兒童癌症學生的求學路──床邊教學家長的經驗

目的為追蹤三位床邊教學病生，透過家長觀點，描述發病初期接受治療至病癒回歸校園生活的歷程。採質性研究紮根理論、半結構式大綱深入訪談，探究家長對床邊教學班之感受，及病生此階段的求學歷程，進一步歸納訪談內容並提出建議。
發現與結論：
一、一般社會大眾及校園師生對兒童癌症病生認識有限，學校相關人員不熟悉病生離校時期可運用之教育資源，導致對病生照護產生疑慮，衍生成績計算與權責問題。
二、返校狀況視病生身體狀況及醫療階段而定，以漸進方式返回校園，無法以全有全無方式決定是否回歸校園生活。意即病生所接受的各式教育資源勢必會重疊，可依照返校的適應狀況逐步褪除相關服務。
三、病生之教育資源涵蓋範圍僅限義務教育階段，服務內容及時間有限，無法滿足病生的教育需求。
訪談結果認為教育行政單位與學校應加強師生對兒童癌症的認知宣導，針對病生制定明確的成績計算規則與返校流程，擴大教育資源之時數與服務對象，以協助病生得以更順利地重返校園生活。

This research is aimed to follow three student patients who received hospital schooling due to health impairments. Their life course from receiving treatment during the early stages of onset until recovery and return-to-life on school grounds is described through their parents’perspective. This study utilizes the grounded theory for qualitative research and conducted in-depth interviews through a semi-structured interview framework to investigate parents’perception toward hospital schooling as well as this particular phase of students’course of education. Research findings and conclusions are as follows:
1. Typical members of society as well as students and faculty understand little about students suffering from childhood cancer. Relevant staff members are not familiar with the potential education resources available to patient students when they leave school grounds which may lead to possible doubts when administering care to students, resulting in problems with grade calculation and authority.
2. Returning to school depends on students’state of health as well as the stage of treatment. Students return to school on a progressive basis for it is impossible to absolutely determine whether they can return to life on school grounds. This means that the various education resources students receive upon return will certainly overlap. Relevant services may be gradually removed according to the adaptability of students returning to school.
3. The education resources students receive are only limited to compulsory education, with limited service content as well as time which cannot satisfy their educational needs.
The interview results suggest that educational administrative units and schools should strengthen teachers’and students’awareness of childhood cancer, formulate clear score calculations and return-to-school procedures for the health-impaired students, and integrate the educational resources and services to help the health-impaired students’inclusion into school life.