In terms of providing instruction, the states vary greatly in their requirements. In some states, such as Alaska and Hawaii, the homebound or hospital instructors are not required to hold certified teaching certificates, but act as tutors alone. They obtain regular classroom materials from the student's regular instructor, and act as a tutor, delivering assignments and assisting the student in learning the material. In other states, such as New York and Texas, the individual responsible for providing instruction to the disabled student is required to hold a valid certified teaching certificate in the state of the services, and in some states, is even required to hold special education training certification (See Appendix C).
In terms of hours per week required for instruction, the states again vary greatly. In most states, at least 5 hours a week, equivalent to one hour per missed school day, is required for attendance to be considered adequate. Other states, however, have separate requirements for elementary and secondary students. In Delaware, for example, elementary students are required to have at least three hours of homebound or hospital educational service, while secondary students are required to have at least five hours per week. Still other states, such as Florida and Illinois, require one or two hours per week per subject, while others, such as Missouri and Pennsylvania, determine the hours needed based on the student's own educational needs (See Appendix C).
General Expectations of Teachers, Parents, and Students
While the specific state expectations for instructors, parents, and students involved in homebound and hospital educational service vary, many general expectations are shared between all states. This section will discuss the general expectations for all parties involved, and will outline the requirements for each party. By following general guidelines, the chances of student success are highly increased.
For the homebound and hospital instructors, the expectations are numerous. First, the instructor should contact the parent or physician to identify physical or learning impairments of the student, obtain a listing of limitations imposed by any treatments the student is undergoing, identify any extraneous factors that should be taken into account, and to determine any precautions needed to avoid the spread of communicable disease. Secondly, the instructor should contact the pupil's classroom instructor to identify subject and content areas to be covered. Third the instructor should meet with the student as determined by the school district, and should provide the needed assignments, support parents and caregivers to aid them in assisting the student's educational goals, provide tutoring to the student, and to provide other resources for support to the student to achieve maximum academic progress (Michigan Dept of Education, 2003).
The parent's responsibilities are also numerous. First, the parent must request homebound or hospital services, and provide all necessary medical information. The parent must also provide access to the homebound instructor, and be present during all sessions. They must provide an appropriate environment for assignment completion, and for educational sessions. The parents are also expected to assist the child as needed, and follow all instructions given by the homebound teacher. In addition, the parents of homebound or hospital schooled children should provide support to the student in terms of their academic achievement, but are expected not to perform the schoolwork for the child. If the parent feels the schedule, assignments, or level of education are too high or low, these issues should be brought to the attention of the IEP group or the homebound or hospital instructor (Michigan Dept of Education, 2003).
For the student, the expectations are similar to those within a regular classroom environment. The student is expected to ask for assistance when needed, and when clarification for assignments is required. Additionally, the student is to attend class activities, as possible, or to reschedule such sessions if illness or treatment prevents attendance. The student is also expected to return materials and supplies on time following completion of assignments, and to continue to work with their homebound instructor until such time as they are allowed back in a regular classroom environment (Michigan Dept of Education, 2003).
Supplemental materials
In addition to regular classroom materials, several states have begun to provide additional materials to homebound or hospitalized students in an effort to enhance their educational attainment. In Michigan, for example, staff is encouraged to utilize many technological tools in order to better educate students (Michigan Dept of Education, 2003). This section will discuss some of the supplemental materials used in various programs that can assist homebound students.
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