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Guidelines for Providing Homebound Instruction to Students with Disabilities

Guidelines for Providing Homebound Instruction to Students with Disabilities

For the past 30 years, federal legislation has mandated that students with disabilities be provided an education in the least restrictive environment possible. This has resulted in a continuum of alternative placements that have included settings from general education classrooms to state institutions. The rationale for these placements has, in theory, been students' educational needs and the proximity of placements to general education peers (McDonnell, Hardman, & McDonnell, 2003). In spite of the increasing trend to place students in the least restrictive educational environment, the continuum of alternative education options is still legally available to students with disabilities (Yell, 1998).

One educational option that receives scant attention in the literature is homebound instruction. Homebound instruction can also be referred to as home teaching, home visits, and home or hospital instruction. Homebound instruction involves the delivery of educational services by school district personnel within a student's home. This differs from home schooling, which is usually delivered exclusively by a parent (Zirkel, 2003).

Homebound instruction was initially seen as an educational service option for students with impairments that made them physically incapable of attending school (Wilson, 1973). Such students could have been recuperating from a severe illness or may have been so physically fragile that they were unable to be transported to a school setting. Over the years, the option of homebound services has expanded to other populations. These populations may include students whose schools are on break, students who may be suspended or expelled, students who are awaiting a more appropriate setting, and students who are difficult to handle in traditional settings. Although state institutions are commonly considered the most restrictive educational setting, homebound services may be the most restrictive placement because students have no opportunity to interact with their peers (Council for Exceptional Children, 1997).

The federal government maintains annual data on the numbers of students receiving special education services and the specific types of services they receive. According to these data (see Table 1), from 1991 to 2001, less than 1% (National Center for Educational Statistics) of all students with disabilities received home or hospital-based instruction. Specific student disability populations that received home- or hospital-based services at rates greater than 1% included those with emotional disturbances, orthopedic impairments, other health impairments, deaf-blindness, multiple disabilities, and traumatic brain injury (National Center for Education Statistics, 2002a). In collecting data, the federal government (as well as many states) identifies home or hospital instruction as a single entity. Thus the data shown in Table 1 do not factor out the percentages of students who received home- or hospital-based services exclusively or in combination with other forms of instruction. In addition, the data represent the primary placements of students at the time that the surveys were conducted. Multiple student placements that could have occurred within a single school year are not indicated. Students with disabilities may be experiencing homebound instruction at much different rates than the federal government's data indicate.

Guidelines for Providing Homebound Instruction

Please click here for larger PDF version of Table 1.

Providing homebound services to any student can be a unique and positive experience for teachers. It affords the teacher an opportunity to observe the home environment and the family dynamics within that environment, resulting in greater understanding of the student's behavior. Because of the frequency of interaction and communication, it offers teachers the prospect of building stronger ties with the family. Homebound instruction may also result in greater bonds between teachers and students because of to the one-on-one instruction provided and the opportunity to truly individualize instruction (Baker, Squires, & Whiteley, 1999).

Homebound instruction can also present many challenges for teachers. Teachers are frequently not prepared to provide such services. Few teacher preparation programs address the issue, and much of the available literature on homebound instruction comes from the field of early childhood special education (Klass, 1996). In addition, school districts may not have specific guidelines for their teachers on providing homebound services (Daly-Rooney & Denny, 1991). Homebound instruction can present a variety of unexpected variables with which to contend. These can include disruptive siblings, a noisy environment in which to work, family conflicts, and cancellations of visits. Teachers may also be frustrated in recognizing that homebound services do not provide sufficient depth and intensity of instruction that some students may need.

Providing homebound instruction to students with emotional or behavioral disorders can be a particularly demanding experience. Such students can display a wide range of challenging behaviors, from apathy to defiance (Kerr & Nelson, 2002). Undesirable behaviors that are evident in school and community settings can be even more intense in the home. Teachers should plan on using their full repertoire of behavioral interventions, which could include identifying and avoiding the triggering of undesirable behaviors, the use of token economy systems, behavioral contracts, the calculated use of verbal praise, and working on tasks in small increments of time.

Although federal legislation indicates that a teacher or paraeducator may provide homebound instruction (National Center for Education Statistics, 2002b), there may be state or local public policies that mandate specific personnel who can provide such services. The homebound instructor, whether a certificated teacher, therapist, or paraeducator, should plan well for providing educational services to students identified as having an emotional or behavioral disorder.

