’ve got it: A process model of perceived control and children’s engagement and achievement in school. Journal of Educational Psychology, 82(1), 22–32.CrossRefGoogle Scholar
  40. 40.
    Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19, 109–134.CrossRefGoogle Scholar
  41. 41.
    Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.CrossRefGoogle Scholar
  42. 42.
    Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.PubMedCrossRefGoogle Scholar
  43. 43.
    Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: The University of Rochester Press.Google Scholar
  44. 44.
    Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychology, 26(3&4), 325–346.CrossRefGoogle Scholar
  45. 45.
    Elliott, A. J., McGregor, H. A., & Thrash, T. M. (2002). The need for competence. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 361–387). Rochester, NY: The University of Rochester Press.Google Scholar
  46. 46.
    Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117–142.CrossRefGoogle Scholar
  47. 47.
    Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of evidence. Review of Educational Research, 74(1), 59–109.CrossRefGoogle Scholar
  48. 48.
    Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162.CrossRefGoogle Scholar
  49. 49.
    Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. M. Newmann (Ed.), Student engagement and achievement in American Secondary Schools (pp. 11–39). New York, NY: Teachers College Press.Google Scholar
  50. 50.
    Skinner, E. A., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781.CrossRefGoogle Scholar
  51. 51.
    Wehlage, G. G., Rutter, R. A., Smith, G. A., Lesko, N., & Fernandez, R. R. (1989). Reducing the risk: Schools as communities of support. New York, NY: The Falmer Press.Google Scholar
  52. 52.
    Finn, J. D. (1993). School engagement and students at risk. Washington, DC: U.S. Department of Education, National Center for Education Statistics.Google Scholar
  53. 53.
    Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148.CrossRefGoogle Scholar
  54. 54.
    White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66(5), 297–333.PubMedCrossRefGoogle Scholar
  55. 55.
    Harter, S. (1978). Effectance motivation reconsidered: Toward a developmental model. Human Development, 21, 34–64.CrossRefGoogle Scholar
  56. 56.
    Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multfaceted impact on self-efficacy beliefs on academic functioning. Child Development, 67, 1206–1222.PubMedCrossRefGoogle Scholar
  57. 57.
    Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children’s behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65(4), 781–791.PubMedCrossRefGoogle Scholar
  58. 58.
    Skinner, E. A. (1991). Development and perceived control: A dynamic model of action in context. In M. R. Gunnar & A. L. Sroufe (Eds.), Self processes and development: The Minnesota symposia on child development (Vol. 23, pp. 43–77). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
  59. 59.
    Compas, B. E., Banez, G. A., Malcarne, V., & Worsham, N. (1991). Perceived control and coping with stress: A developmental perspective. Journal of Social Issues, 47(4), 23–34.CrossRefGoogle Scholar
  60. 60.
    Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529.PubMedCrossRefGoogle Scholar
  61. 61.
    Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13(1), 21–43.CrossRefGoogle Scholar
  62. 62.
    Libbey, H. P. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. Journal of School Health, 74(7), 274–283.PubMedCrossRefGoogle Scholar
  63. 63.
    Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367.CrossRefGoogle Scholar
  64. 64.
    Blum, R. W. (2005). A case for school connectedness. Educational Leadership, 62(April), 16–20.Google Scholar
  65. 65.
    Wingspread Conference. (2004). Wingspread declaration of school connections. Journal of School Health, 74(7), 233–234.CrossRefGoogle Scholar
  66. 66.
    Anderman, L. H. (2003). Academic and social perceptions as predictors of change in middle school students’ sense of school belonging. The Journal of Experimental Education, 72(1), 5–22.CrossRefGoogle Scholar
  67. 67.
    Anderman, L. H., & Freeman, T. M. (2004). Students’ sense of belonging in school. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement, volume 13. Motivating students, improving schools: The legacy of Carol Midgley (pp. 27–63). Amsterdam: Elsevier JAI.CrossRefGoogle Scholar
  68. 68.
    Birch, S. H., & Ladd, G. W. (1997). Children’s interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34(5), 934–946.CrossRefGoogle Scholar
  69. 69.
    Anderman, L. H., & Anderman, E. M. (1999). Social predictors of changes in students’ achievement goal orientations. Contemporary Educational Psychology, 25, 21–37.CrossRefGoogle Scholar
  70. 70.
    Baumeister, R. F., Twenge, J. M., & Nuss, C. K. (2002). Effects of social exclusion on cognitive processes: Anticipated aloneness reduces intelligent thought. Journal of Personality and Social Psychology, 83(4), 817–827.PubMedCrossRefGoogle Scholar
