Care Coordination with Schools: The Role of Family-Centered Care for Children with Special Health Care Needs
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Care Coordination with Schools: The Role of Family-Centered Care for Children with Special Health Care Needs Lucy Barnard‑Brak1 · Tara Stevens1 · Julianna Carpenter1
Published online: 1 February 2017 © Springer Science+Business Media New York 2017
Abstract Objectives Family-centered care has been associated with positive outcomes for children with special health care needs. The purpose of the current study was to examine the relationship of family-centered care as associated with care coordination with schools and school absences (e.g., missed days) as reported by parents of children with special health care needs. Methods The current study utilized data from the National Survey of Children with Special Health Care Needs 2009-201 (N = 40,242) to achieve this purpose. The National Survey of Children with Special Health Care Needs may be considered a nationally-representative and community-based sample of parent responses for children with special health care needs across the United States. Results Results from the current study indicate that family-centered care is associated with fewer absences and improved care coordination with schools when applicable. The variables of functional difficulties, poverty level, and the number of conditions were statistically controlled. Conclusions We suggest that the positive influence of family-centered care when practiced extends beyond the family and interacts with educational outcomes. We also suggest that the role of schools appears to be under-studied given the role that schools can play in family-centered care. Keywords Family centered care · Care coordination · Children with special healthcare needs
* Lucy Barnard‑Brak lucy.barnard‑[email protected] 1
Department of Educational Psychology and Leadership, Texas Tech University, P.O. Box 41071, Lubbock, TX 79410, USA
Significance What is already known on this subject? Care coordination for children with special health care needs is important, especially so in consideration of schools, where children spend much of their day and have increasing academic obligations as they age. What this study adds? The current study suggests that family-centered care when practiced as the standard of care is associated with fewer absences and improved care coordination with schools when applicable.
Introduction Thirteen percent of children enrolled in public schools or 6.4 million children across the nation receive special education services to address disabilities, including those of both a physical and emotional nature that adversely impact their education (National Center for Education Statistics 2014). Many of these children experience health conditions that may or may not qualify them for special education services but receive treatment and intervention from an array of specialists in their communities. A variety of school professionals regularly administer medication, provide counseling, implement behavioral intervention plans, and monitor behavioral and emotional issues through consistent documentation that ranges from daily attenda
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