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Edwardstown Baptist Group

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Homebound (2022) [2021]

Even if you are homebound, you can still leave your home for medical treatment, religious services, and/or to attend a licensed or accredited adult day care center without putting your homebound status at risk. Leaving home for short periods of time or for special non-medical events, such as a family reunion, funeral, or graduation, should also not affect your homebound status. You may also take occasional trips to the barber or beauty parlor.

Homebound (2022)

Background: Homebound older adults have heightened risks for isolation and negative health consequences, but it is unclear how COVID-19 has impacted them. We examine social contact and mood symptoms among previously homebound older adults during the COVID-19 pandemic.

Results: Among homebound older adults, 13.2% experienced limited social contact during COVID-19 vs. 6.5% of the non-homebound. Differences in social contact were greatest for contacts via email/text/social media: 54.9% of the homebound used this

Discussion: Isolation among homebound older adults increased during COVID-19, partially due to differences in technology use. We must ensure that homebound persons have the connection and care they need including new technologies for communication during and beyond COVID-19.

Homebound seniors contribute to higher overall Medicare spending compared to their non-homebound counterparts, according to a recent study from researchers at the Icahn School of Medicine at Mount Sinai.

The researchers also noted that homebound seniors are not utilizing outpatient care. Only 61% of homebound seniors received an annual primary care visit. Among non-homebound seniors, 72% received an annual primary care visit.

That said, the following list includes what you might receive in-home healthcare benefits under Medicare Part A and/or Medicare Part B. You must be considered homebound to receive these benefits, though there may also be other criteria.

If you need any of these services, your doctor prescribes the specific services and, in most cases, a home healthcare agency will coordinate them. After you start receiving home healthcare, your doctor is required to evaluate and recertify your plan of care every 60 days and maintain your homebound status.

Keep in mind that your doctor or other health care provider may recommend home health services that are not covered by Medicare, even if you have homebound status. When this happens, you may have to pay some or all of the costs. Be sure to ask if services recommended for you are covered by Medicare.

This TAA is intended to replace the TAA issued on August 13, 2021. Changes include corrections to erroneously listed waiver requirements and include information on additional homebound obligations.

This document provides guidance and updates on how LEAs implement general education homebound instruction, as well as information on how TEA will assess compliance with homebound requirements. Additionally, TEA will be proposing some updates to the Student Attendance Accounting Handbook of relevance to homebound instruction, the relevant portions of which are noted here.

If your LEA provides homebound instruction to an eligible regular education student, your LEA may count the student in attendance for Foundation School Program (FSP) funding purposes provided that all requirements of the homebound program are met.

Remote Homebound instruction is another limited option available for students in extremely severe medical circumstances when face-to-face instruction is not possible. LEAs must seek a waiver and meet all General Education Homebound requirements listed above. It is likely that only a small fraction of students of a local educational agency (LEA) would be eligible for remote homebound instruction. Please review section 12.3.3 of the SAAH.

The flexibility afforded by online education may provide opportunities for learners with disability who require absence from traditional learning environments. This study sought to describe how a subset of learners with disability, those with hospital-homebound designation, perform in K-12 online classes, particularly as compared to non-hospital homebound counterparts. A cross-sectional analysis was performed of all Florida Virtual School course enrollments from August 1, 2012 to July 31, 2018. Researchers analyzed 2,534 course enrollments associated with K-12 students who, at the time of their course enrollment, had hospital-homebound designation, and a comparison group of 5,470,591 enrollments from K-12 students without hospital-homebound status. Data analysis showed three important outcomes. First, hospital-homebound designated student academic performance was equivalent to their non-hospital homebound counterparts. Second, however, hospital-homebound course enrollments were 26% more likely to result in a withdrawal prior to grade generation. Third, these withdrawals were potentially mitigated when H/H designated students were enrolled in five or more classes or in classes with five or more students. The results of this study provided evidence that when they can remain enrolled, hospital-homebound learners experience equivalent academic outcomes in online learning environments. These findings suggest that healthcare professionals should be made aware of the potentially equivalent outcomes for their patients. Moreover, virtual schools should seek to identify and create supports for these students.

The dominant paradigm in the United States (US) for educating students with chronic disability and illness encourages inclusion, integrating learners with different needs in the same classroom [7]. However, a small but significant number of students with chronic illnesses or disabilities may not be healthy enough to attend school in a traditional environment. In these cases, hospital/homebound (H/H) instruction may be an appropriate option [8, 9].

The present study used a rigorous inclusion criterion (hospital/homebound status) to identify an extremely vulnerable, high risk population. These criteria allowed the research team to reduce concerns for self/parent-selection bias, convenience sampling, and survivorship bias. In doing so, this study represents the first, systematic study of a large virtual schooling population that compares traditional (non-H/H designation) students to those with legally documented health care needs.

It is important to acknowledge limitations associated with this study. This study explored data from one virtual school, thus limiting generalizability. FLVS does not collect private health information about its students; therefore, the analysis presented here did not include information about morbidities or acuity. Analyses also excluded demographic information, which could have resulted in inadvertent identification. It also did not include behavioral variables related to student use of online learning materials (i.e., time on task and task repetition). These exclusions limited our understanding of the H/H population. Finally, our comparison population may have included children living with disabilities and special healthcare needs who do not qualify or have not received hospital/homebound designation.

The H/H student population represents a vulnerable, underserviced, and understudied population and a unique opportunity for research into the intersection of health and education. Fundamental questions about the impact of learning on health and quality of life outcomes in the short and long-term, appropriate teacher training, educating healthcare professionals, best practices for delivering homebound services, and H/H student performance and engagement in online and non-online environments need further exploration_msocom_1 [15, 25, 54]. Additionally, we have little understanding of the affordances and challenges associated with learning in an online environment for H/H students, which likely vary considerably based upon the unique needs of the child. Nonetheless, this study is one of the first projects to bridge these streams of literature and illustrate that H/H students have educational success with online schooling. Healthcare providers may find that online school can serve as a permanent intervention that comes alongside students in ways other interventions have fallen short.

The purpose of Homebound Instruction is to provide educational services outside of the regular classroom to students with temporary illness or injuries to help students maintain their academic performance during recovery. The Johnson County School System has updated its homebound services/policies and request packet. We will no longer accept the previous homebound forms. For any questions, please contact Edna Miller, Homebound Supervisor, at

Parents will be notified when a determination has been made. If the student is eligible, parents will be informed of the date services will begin and end. Parents will then be contacted by a homebound teacher to set up the first visit. On approval of homebound services, be aware that students will be prohibited from participati9ng in after-school activities or working an after-school job.

There is a great need for Eucharistic Ministers for the Eucharist to shut-ins or the homebound members of our parish. If you feel called to this ministry for St. Anselm Parish, please contact Wendy Hymel at (985) 966-5419 or by email at "Works of love are always a means of becoming closer to Christ." St. Mother Teresa of Calcutta 041b061a72


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