Before the Visit

Before the initial visit, teachers of homebound students should conduct a thorough review of school documents related to the student and to the provision of homebound services. Teachers should become familiar with students' eligibility for special education services, behavioral or emotional histories, previous intervention strategies, and mandated services. Special attention should be given to Individual Educational Programs (IEPs) and to Behavior Intervention Plans. It is important that homebound instruction be provided in the manner specified in the IEP (e.g., frequency, duration, types of service, and types of personnel).

The teachers of homebound students might also consider interviewing previous and current service providers such as former teachers, school psychologists, and counselors. These individuals may be able to elaborate on information found in school records and may help the teacher identify details concerning the student's behavioral patterns, academic strengths, interests, limitations, and family dynamics. Such interviews may also provide information related to language and cultural differences, community characteristics, and hostility toward school personnel.

Teachers of homebound students should strive toward cultural competence. They should attempt to identify, understand, and acknowledge the beliefs, interpersonal styles, attitudes, and behaviors that are characteristics of the student's culture. Doing so will aid the teachers in building bridges between the home and school as well as between academic abstractions and students' actual experiences (Gay, 2000).

Communication is critical to the development of trust between school personnel and the family (Anderson & Matthews, 2001). If students, caregivers, or parents speak a language different from that of the teacher, the critical sharing of fears, expectations, and commitments cannot occur. Teachers of homebound students must make every effort to enhance communication. Teachers should identify the primary language used in the home and students' levels of language proficiency. If teachers are not proficient in the caregivers' and students' primary language, they should exlore alternatives, such as the use of a translator.

Locating the student's home before the initial visit is a recommended practice. Doing so will allow the teacher to scrutinize the neighborhood for possible safety issues and will help assure that the initial visit is made on time. If there are safety concerns, the homebound teacher, with an administrator, should outline strategies for dealing with them. Such strategies may include the assurance that homebound services are provided during daylight hours, the accompaniment of a partner during visits, and the provision of services at an alternative location (e.g., school district office, public library).

The teacher of homebound students and the administrator should identify circumstances in which a home visit is terminated. These situations could include family members' use of foul language directed at the teacher, threats of physical violence, intimidating behavior (e.g., excessive body proximity), inappropriate attire or lack thereof, the presence of illegal substances, or general household mayhem. In some instances, when a student is experiencing psychiatric difficulties, homebound services may unintentionally exacerbate the student's problems. In such instances, alternative educational plans should be developed along with representatives from mental health and social service agencies (British Columbia Department of Education, 1995).

Whenever homebound services are provided, a parent or legal guardian should be present. School staff should have current school picture identification with them to show to primary caregivers. Such identification could also be used to verify one's identity to law enforcement representatives should there be incidents within the home during a visit.

Teachers should contact the parent or legal guardian well in advance of the initial visit. Teachers should introduce themselves and review the parameters of the homebound service as specified in the IEP. The teacher and primary caregiver should determine a mutually acceptable time for the initial visit and future visits. It is also a good practice to communicate with the parent or guardian the day before the home visit to confirm the appointment. Teachers should indicate the need for a relatively quiet work area in which to conduct the visits. Teachers should also consider asking the parents or guardians their opinions regarding strategies for making homebound instruction successful.

Teachers should prepare a variety of activities for homebound instruction. If true instructional services are to be provided, the supervision of mere paper and pencil tasks is insufficient. Teachers can include direct instruction, oral reading activities, the use of games and technology (e.g., the use of a laptop computer), demonstrations with manipulatives and pictures, and investigative tasks. Having reviewed pertinent documents and having interviewed those with insights about the student will help the teacher select the most appropriate tasks. To transport materials, teachers may need to invest in a small suitcase on wheels.

Teachers should plan on a schedule of activities during the home visit and should attempt to provide some variety within that schedule to avoid monotony. Teachers should start the instructional period with the least threatening activity and then build up to more challenging tasks. They should also plan on ending the session with a positive and successful activity.

During the Visit

Teachers of homebound students must be prompt. Being late to a visit may elevate the anxiety of the student and family members. It may also be interpreted as being rude. At the initial home visit, the teacher should warmly greet the family members, review the structure of the visit with them (Baker et al., 1999), and summarize timelines and activities. If a reinforcement system will be used during the visit, the teacher should review it as well.

