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Keeping Students with Long-Term Conditions Connected with Schools: Facilitators for Sustainable Virtual Connections

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Title: Keeping Students with Long-Term Conditions Connected with Schools: Facilitators for Sustainable Virtual Connections
Language: English
Authors: Viloshini Baskaran (ORCID 0000-0001-7074-0782), Laura A. Chubb (ORCID 0000-0002-4073-1436), Christa B. Fouché (ORCID 0000-0002-1427-9773)
Source: Continuity in Education. 2024 5(1):111-127.
Availability: Ubiquity Press. Ubiquity Press Ltd, Unit 3N, 6 Osborn Street, London, E1 6TD, United Kingdom. Tel: +44 (0)2073230343; e-mail: editorial@ubiquitypress.com; Web site: https://www.ubiquitypress.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Health Conditions, Chronic Illness, Sustainability, Virtual Classrooms, Influences, Stakeholders, Students with Disabilities, Accessibility (for Disabled), Group Unity, Interpersonal Relationship, Educational Policy, Inclusion, Equal Education, Foreign Countries, Technology Uses in Education, Educational Opportunities, Attitudes, Individual Needs, Student Empowerment
Geographic Terms: New Zealand
ISSN: 2631-9179
Abstract: Students with Long-Term Conditions (LTCs) experience prolonged absences that can impact their school connectedness and belonging. Inclusive education policies in New Zealand advocate for equitable learning opportunities for students with disabilities. Students with LTCs are included under this purview, but responses to their unique learning and connectedness needs are not well articulated. Literature suggests the potential of technology to enable virtual connections to keep these students' continued presence and engagement in class (i.e., sustainable connections). Studies internationally and in New Zealand, argue that virtual connections with schools can enhance educational opportunities and a sense of belonging for students with LTCs. However, limited research is available on developing and nurturing such ongoing connections with schools. This article reports on a qualitative study investigating New Zealand stakeholder perspectives on the facilitators of virtual connection with schools for students with LTCs. Findings from a thematic analysis of 18 individual interviews with stakeholders highlighted six facilitators for virtually connecting these students with schools, indicating the need for a flexible approach tailored to students' needs, strong support systems and purposeful, safe and inclusive connection opportunities. The stakeholders indicated these facilitators as essential for the virtual school connections to be sustainable and enhance students with LTCs' presence, belonging and social connection in schools.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1447482
Database: ERIC
FullText Text:
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  Data: Keeping Students with Long-Term Conditions Connected with Schools: Facilitators for Sustainable Virtual Connections
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  Data: <searchLink fieldCode="AR" term="%22Viloshini+Baskaran%22">Viloshini Baskaran</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7074-0782">0000-0001-7074-0782</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laura+A%2E+Chubb%22">Laura A. Chubb</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4073-1436">0000-0002-4073-1436</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christa+B%2E+Fouché%22">Christa 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="%22Continuity+in+Education%22"><i>Continuity in Education</i></searchLink>. 2024 5(1):111-127.
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  Data: Ubiquity Press. Ubiquity Press Ltd, Unit 3N, 6 Osborn Street, London, E1 6TD, United Kingdom. Tel: +44 (0)2073230343; e-mail: editorial@ubiquitypress.com; Web site: https://www.ubiquitypress.com/
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  Data: <searchLink fieldCode="DE" term="%22Health+Conditions%22">Health Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Chronic+Illness%22">Chronic Illness</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+Classrooms%22">Virtual Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Accessibility+%28for+Disabled%29%22">Accessibility (for Disabled)</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Unity%22">Group Unity</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Opportunities%22">Educational Opportunities</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Needs%22">Individual Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink>
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  Data: Students with Long-Term Conditions (LTCs) experience prolonged absences that can impact their school connectedness and belonging. Inclusive education policies in New Zealand advocate for equitable learning opportunities for students with disabilities. Students with LTCs are included under this purview, but responses to their unique learning and connectedness needs are not well articulated. Literature suggests the potential of technology to enable virtual connections to keep these students' continued presence and engagement in class (i.e., sustainable connections). Studies internationally and in New Zealand, argue that virtual connections with schools can enhance educational opportunities and a sense of belonging for students with LTCs. However, limited research is available on developing and nurturing such ongoing connections with schools. This article reports on a qualitative study investigating New Zealand stakeholder perspectives on the facilitators of virtual connection with schools for students with LTCs. Findings from a thematic analysis of 18 individual interviews with stakeholders highlighted six facilitators for virtually connecting these students with schools, indicating the need for a flexible approach tailored to students' needs, strong support systems and purposeful, safe and inclusive connection opportunities. The stakeholders indicated these facilitators as essential for the virtual school connections to be sustainable and enhance students with LTCs' presence, belonging and social connection in schools.
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  Data: 2024
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 111
    Subjects:
      – SubjectFull: Health Conditions
        Type: general
      – SubjectFull: Chronic Illness
        Type: general
      – SubjectFull: Sustainability
        Type: general
      – SubjectFull: Virtual Classrooms
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Stakeholders
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Accessibility (for Disabled)
        Type: general
      – SubjectFull: Group Unity
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Educational Opportunities
        Type: general
      – SubjectFull: Attitudes
        Type: general
      – SubjectFull: Individual Needs
        Type: general
      – SubjectFull: Student Empowerment
        Type: general
      – SubjectFull: New Zealand
        Type: general
    Titles:
      – TitleFull: Keeping Students with Long-Term Conditions Connected with Schools: Facilitators for Sustainable Virtual Connections
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              Y: 2024
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