  71. 71.
    Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273.PubMedCrossRefGoogle Scholar
  72. 72.
    McNeely, C., & Falci, C. (2004). School connectedness and the transition into and out of health-risk behavior among adolescents: A comparison of social belonging and teacher support. Journal of School Health, 74(7), 284–292.PubMedCrossRefGoogle Scholar
  73. 73.
    Murray, C., & Greenberg, M. T. (2000). Children’s relationship with teachers and bonds with school: An investigation of patterns and correlates in middle childhood. Journal of School Psychology, 38(5), 423–445.CrossRefGoogle Scholar
  74. 74.
    Patrick, H., Anderman, L. H., & Ryan, A. M. (2002). Social motivation and the classroom social environment. In C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 85–108). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
  75. 75.
    Rosenfeld, L. B., Richman, J. M., & Bowen, G. L. (2000). Social support networks and school outcomes: The centrality of the teacher. Child and Adolescent Social Work Journal, 17(3), 205–226.CrossRefGoogle Scholar
  76. 76.
    Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202–209.CrossRefGoogle Scholar
  77. 77.
    Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York, NY: Teachers College Press.Google Scholar
  78. 78.
    Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411–419.CrossRefGoogle Scholar
  79. 79.
    de Charms, R. (1968). Personal causation. New York, NY: Academic.Google Scholar
  80. 80.
    Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749–761.PubMedCrossRefGoogle Scholar
  81. 81.
    Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology, 81(2), 143–154.CrossRefGoogle Scholar
  82. 82.
    Needham, B. L., Crosnoe, R., & Muller, C. (2004). Academic failure in secondary school: The inter-related role of health problems and educational context. Social Problems, 51, 569–586.PubMedCentralPubMedCrossRefGoogle Scholar
  83. 83.
    Thies, K. M. (1999). Identifying the educational implications of chronic illness in school children. Journal of School Health, 69(10), 392–397.PubMedCrossRefGoogle Scholar
  84. 84.
    Svavarsdottir, E. K. (2008). Connectedness, belonging and feelings about school among health and chronically ill Icelandic schoolchildren. Scandinavian Journal of Caring Sciences, 22(3), 463–471.PubMedCrossRefGoogle Scholar
  85. 85.
    Berg, R. A., & Linton, J. C. (2009). Neuropsychological sequelae of chronic medical disorders in children and youth. In C. R. Reynolds & E. Fletcher-Janzen (Eds.), Handbook of clinical child neuropsychology (pp. 671–702). New York, NY: Springer.CrossRefGoogle Scholar
  86. 86.
    Case, A., Fertig, A., & Paxson, C. (2005). The lasting impact of childhood health and circumstance. Journal of Health Economics, 24, 365–389.PubMedCrossRefGoogle Scholar
  87. 87.
    Haas, S. A., & Fosse, N. E. (2008). Health and the educational attainment of adolescents: Evidence from the NLSY97. Journal of Health and Social Behavior, 49, 178–192.PubMedCrossRefGoogle Scholar
  88. 88.
    Jackson, M. I. (2009). Understanding links between adolescent health and educational attainment. Demography, 46(4), 671–694.PubMedCentralPubMedCrossRefGoogle Scholar
  89. 89.
    Joe, S., Joe, E., & Rowley, L. L. (2009). Consequences of physical health and mental illness risks for academic achievement in grades K-12. Review of Research in Education, 33, 283–309.CrossRefGoogle Scholar
  90. 90.
    Maslow, G. R., Haydon, A. A., Ford, C. A., & Halpern, C. T. (2011). Young adult outcomes of children growing up with chronic illness. Archives of Pediatrics and Adolescent Medicine, 165(3), 256–261.PubMedCentralPubMedCrossRefGoogle Scholar
  91. 91.
    Barraclough, D., & Machek, G. (2010). School psychologists’ role concerning children with chronic illnesses in schools. Journal of Applied School Psychology, 26, 132–148.CrossRefGoogle Scholar
  92. 92.
    Burke, P., & Elliott, M. (1999). Depression in pediatric chronic illness. Psychosomatics, 40(1), 5–17.PubMedCrossRefGoogle Scholar
  93. 93.
    Martinez, Y. J., & Ercikan, K. (2008). Chronic illness in Canadian children: What is the effect of illness on academic achievement, and anxiety and emotional disorders? Child: Care, Health and Development, 35(3), 391–401.Google Scholar
  94. 94.
    Pless, I. B., & Pinkerton, P. (1975). Chronic childhood disorder—promoting patterns of adjustment. Chicago, IL: Year Book Medical.Google Scholar
  95. 95.
    Haas, S. A. (2006). Health selection and the process of social stratification: The effect of childhood health on socioeconomic attainment. Journal of Health and Social Behavior, 47(December), 339–354.PubMedCrossRefGoogle Scholar
  96. 96.
    Sexson, S. B., & Madan-Swain, A. (1995). The chronically ill child in the school. School Psychology Quarterly, 10(4), 359–368.CrossRefGoogle Scholar
