Education of children with chronic illnesses: A phenomenological perspective

Recent research shows that 20% of children face a form of chronic illness during childhood. The illness and its associated physical and mental challenges can affect such children's ‘being’ and influence how they develop as people. A significant aspect of a child's life that can be profoundly influenced by a chronic illness is education. This study employed a phenomenological approach to shed more light on the special education of such children. Temporality and embodiment were examined as two philosophical bases in the phenomenological education of children with such chronic illnesses. Also, this educational model highlights that phenomenological understanding, and the healing connection in education, can increase the affected children's positive self‐concept, directing them towards a satisfying and happy life.