Abstract
Described
school issues for children with cancer. The relationship between school
performance and both acute and long-term consequences of the type of cancer,
radiation therapy, and chemotherapy is presented. Results of studies of the
cognitive and academic effects of cranial radiation and chemotherapy are
reviewed, and a developmental model for understanding the emergence of deficits
over time is described. Important considerations regarding assessment,
classification, and individualized educational intervention are addressed,
including specific suggestions of strategies that may aid in helping the child
with cancer in the school setting.