Because of fears of being judged and past relationships with school personnel, home visits can be intimidating to some parents and guardians. It is important that teachers of homebound students exhibit a friendly demeanor and demonstrate an interest in the student and the family. Although it is important to provide services as specified in the IEP, teachers of homebound students need to follow cues from caregivers and the student. If the student is ill or the caregiver is excessively agitated, it may be best to abbreviate a home visit with the caregiver's consent.

Throughout the instructional period, teachers should informally assess the student rather than conducting a formal assessment, particularly during an initial visit. Formal assessments are often intimidating and challenging. The initial use of such assessments may set a poor precedent that would be difficult to overcome. Teachers should note the student's academic level of performance during instruction sessions and collect work samples. They should also try to engage the student in discussions related to their areas of interest. These interests may be woven into future instruction resulting in a greater bond between the student and teacher and greater motivation in the student (Bakes, 1994).

The hours of instruction provided to homebound students usually do not match the instructional hours provided to students in traditional classroom settings. To make up for this discrepancy, homebound students are frequently given extensive homework assignments to complete in the teacher's absence. For students with behavioral and emotional problems, such homework can be a contentious issue. Students with behavioral and emotional disabilities may need ongoing supervision to complete academic work. Caregivers may not be able to provide the needed supervision or may not possess the management skills to successfully encourage their children to complete these assignments. For some students, homework can become an issue to manipulate or defy. Keeping these possible problems in mind, the teacher should attempt to provide relevant homework assignments that are at the student's level—assignments that can reasonably be completed within a given time period, and assignments that can be done with minimal assistance.

Teachers are encouraged to allow time at the end of each instructional period to communicate with the caregiver. Teachers can summarize the day's activities and note the student's accomplishments, review homework assignments, share suggestions for working with and managing the student, and verify future visits. This is an opportunity to socialize and attempt to bond with the caregiver. As with any educational service, the caregiver's support is crucial to the success of homebound instruction (Martin & Hagan- Burke, 2002).

After the Visit

After the home visit, teachers should identify those activities that were successful and those that need improvement, reflect upon the possible reasons for those successes and failures, and note the student's behavior during the visit, as well as the attitudes of family members. Not attending school can create a monotonous and demoralizing existence for the student, and living and coping with a behaviorally or emotionally disturbed child can be an exhausting experience for the parent or caregiver. Teachers should reflect upon changes in the emotional well-being of the family.

Aside from reflecting, teachers should document each home visit. In writing, teachers should indicate the date, the specific length and time of the home visit, and the name of the caregiver who was present. Teachers should identify the activities that were completed and the level of student success with each activity. A description of the student's behavior during the visit should be noted. Finally, details concerning homework assignments should be recorded. School districts or teachers can develop simple forms to prompt the provision of such information. Optimally, such documentation should be done in duplicates, with a copy given to the caregiver at the end of each home visit.

The old adage, "out of sight, out of mind," should not apply to students receiving homebound instruction. Teachers of homebound students should communicate with key stakeholders about their students; They should inform administrators about the home visits and any possible problems. They should consult school psychologists regarding the behavioral and emotional state of students and, if necessary, update social service agencies regarding the status of students, families, and current services. The written documentation completed after a home visit would help the teacher in communicating with such parties.

Homebound instruction should not be viewed as an insignificant interim educational service, nor should it be a service routinely offered to students with disabilities (British Columbia Department of Education, 1995). To be effective, homebound instruction needs to be well prescribed and should emphasize planning and communication (see Appendix). Optimally, homebound instruction should be offered through a multidisciplinary team effort. Key stakeholders (e.g., parents, teachers, administrators, therapists) would systematically bring together expertise from a variety of sources and professional fields to support, serve, and monitor the student. When such an organized team effort is not available, stakeholders need to resist working in isolation of one another. Whether working as a member of a team or not, teachers of homebound students need to plan, implement, document, evaluate, and attempt to communicate with others.

Anderson, J. A., & Matthews, B. (2001). We care for students with emotional and behavioral disabilities and their families. Teaching Exceptional Children, 33(5), 34–39.

Baker, C., Squires, J., & Whiteley, K. C. (1999). Home visiting: A Vermont approach to working with young children and their families. Waterbury: Vermont Agency of Human Services.

Bakes, C. (1994). Motivating students. The Technology Teacher, 54, 9–12.

