Date of Award

2017

Document Type

Open Access Dissertation

Department

Educational Studies

Sub-Department

Curriculum and Instruction

First Advisor

Kenneth Vogler

Abstract

The present action research study examined a group of chronically ill students approved for medical homebound services at a suburban high school located in the southwestern part of South Carolina. Students who have received or are currently receiving homebound services ranging from ninth through twelfth grade along with their teachers and parents/guardians were the subjects of the research. Semi-structured interviews and existing documents provided the data for this research.

The study explored how chronic illnesses affected a group of high school students when they were absent from school as well as ways to improve assisting them through medical homebound services. The research questions that guided this study focused on the effects students experienced and educational strategies used to enhance instruction. The findings indicated that although students struggle with maintaining the pace of the curriculum when they are absent from school, the medical homebound department is effective in the instructional delivery. Therefore, the number of absences accrued during any given school year did not significantly affect a student’s GPA. The research also indicated that homebound students experience added emotional pressures when absent from school. However, the collaboration of classroom and homebound teachers helps alleviate the stress associated with having to make up missed assignments. An action plan based on these findings was developed to help educators understand the struggles chronically ill students encounter and explore ways to improve the services provided to them during their absences.

Rights

© 2017, Melissa Johnson Allgood

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