Education of Students with a Chronic Disease in a Treatment Facility in the Light of Paradigmatic Changes

Abstract

Introduction: Recently, there has been a change in the perception of education of children with chronic illnesses in the medical facility. The researcher conducted an extensive analysis of literature as well as legal acts allowing to show key moments for the education of students with chronic disease in Poland, various positions, theories, concepts and ideas that can be attributed to the status of a paradigm. Research Aim: The aim of this article is to outline the historical context of paradigm shifts and their determinants in the field of educating children with chronic illnesses in a medical facility situated in Poland. The examination of specific pedagogical approaches, as outlined in the literature, pertains to pivotal shifts in the education of children with chronic illnesses within medical institutions in Poland, as well as paradigmatic changes in therapeutic pedagogy. Evidence-based Facts: The ongoing discussions relate to how to care for and educate a child with chronic illness and point to significant changes in this regard. Currently changing paradigms within the theory, methodology and conducted research on chronic diseases determine the practice of educational activities towards children with chronic illnesses. The development of therapeutic pedagogy, as is also the case in other areas related to the functioning of people with disease, is now driven mainly by the humanist paradigm. Summary: The results of the analysis provide valuable insights and improve comprehension of the educational situation of students who suffer from a chronic illness. Moreover, the theoretical analyses conducted suggest that the educational paradigm offered to students in medical institutions, based on the operational theories and concepts, requires alterations that prioritize subjectivity, autonomy, self-sufficiency, and self-governance.