British Columbia Department of Education. (1995). Special education services: A manual of policies, procedures and guidelines. Victoria, BC: Author.

Council for Exceptional Children. (IDEA '97—Full Regulation Discussion. (1997). Subpart E—Procedural safeguards least restrictive environment. Retrieved January 4, 2004, from http://www.cec.sped.org/law/...s/searchregs/300.551.php

Daly-Rooney, R., & Denny, G. (1991). Survey of homebound programs offered by public schools for chronically ill or disabled children in Arizona. Tucson: Arizona Center for Law in the Public Interest. (ERIC Document Reproduction Service No. EC300587)

Gay, G. (2000). Cultural responsive teaching. New York: Teachers' College Press.

Kerr, M. K., & Nelson, C. M. (2002). Strategies for addressing behavior problems in the classroom. Upper Saddle River, NJ: Prentice Hall.

Klass, C. S. (1996). Home visiting: Promoting healthy parent and child development. Baltimore, MD: Brookes.

Martin, E. J., & Hagan-Burke, S. (2002). Establishing a home–school connection: Strengthening the partnership between families and schools. Preventing School Failure, 46(2), 62–65.

McDonnell, J., Hardman, M., & McDonnell, A. (2003). An introduction to persons with moderate and severe disabilities. Boston: Allyn & Bacon.

National Center for Education Statistics. (2002a). Digest of Educational Statistics. Tables 52–54, 1995–2002. Retrieved November 6, 2004, from http://nces.edu.gov/programs/digest/ d01/dt053.asp

National Center for Education Statistics. (2002b). Supplemental notes. Note 10: Students with disabilities. Retrieved February 7, 2003, from http://nces.ed.gov/programs/coe/2002/notes/ n10.asp

Wilson, M. I. (1973). Children with crippling and health disabilities. In L. Dunn (Ed.), Exceptional children in the schools, 2nd ed. (pp. 467–530). New York: Holt, Rinehart, and Winston.

Yell, M. (1998). The legal basis of inclusion. Educational Leadership, 56(2), 70–73.

Zirkel, P. (2003). Homeschoolers? Rights to special education. Principal, 82(4), 12–14.

Do's and Don'ts for Providing Homebound Instruction

  • Research the student's educational history, strengths, needs, and interests.
  • Provide homebound services according to the Individual Educational Program.
  • Provide homebound services only when an adult caregiver is present.
  • Communicate early and consistently with caregivers.
  • Develop contingency plans for dealing with problematic visits.
  • Prepare a variety of activities when working with the student.
  • Have school identification.
  • Document activities and progress.
  • Approach homebound instruction with a cavalier attitude.
  • Attempt to provide homebound instruction without planning.
  • Assume that the student and caregiver will be available at a consistent time and day.
  • Arrive late.
  • Merely supervise the completion of paper–pencil tasks.
  • Give excessive independent work assignments.
  • Ignore the caregiver.
  • Fail to communicate with other stakeholders about the homebound services.

From Preventing School Failure, Winter 2007. Heldref Publications. Www.heldref.org .

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Comments (13)

Please remember, we are not able to give medical or legal advice. If you have medical concerns, please consult your doctor. All posted comments are the views and opinions of the poster only.

Deidre replied on Fri, 06/05/2020 - 1:23pm Permalink

Are counselings required to go into the homes to provide counseling services, if it is part of the IEP.

Anonymous replied on Tue, 02/13/2018 - 3:09pm Permalink

My daughter's Psych has prescribed Home Bound Schooling for her. She has disabilities that caused her to become very depressed, anxious and suicidal. Since he has done this her whole outlook on life has changed. She has even said she doesn't have to worry about the drama, being bullied and stress from High School. She is more focused on her work and her adhd is more controlled. I am just happy to see her smiling and back to herself!

Anonymous replied on Tue, 03/21/2017 - 4:06pm Permalink

My daughter suffers major anxiety at school and has been a major problem she does fine at home. Would she be able to get homebound? Also all subjects?

Roberto Fernandez replied on Tue, 03/05/2019 - 6:08pm Permalink

She would need to get a doctor to fill the form requesting the home-bound services to the school.

