Transitions between School and Hospital for Students with Multiple Disabilities: A Survey of Causes,Educational Continuity,and Parental Perceptions

Abstract

We studied the causes, educational continuity, and parental perceptions associated with students with multiple disabilities transitioning from school to hospital. A sample from the southeastern United States was obtained for students who had been hospitalized during the previous 5 years. Interviews were conducted with the families of those students to collect information relating to their hospitalization and educational programming. A series of close-ended questions revealed that 61% of all hospitalizations were for emergencies and that students were absent from school longer when hospitalizations were scheduled (38 versus 23 days). Only 1 in 46 hospitalizations had a transition plan to deliver educational services while students were absent from school. Open-ended questions revealed two general patterns. First, parents were concerned about the absence of educational services and attempted to improve service delivery. Second, parents were not concerned regarding the absence of educational services, and noted the severity of their child's disability as the reason. Our findings suggest that active efforts to provide transition services are needed for students with multiple disabilities when they are hospitalized.