Pediatric Cancer and Poverty: Academic Outcomes by https://padlet.com/dbard9462/2ojsn9v5vq5u Darien Bardoner en-us 2018-04-19 23:16:18 UTC 2023-06-29 16:54:42 UTC hello@padlet.com Original Article dbard9462 https://padlet.com/dbard9462/2ojsn9v5vq5u/wish/250060338
1. African American and Hispanic children are overly represented in special education services. 

2. A students socioeconomic status has been shown to correlate with special education services and disability labels placed on students. There has also been links found between race and disability identification and between race and restrictiveness of special education setting. 

3. It will cost the school districts more money per student to put them in a special education setting therefore some school districts will limit their diagnosis and services to their students to cut costs. It was also found that schools that educate these students in general education classes will spend more money on general education rather than having to distribute the funds over general education and special education. 
]]> 2018-04-09 22:39:55 UTC https://padlet.com/dbard9462/2ojsn9v5vq5u/wish/250060338 Facts About Childhood Cancer and Children in Poverty dbard9462 https://padlet.com/dbard9462/2ojsn9v5vq5u/wish/253658317 1. Acute / Lymphoblastic Leukemia is the most common form of Pediatric Cancer. Cancer is the number one disease killing children

2. The survival rate of pediatric cancer is on the rise and currently sits at 90%

3. Though survival rates are rising, so are the disabilities and needs that come along with the diagnosis and treatment

4. 80% of children's cancer will spread to other parts of the body before they are diagnosed

5. 2/3 of children diagnosed with cancer will have chronic effects (i.e. language, dysphagia, cognitive, memory, attention and academics) from treatment 

6. Children who are diagnosed and treated for cancer before the age of six are more likely to have lasting cognitive effects and declines, this is enhanced depending on SES 

7. Average age of pediatric cancer diagnosis is 6-years-old 

8. Children diagnosed and treated for pediatric cancer and their siblings miss school twice as much has typical children/siblings, SES can play a contributing role in this as well 

9. Missing more school directly correlates to poor grades and less enrollment in high school and college

10. Follow-up care and services that are recommended for all pediatric patients are largely unavailable to lower SES due to access to insurance and costs

]]> 2018-04-19 23:44:13 UTC https://padlet.com/dbard9462/2ojsn9v5vq5u/wish/253658317 Accommodations Needed dbard9462 https://padlet.com/dbard9462/2ojsn9v5vq5u/wish/253658409 1. Shortened school days 

2. Supplemental home instruction for re-teaching or missed classes 

3. Reduced work load by shorter or fewer assignments 

4. Grades based on work completed rather than work assigned 

5. Extended time to complete homework or tests

6. Use of elevator at school 

7. Permission to leave class early for travel in uncrowded hallways 

8. Locker located near primary classrooms 

9. Second set of textbooks to be kept at home 

10. Copies of classroom notes or lesson materials presented in class

11. Scribe as needed for long written work 

12. Preferential classroom seating on the edge of the room to reduce exposure to germs 

13. Permission to carry water bottle and/or snacks as needed
 
14. Permission to use the restroom as needed 

15. Buddy system for visits to the nurses office in case of feeling ill 

16. When rest breaks are needed, a quite space outside the nurses office/clinic should be available 

17. Permission to wear a hat at school 

18.  Prompt phone contact with parent when contagious illness is present in the classroom

19. Behavioral management

20. Excused absences, lateness or missed assignments  ]]> 2018-04-19 23:45:03 UTC https://padlet.com/dbard9462/2ojsn9v5vq5u/wish/253658409 Information for Teachers and Clinicians dbard9462 https://padlet.com/dbard9462/2ojsn9v5vq5u/wish/253658458 1. Make cultural considerations for vocabulary, language and pragmatics

2. Provide extra attention and teaching if possible

3. Additional monitoring for academics and social interactions 

4. Allow for multiple modalities of information input and output

5. Familiarize yourself with the type of cancer and the outcomes / sings / symptoms that may be exhibited

6. Maintain communication and information with parents and other professionals involved with the child's education/health/life

7. Ensure a safe environment 

8. Assess in both languages if applicable

9. See what the child knows and then progress to identifying / utilizing how they learn best

10. Open communication between past/current/future educators involved ]]> 2018-04-19 23:45:33 UTC https://padlet.com/dbard9462/2ojsn9v5vq5u/wish/253658458 Resources dbard9462 https://padlet.com/dbard9462/2ojsn9v5vq5u/wish/253658540 1. Moore, I. (., Lupo, P. J., Insel, K., Harris, L. L., Pasvogel, A., Koerner, K. M., & ... Hockenberry, M. J. (2016). Neurocognitive Predictors of Academic Outcomes Among Childhood Leukemia Survivors. Cancer Nursing, 39(4), 255-262. doi:10.1097/NCC.0000000000000293

2. Anderson, V., Godber, T., Smibert, E., & Ekert, H. (1997). Neurobehavioural sequelae following cranial irradiation and chemotherapy in children: an analysis of risk factors. Pediatric Rehabilitation, 1(2), 63-76. doi:10.3109/17518429709025849

3. Anderson, V. (2007). Childhood white matter injuries: What are the issues?. Developmental Neuropsychology, 32619-623.

4.https://www.stbaldricks.org/blog/post/childhood-cancer-facts-10-things-you-should-know?gclid=Cj0KCQjw_ODWBRCTARIsAE2_EvUiusNoJ99w3X3AeZhJAeRhlr4LGcOvsqEM36s8rfatFuR6_WaQWSQaAiBxEALw_wcB

5.https://www.cancer.gov/types/childhood-cancers/child-adolescent-cancers-fact-sheet#q2

6.https://kidshealth.org/en/parents/504-plans.html

7.https://www.nationwidechildrens.org/potental-504-accommodations





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