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Creating a context of safety and achievement at school for children who are medically fragile/technology dependent

Publication year
2002
Author(s)
Rehm, R. S.
Pages
71-84
Volume
24
Number
3

Parents, nurses, and educators collaborate closely to create school environments that are safe and productive for children who are medically fragile/technology dependent. This article reports the results of a field study conducted in schools and family homes with the significant adults who care for and facilitate school participation for children who are medically fragile/technology dependent. Key steps in this process included learning about rights and responsibilities, planning for children’s individual needs, being persistent in the face of systemic barriers, and taking actions to protect both children and professionals from perceived threats.

Research abstracts