In Sight, in Mind: A Literature Synthesis on Social Connectedness through Technology for Young People with Long-Term Conditions
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| Title: | In Sight, in Mind: A Literature Synthesis on Social Connectedness through Technology for Young People with Long-Term Conditions |
|---|---|
| Language: | English |
| Authors: | V. Baskaran (ORCID |
| Source: | International Journal of Inclusive Education. 2024 28(11):2321-2338. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Foreign Countries, Children, Adolescents, Chronic Illness, Attendance, Inclusion, Students with Disabilities, Interpersonal Relationship, Social Media, Educational Policy, Educational Change |
| Geographic Terms: | New Zealand |
| DOI: | 10.1080/13603116.2022.2095044 |
| ISSN: | 1360-3116 1464-5173 |
| Abstract: | Young people with long-term conditions (LTCs) often experience prolonged school absences. School absenteeism can adversely affect home or hospital-bound (HHB) young people's wellbeing and subsequent re-entry to school. Social connectedness through technology, especially for young people, is a burgeoning area of international research. However, connectedness through technology for HHB young people only recently gained traction. Using an integrative literature synthesis methodology, we examine the literature on connectedness through technological initiatives for HHB young people with LTCs. Results indicate potential for virtual-inclusion initiatives to enable academic and social connections but highlight the invisibility of HHB young people with LTCs in inclusive education policies. We argue that support for virtual initiatives and increased visibility of HHB young people with LTCs in inclusive education policies will enhance classroom belonging and disrupt experiences of isolation resulting in social and academic benefits. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1437280 |
| Database: | ERIC |
| Abstract: | Young people with long-term conditions (LTCs) often experience prolonged school absences. School absenteeism can adversely affect home or hospital-bound (HHB) young people's wellbeing and subsequent re-entry to school. Social connectedness through technology, especially for young people, is a burgeoning area of international research. However, connectedness through technology for HHB young people only recently gained traction. Using an integrative literature synthesis methodology, we examine the literature on connectedness through technological initiatives for HHB young people with LTCs. Results indicate potential for virtual-inclusion initiatives to enable academic and social connections but highlight the invisibility of HHB young people with LTCs in inclusive education policies. We argue that support for virtual initiatives and increased visibility of HHB young people with LTCs in inclusive education policies will enhance classroom belonging and disrupt experiences of isolation resulting in social and academic benefits. |
|---|---|
| ISSN: | 1360-3116 1464-5173 |
| DOI: | 10.1080/13603116.2022.2095044 |
