Abstract
With more than 520,000 long-term ill children and adolescents in the EU,
every sixth classroom has an empty desk. These children struggle to recover
from their illness while missing out on school experiences and loosing
contact with daily school life.
The absence of children from school may therefore cause academic
challenges (e.g., grade repetition or early school drop-out) as well as social
and/or emotional problems. A lack of a sense of belonging and the associated
feelings of social isolation are associated with other negative consequences
such as secondary mental illnesses, reduced well-being, low self-esteem
and less successful coping with illness. Difficulties arise in relation to school
performance but also in relationships with classmates and teachers.
Every child - regardless of his or her state of health - has a right to education
and to belong to a peer group. The concept of social inclusion has found its
way into politics and education, in particular since the ratification of the UN
Convention on the Rights of Persons with Disabilities.
Thus, in an inclusive society, children and young people with chronic illnesses
should be included in everyday school life, regardless of their inpatient stays, medical treatments or other consequences of their illness. One may
also argue that all learning opportunities and interactions must be designed
to meet the interests and needs of the pupils and that they do not need to
adapt to the system.
The ABILITI project – Avatar-Based Interaction and Learning In Times of
Illness - focuses on the interface between social inclusion and a strengthening
of the sense of belonging for children with chronic illness, maintained by
telepresence systems for everyday school life. This booklet provides an
overview of telepresence systems and their use in European countries
every sixth classroom has an empty desk. These children struggle to recover
from their illness while missing out on school experiences and loosing
contact with daily school life.
The absence of children from school may therefore cause academic
challenges (e.g., grade repetition or early school drop-out) as well as social
and/or emotional problems. A lack of a sense of belonging and the associated
feelings of social isolation are associated with other negative consequences
such as secondary mental illnesses, reduced well-being, low self-esteem
and less successful coping with illness. Difficulties arise in relation to school
performance but also in relationships with classmates and teachers.
Every child - regardless of his or her state of health - has a right to education
and to belong to a peer group. The concept of social inclusion has found its
way into politics and education, in particular since the ratification of the UN
Convention on the Rights of Persons with Disabilities.
Thus, in an inclusive society, children and young people with chronic illnesses
should be included in everyday school life, regardless of their inpatient stays, medical treatments or other consequences of their illness. One may
also argue that all learning opportunities and interactions must be designed
to meet the interests and needs of the pupils and that they do not need to
adapt to the system.
The ABILITI project – Avatar-Based Interaction and Learning In Times of
Illness - focuses on the interface between social inclusion and a strengthening
of the sense of belonging for children with chronic illness, maintained by
telepresence systems for everyday school life. This booklet provides an
overview of telepresence systems and their use in European countries
| Bidragets oversatte titel | Telepresence systemer i skolen, til børn og unge i Europa med kronisk sygdom: En transnational analyserapport |
|---|---|
| Originalsprog | Engelsk |
| Antal sider | 79 |
|---|---|
| ISBN (Trykt) | 978-3-9505404-0-6 |
| ISBN (Elektronisk) | 978-3-9505404-0-6 |
| Status | Udgivet - 1 dec. 2022 |
Emneord
- læreruddannelsen
- Didaktik
- Kronisk syge børn
- Skolefravær
- Sygeundervisning
- Teknologi
- Telepresence
- policy