Teresa replied on Fri, 01/05/2018 - 11:58am Permalink

I am a homebound teacher. In our system a physicians statement is required to qualify for homebound services. Students problems are sometimes magnified when they are removed from social environments so I would suggest finding ways to cope and keep her in school. If you can't make it work, please know that by high school subjects are highly specialized and your homebound teacher will likely not be an expert in every subject. Students will need to work on academics between homebound visits.

Anonymous replied on Mon, 10/10/2016 - 4:29pm Permalink

I have been a Homebound teacher for 13 years in Houston. Our district requires a responsible adult be in the home during all times of instruction. Parents cannot "step out" at any time or we are required to leave. However, our district does not provide support or counseling in the event a student dies as someone noted above. It's more like, "now you have room for another student" because we are understaffed and often rely on inexperienced subs to help out.

Anonymous replied on Tue, 08/23/2016 - 7:07pm Permalink

School systems use homebound as a way to "get out of" their responsibility to serve the kids that need school the most. Every kid should go to school, unless a physician says otherwise!

Anonymous replied on Thu, 03/12/2020 - 8:56am Permalink

not true serious hings happen that u wont understand

Anonymous replied on Sat, 03/12/2016 - 11:07am Permalink

I found this information to be very informative.  I have an emotionally disabilited son who also have a dystonia disorder which makes him homebound, and I am greatful to know that he can still get the education he needs outside of the traditional school system.

Anonymous replied on Tue, 02/23/2016 - 2:11pm Permalink

Can homebound services be provided without a parent or caregiver present? Can this be done and/or what happens if the caregiver leaves once you arrive to provide services?

Anonymous replied on Tue, 01/19/2016 - 3:54pm Permalink

Some of the students I work with are very fragile and in fact I have been faced with the death of two of my students.  Dealing with grief is also an issue for many homebound teachers, especially those that deal with such fragile children.  My supervisor has invited professional helpers to come and share insights on dealing with personal grief and the grief of family members.  New teachers should be made aware of the possibility that they might lose a child.

Anonymous replied on Fri, 12/18/2015 - 1:46am Permalink

As a sped teacher who provides educational services to students with homebound placements, I totally agree with the need to build personal relationships with the caregivers as well as the students.  Support from caregivers will make or break a homebound educational program.

Anonymous replied on Fri, 11/13/2015 - 3:10am Permalink

This was very helpful! Thank you.

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About Homebound Instruction

General education homebound instruction.

The purpose of homebound instruction is to provide students with academic instruction at home or hospital bedside, during a temporary period of absence, in order that they can re-engage successfully at their home campus when they return to their home campus. Homebound instruction cannot replicate, and is not intended to replicate, what a student receives in their classroom setting. The goal of the homebound program is to facilitate the student’s return to the classroom as soon as possible.

Eligibility for Homebound Instruction:

Students who are too ill to attend school due to a medical or psychiatric condition that may last four weeks or longer. Their licensed physician or psychiatrist must document the need for homebound through a diagnosis in order for homebound to be approved. Symptoms alone do not qualify a student for homebound.

Restrictions While on Homebound

While on homebound, students may not participate in or attend extra-curricular activities without written permission from their principal and a release from the doctor who placed them on homebound.  They cannot work or earn hours in Career or Technology classes. The expectation of Denton ISD is that a homebound student is confined to their home during school hours and that time should be spent in academic related activities. The student’s home becomes their learning environment. Four hours a week of face to face instruction means that 90% of assignments must be completed independently of the homebound instructor. While we cannot monitor activities after school hours, evenings, weekends, and school breaks, a student on homebound might be terminated if they are able to be active and involved in social, church, and family activities outside the home, but remain unable to attend school.

Homebound Hours

Homebound instructors see their students one hour a day, four days a week and that provides the student with five (5) days of attendance. If a student must miss a day, the teacher will attempt to make up that hour at the end of the week. Most absences are excused, due to the illness and doctor appointments. However, students who do not participate in their homebound instruction, are not prepared when the teacher arrives, etc. will receive an unexcused absence for that day. Three unexcused absences can be reason to terminate the homebound instruction.

What Homebound Cannot Do

Homebound Instruction is not a remediation program and is not designed to provide students with time to make up previously missed assignments. It is our expectation that the family and the campus have worked together to minimize academic work missed due to absences prior to the initiation of homebound services. There is not enough time to catch a student up and also move forward with new assignments. Homebound provides instruction in Core and elective classes as long as the student is passing those classes at the time homebound instruction begins. Students in high school, who are taking classes in Odyssey Ware and or enrolled in Night School, will not be provided instruction in those classes while receiving homebound services. While the homebound instructor will do all that she can to insure the student’s success while on homebound, the student and the parent should remain in communication with the student’s teacher or teachers. Parents are asked to be responsible for making sure assignments are completed and the student is engaged in his or her school work as much as physically possible.

