LEARNING DISABILITIES IN LONG‐TERM SURVIVORS OF CHILDHOOD CANCER: CONCERNS FOR PARENTS AND TEACHERS

Publisher Website
Google Scholar
Abstract
Today more and more children are surviving childhood diseases that had been fatal in a previous generation. Medical advances and technology allow most children with cancer to enjoy long‐term survival and cure. Research studies now show that there are late effects of treatment that affect growth, development, and cognitive functioning. Parents and teachers of long‐term survivors of childhood cancer share concerns about deficits in cognitive functioning as it affects learning in school. In this article, I discuss childhood cancer and the literature on cognitive late effects of treatment. Recommendations are made for early psychological evaluation and appropriate educational intervention.