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The effect of sharing health information on teachers' production of classroom accommodations
Author(s) -
Cunningham Melissa M.,
Wodrich David L.
Publication year - 2006
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20166
Subject(s) - psychology , disease , school teachers , medical education , mathematics education , medicine , pathology
Ninety elementary‐school teachers read information about a hypothetical student experiencing school‐related problems due to Type 1 diabetes mellitus (T1DM), generated classroom accommodations to assist the student, and rated their confidence in these accommodations. Each teacher was provided one of three levels of information about T1DM: (a) no disease information , (b) basic disease information , and (c) basic disease information + classroom implications . Providing teachers with more information about T1DM increased their ability to accommodate a student's learning needs. Similarly, a lower proportion of disease‐specific accommodations were generated by teachers receiving no disease information (37%) than by teachers receiving basic disease information or basic disease information + classroom implications, and the later two groups were equivalent (47% for each). This study and future work concerning the effect of chronic illness on classroom performance and adjustment have implications for medical professionals, teachers, and school psychologists. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 553–564, 2006.