  97. 97.
    Meijer, S. A., Sinnema, G., Bijstra, J. O., Mellenbergh, G. J., & Wolters, W. H. G. (2000). Social functioning in children with a chronic illness. Journal of Child Psychology and Psychiatry, 41(3), 309–317.PubMedCrossRefGoogle Scholar
  98. 98.
    Oeffinger, K. C., Nathan, P. C., & Dremer, L. C. M. (2008). Challenges after curative treatment for childhood cancer and long-term follow up of survivors. Pediatric Clinics of North America, 55, 251–273.PubMedCrossRefGoogle Scholar
  99. 99.
    Brown, R. T., & Anderson, D. L. (1999). Cognition in chronically ill children: A collaborative endeavor of pediatrics and psychology. In R. T. Brown (Ed.), Cognitive aspects of chronic illness in children (pp. 1–11). New York, NY: Guilford.Google Scholar
  100. 100.
    Power, T. J. (2006). Collaborative practices for managing children’s chronic health needs. In L. Phelps (Ed.), Chronic health-related disorders in children (pp. 7–23). Washington, DC: American Psychological Association.Google Scholar
  101. 101.
    LaGreca, A. M., Bearman, K. J., & Moore, H. (2004). Peer relations. In R. T. Brown (Ed.), Handbook of pediatric psychology in school settings (pp. 657–678). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
  102. 102.
    McMahon, S. D., Parnes, A. L., Keys, C. B., & Viola, J. J. (2008). School belonging among low-income urban youth with disabilities: Testing a theoretical model. Psychology in the Schools, 45(5), 387–401.CrossRefGoogle Scholar
  103. 103.
    Shiu, S. (2001). Issues in the education of students with chronic illness. International Journal of Disability, Development and Education, 48(3), 269–281.CrossRefGoogle Scholar
  104. 104.
    Nathan, P. C., Patel, S. K., Dilley, K., Goldsby, R., Harvey, J., Jacobsen, C., et al. (2007). Guidelines for identification of, advocacy for, and intervention in neurocognitive problems in survivors of childhood cancer: a report from the Children’s Oncology Group. Archives of Pediatrics and Adolescent Medicine, 161(8), 798–806.PubMedCrossRefGoogle Scholar
  105. 105.
    Robinson, K. E., Kuttesch, J. F., Champion, J. E., Andreotti, C. F., Hipp, D. W., Bettis, A., et al. (2010). A quantitative meta-analysis of neurocognitive sequelae in survivors of pediatric brain tumors. Pediatric Blood & Cancer, 55, 525–531.CrossRefGoogle Scholar
  106. 106.
    Armstrong, F. D., Blumberg, M. J., & Toledano, S. R. (1999). Neurobehavioral issues in childhood cancer. The School Psychology Review, 28(2), 194–203. Retrieved from http://vnweb.hwwilsonweb.com on 01/24/08.
  107. 107.
    Haupt, R., Fears, T. R., Robison, L. L., Mills, J. L., Nicholson, S., Zeltzer, L. K., et al. (1994). Educational attainment in long-term survivors of childhood acute lymphoblastic leukemia. JAMA, 272, 1427–1432.PubMedCrossRefGoogle Scholar
  108. 108.
    Buizer, A. I., de Sonneville, L. M. J., van den Huevel-Elbrink, M. M., & Veerman, A. J. P. (2006). Behavioral and educational limitations after chemotherapy for childhood acute lymphoblastic leukemia or Wilm’s tumor. Cancer, 106(9), 2067–2075.PubMedCrossRefGoogle Scholar
  109. 109.
    Mitby, P. A., Robison, L. L., Whitton, J. A., Zevon, M. A., Gibbs, I. C., Tersak, J. M., et al. (2003). Utilization of special education services and educational attainment among long-term survivors of childhood cancer. Cancer, 97(4), 1115–1126.PubMedCrossRefGoogle Scholar
  110. 110.
    Campbell, L. K., Scaduto, M., Sharp, W., Dufton, L., VanSlyke, D., Whitlock, J. A., et al. (2007). A meta-analysis of the neurocognitive sequelae of treatment for childhood acute lymphocytic leukemia. Pediatric Blood & Cancer, 49, 65–73.CrossRefGoogle Scholar
  111. 111.
    Katz, E. R., Varni, J. W., Rubenstein, C. L., Blew, A., & Hubert, N. (1992). Teacher, parent, and child evaluative ratings of a school reintegration intervention for children with newly diagnosed cancer. Children’s Health Care, 21(2), 69–75.PubMedCrossRefGoogle Scholar
  112. 112.
    Phelps, A. (Ed.). (2006). Chronic health-related disorders in children. Washington, DC: American Psychological Association.Google Scholar
  113. 113.
    Thompson, R. J., & Gustafson, K. E. (1996). Adaptation to chronic childhood illness. Washington, DC: American Psychological Association.CrossRefGoogle Scholar
  114. 114.
    Power, T. J., & Blom-Hoffman, J. (2004). The school as a venue for managing and preventing health problems: Opportunities and challenges. In R. T. Brown (Ed.), Handbook of pediatric psychology in school settings (pp. 37–48). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
  115. 115.
    Clay, D. L., Cortina, S., Harper, D. C., Cocco, K. M., & Drotar, D. (2004). Schoolteachers’ experience with childhood chronic illness. Children’s Health Care, 33(3), 227–239.CrossRefGoogle Scholar

Copyright information

© Springer New York 2015

Authors and Affiliations

  1. 1.Nationwide Children’s HospitalColumbusUSA

Personalised recommendations