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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 0000-0001-7074-0782), L. A. Chubb (ORCID 0000-0002-4073-1436), C. B. Fouché (ORCID 0000-0002-1427-9773)
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
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  Data: In Sight, in Mind: A Literature Synthesis on Social Connectedness through Technology for Young People with Long-Term Conditions
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  Data: <searchLink fieldCode="AR" term="%22V%2E+Baskaran%22">V. Baskaran</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7074-0782">0000-0001-7074-0782</externalLink>)<br /><searchLink fieldCode="AR" term="%22L%2E+A%2E+Chubb%22">L. A. Chubb</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4073-1436">0000-0002-4073-1436</externalLink>)<br /><searchLink fieldCode="AR" term="%22C%2E+B%2E+Fouché%22">C. B. Fouché</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1427-9773">0000-0002-1427-9773</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Inclusive+Education%22"><i>International Journal of Inclusive Education</i></searchLink>. 2024 28(11):2321-2338.
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  Data: 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
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  Data: 18
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Chronic+Illness%22">Chronic Illness</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink>
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  Data: 10.1080/13603116.2022.2095044
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  Label: Abstract
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  Data: 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.
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  Data: 2024
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