Accommodations

While a student is on traditional homebound, we request that his or her teachers shorten assignments, eliminate repetitive work, and allow for open book or parent proctored tests. Some assignments or projects cannot be done at home, and finding an alternative for those is requested. It is the expectation of the homebound program and the student’s home campus, that teachers provide assignments to students in good standing, in a timely manner. The failure of a teacher to provide assignments for a student on homebound will be documented by the homebound instructor and reported to the campus administrator. It should not be held against a student. Instruction is not provided in classes that the student is unable to earn credit in. The focus is on those classes that the student is passing. Remember that the student remains enrolled on their home campus and the homebound instructor acts as a liaison between the campus and the home. The homebound instructor does not prepare assignments or do any grading. Students on homebound can go to the campus for tutoring before and after school, and they can contact their campus teacher for instructions or questions and concerns. AP and enhanced classes are very difficult to maintain over long periods of time, for homebound students, due to the rigor and expectation of the class.

Homebound instructors are certified teachers and highly qualified, but in most instances they are providing instruction in classes that are not in their field of certification. For that reason, it is our expectation that students remain in contact with their classroom instructors, call them with questions, and attend tutoring sessions when possible. Parents must remain involved and active in their child’s education while on homebound.

STAAR Testing

Whenever possible, we request that students are released by their physicians to come to school for testing. If a student is too ill to test, they receive an excused absence for that testing day. If they test, they receive one (1) hour of instruction for that day. The homebound instructor cannot provide instruction, on testing dates, for students unable to test at home or at school. For further information, please contact Lesli Guajardo at 940-369-0585 or the student's academic counselor.

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District Homebound Procedures

Here you can find a printable version of the page along with necessary forms .

State of Tennessee Homebound Guidance (PDF)

  • Certification by a licensed physician that the student is expected to be absent from school for a minimum of two consecutive weeks due a medical or emotional condition.
  • Certification by a licensed physician that the student can receive an instructional program without endangering the health of the instructor or other students with whom the instructor may come in contact.
  • Enrollment in a Coffee County school.

Obtain a Request for Homebound Services packet from the Coffee County Schools Homebound Coordinator housed at the Coffee County Board of Education, 1343 McArthur St. Manchester, TN 37355.

Parents must ensure that the form for homebound is signed by a physician and submitted to the Homebound Coordinator. Contact information for faxing or mailing these documents is provided on the forms. The application forms include the current medical diagnosis and treatment plan, supported by documentation from the office visits and/or hospitalization admission and discharge summary with an expected date of 1 return. Once the completed application is received, it will be reviewed for approval by the Homebound Coordinator and the Coffee County Schools’ Homebound Committee. If approved, the parents and student must meet with the Homebound coordinator prior to beginning homebound. During this meeting parents and students rights and responsibilities will be addressed and signed.

A student receiving homebound or home based instruction is maintained on the class roll. The classroom teacher(s) will:

1. Provide the homebound or home based teacher with appropriate instructional materials and information. This material should be in a closed envelope in a a determined location. Drop off and pick up shall be arranged with the homebound teacher.

2. In most cases, all work will be returned to the classroom teacher for grading. The homebound teacher will help pace assignments, instruct and proctor tests.

3. Maintain close contact with the homebound or home based teacher to monitor the instructional progress of the student.

4. Collaborate with the homebound or home based teacher about the curriculum and appropriate instructional strategies

In addition to the above, persons serving as homebound or home based teachers must:

1. Provide a minimum of three hours of instruction time to student. Travel time is not included in the three hours required instruction time.

2. Maintain close contact with the student’s teacher(s) to receive and implement appropriate educational programs.

3. Use assignments and materials provided by the teachers.

4. Maintain an accurate record of the hours of instruction provided for each assigned student and turn in to the Homebound Coordinator.

5. Fill out timesheet with a parents signature each day instruction occurs.

6. Submit the student’s completed work to the designated school representative (usually the student’s teacher) prior to the end of the grading period and maintain written documentation of work completed.

