Home/Hospital Instruction: Instructional Approach to Working with Students with Major Depressive Disorder
Graduation Date
Spring 2012
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Program Director
Madeliene Peters, EdD
Abstract
School districts throughout the United States provide in-home schooling for students whose health problems, both physical and mental, prevent them from attending regular classes. This service is an outgrowth of the federal legislation which addressed the provision of education to ail children with special needs. Home/Hospital teachers who serve the population of students with major depressive disorder find that takes it away a student’s ability to learn. How can a student population that has restricted learning abilities be best served in a home-hospital instructional environment?
The research literature is limited in dealing with the pedagogical needs of this population. It is through personal experience and discussions with experienced colleagues that effective instructional technique is passed along to those who are beginning to work with this population.
This study follows narrative research design and is qualitative in nature. Information on working with these students was gathered to describe this population and how they learn, and to offer insights for teachers who are working with these students.
Findings indicate that these students are trying hard and have nothing to show for it. They read and cannot remember details. They cannot organize material. They cannot make decisions about their work. They have a great deal of difficulty focusing on work, and though they may be able to work when a teacher is present, they can seldom complete homework. Teachers working with this population must consider how to make a practical application of research information in working with these students. This study works to operationalize research and observational findings into practical approaches for the HHI instructor or the classroom teacher.