What rights do children treated for cancer have in Irish schools?
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Did you know that around 400,000 children are diagnosed with cancer each year globally? In Ireland around 191 children under 15 and 70 adolescents aged 15-19 are diagnosed with cancer annually. With a national survival rate of 81%, many of these children and adolescents live long, fulfilling lives after treatment.
But returning to school during and after cancer can present unique and ongoing challenges. It is vital that children, their parents and educators understand the supports available to help students treated for cancer thrive academically and emotionally as they resume their education.
Although childhood cancer is not considered a chronic health condition, physical and cognitive impacts of treatment can be long-lasting. Because we often fail to recognise the long-term effects of cancer and treatment, children treated for cancer may miss out on the support they need in school.
Though a child's hair may grow back and outward signs of illness may fade, they often face persistent challenges, including late neurocognitive effects including concentration and memory difficulties, as well as chronic fatigue and social-emotional difficulties. These effects can impact their school experience, relationships, and academic performance, which, in turn, may affect future employment and overall quality of life.
Schools and teachers have a vital role in supporting children returning to the classroom during or post-treatment. Yet, many educators lack guidance and training specific to the needs of children treated for cancer and it can be difficult for these children to access education supports long-term.
However, there are some legal protections and guidance within Ireland’s special education and equality laws to address the gap in support for children treated for cancer in acknowledging their protections and rights to access special needs education supports and a meaningful education.
Educational support in legislation
Parents may find it difficult to understand their child’s right to special education support, as this information is not readily available and often requires navigating complex legal language. Unfortunately, schools may also struggle, as there is currently no specific eligibility criteria that clearly identifies children treated for cancer as needing additional educational support. However, by understanding the relevant legislation, parents and educators can begin to advocate effectively. With this in mind, a legislation roadmap for parents and schools is helpful.
Education for Persons with Special Education Needs (EPSEN) Act
This act offers a broad definition of special education needs, describing a student with special needs education as someone with a restriction in the ability to participate in and benefit from education due to "an enduring physical, sensory, mental health, or learning disability, or any other condition which results in a person learning differently from a person without that condition."
For children treated for cancer, it is the phrase "or any other condition" that provides a pathway to educational support. Cancer and its treatments can result in lasting effects that make it harder for children to learn in the same way as their peers. This definition opens the door for these to receive supports that cater to their specific educational needs.
This reinforces the rights of children treated for cancer by prohibiting discrimination in service provision, including within schools. The Acts define disability as including "the presence in the body of organisms causing, or likely to cause, chronic disease or illness."
Cancer itself, along with the side effects of treatment, fits this description, as both the illness and its treatment can lead to learning disruptions and long-term challenges. This legal foundation ensures that schools must accommodate the child’s needs fairly, preventing discriminatory practices that could hinder their access to an appropriate education.
Special Education Teachers (SET) Resource Allocation
Irish schools have flexibility in how they allocate resources to support students with special education needs. Schools can use part of their Special Education Teacher allocation to support children whose cancer treatment has impacted their learning. Armed with knowledge of their legal obligations, schools can prioritise resources to address the specific barriers these children face, helping them reintegrate into school life emotionally, socially and academically.
Challenges in implementing long-term support
Despite these legal protections, the language in existing legislation is ambiguous. For instance, the phrase "presence in the body" might imply that support is only needed while the child is actively undergoing treatment. This interpretation can lead to a gap in support once the child enters remission, even though many still face challenges impacting their learning long after treatment has ended.
Thus, a more robust understanding of the educational barriers that children treated for cancer face is needed. For these children, special education support can provide a crucial lifeline, removing barriers to learning, building self-esteem, and reconnecting socially with their peers. It is essential that schools and teachers are equipped with the knowledge and resources to identify and respond to these needs effectively.
Research on supporting children treated for cancer in the classroom
Researchers are working to address this gap. We are spearheading a study to identify the specific barriers to learning children with cancer experience in Ireland and the United States. This research project, conducted in collaboration with Childhood Cancer Ireland, SUCCESS Lab, Kennedy Krieger Institute and Children's Health Ireland, will engage with parents to understand their experiences in accessing educational support for their children. The findings will guide the development of resources and workshops for parents, followed by similar initiatives for teachers and schools.
This project marks a vital step towards creating informed and inclusive educational environments where children treated for cancer can receive the support they need to succeed. If you are a parent, carer, teacher, or school administrator interested in learning more or contributing to this important research, please contact [email protected].
Ensuring that children treated for cancer have access to the support they need is not only a legal obligation but a moral imperative. By understanding the legislative protections in place and advocating for the resources these children need, we can empower them as learners to thrive academically and personally.
This research project is funded by Childhood Cancer Ireland.
This article originally appeared on RTÉ Brainstorm