ArticleContinuity in education2025
A Comparative Analysis of the Protection of the Rights of Childhood Cancer Survivors to Education Under Special Education Law.
Article in Continuity in education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Authors and funding
2 authors.
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Abstract
Access to equitable education for children treated for cancer is of growing international concern across education, medicine, and related fields. Neurocognitive late effects of childhood cancer and treatment are well established. This impact on cognition results in difficulties with thinking, learning, peer-relationships, and quality of life. Formalized In-School Supports (ISS) can ameliorate the negative impacts of neurocognitive late effects, yet the literature suggests that children treated for cancer often have difficulty accessing these services. This paper reviews the ISS legislation of eight countries regarding protections offered to children treated for cancer and evidence of access to ISS within the literature. The purpose of this review was to look for common barriers for children treated with cancer accessing educational support through ISS. This review identifies gaps between ISS student-focused disability legislation, and practice to inform positive policy change.
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