7. In most cases, all work will be returned to the classroom teacher for grading. The homebound teacher will help pace assignments, instruct and proctor tests. 

8. Document any instruction time that is interrupted because of the child not being available for the instruction period.

The grades obtained while receiving homebound or home based instruction should be averaged with the other grades earned by the student while in regular school attendance.

  • The parent/guardian, or responsible adult of at least 18 years of age, MUST be present in the home during the ENTIRE instructional period.
  • The student will have any necessary nursing/medical care before the teacher’s arrival.
  • The student must be ready for instruction at the time designated by the homebound or home based teacher.
  • The parents/guardian will supervise daily homework to ensure work is getting completed between instruction days.If the student is not completing assignments termination of homebound services will be evaluated.
  • A quiet area, equipped with a table or desk and chairs, must be provided for use of the student and teacher during scheduled class times. If the student is bedridden, a designated place near the bed must be arranged for teaching materials or provide transportation to another agreed upon facility.
  • If there are animals in the home they shall be placed in a room other than the room teaching is occurring.
  • Televisions, radios and any other distractions are required to be eliminated during the entire instruction.
  • The necessary school materials (pen, pencils, paper, textbooks, etc.) are to be available.
  • The teacher and the student are not to be disturbed during the instructional period.
  • A regular program of study and preparation of lessons is required for each student. In addition to the two 1½ hour sessions of instruction provided by the homebound teacher, the student will be expected to complete assignments on his/her own time. Assignments must be completed prior to the homebound teacher’s next scheduled visit.
  • Students placed in the Homebound Program are not to visit their school campus. Students are not to attend extracurricular activities such as school dances or sporting events unless specifically authorized by the principal of the school. Attendance at such activities without prior written authorization may result in the student’s removal from the Homebound Program.
  • Students placed in the Homebound Program should not be actively engaged in employment. Such employment may result in the student’s removal from the Homebound Program.
  • The homebound application will be reviewed every 30 days by the physician, homebound teacher and homebound coordinator.
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Keeping the Education Going

Homebound instruction may be necessary for WCS students who are unable to attend school for two consecutive weeks or longer due to medical conditions. There must be thorough medical justification as it is the most restrictive placement, and should only be used for students who are unable to attend school due to medical or emotional needs and treatment.

The Application Process

In order to determine if a student is eligible for homebound services, the parent needs to complete an application process.

Parents must ensure that both the completed application form for homebound signed by a physician and a release of information form signed by the parent are submitted to the Student Support Services office. Contact information for faxing or mailing these documents is provided on the forms. The application forms include the current medical diagnosis and treatment plan, supported by documentation from the office visits and/or hospitalization admission and discharge summary. The Homebound Review Committee will review all documents submitted.

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.

Homebound Services

Once homebound services begin, the homebound teacher is responsible for collecting assignments, providing these to the student and supporting with needed instruction, and returning the completed work to the classroom teacher. Any outstanding or unfinished work remaining after homebound services are terminated becomes the student’s responsibility.

Homebound services are provided in the home with a responsible adult present at all times. Students are expected to adhere to the same School Board Policies as if they were attending school. Services for most students are typically three hours per week and are completed in two visits per week.

It is important to remember that students may, in some cases, return to school still behind in their class work since often students are seriously ill and cannot maintain the pace of the classroom.  Communication between home and school is critical as the student returns to insure a smooth transition back to the school setting.

  • Homebound Services Application
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  • Welcome to Homebound Services

Homebound Services

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Purpose of General Education Homebound (GEH) Services Homebound services are provided as part of the General Education program of BISD. This instructional arrangement/setting is designed for students who have a severe medical or serious chronic health condition that prohibits participation in the educational program on a school campus and they are restricted to home/bedside. Criteria for Homebound Services - Student Attendance Accounting Handbook Any student who is served through the homebound program must meet the following three criteria:

  • The student is expected to be confined at home or in hospital for a minimum of 4 weeks. The weeks need not be consecutive.
  • The student is confined at home or hospital for medical reasons only.
  • The student’s medical condition is documented by a physician licensed to practice in the United States.

Eligibility Procedures

Upon request for homebound services by the parent/guardian or adult student, the District will request consent for a release of records to speak with the student’s physician to collaborate and coordinate services.  When consent is received, the District will submit a Homebound Needs Assessment Form, for the physician to complete.

Approval for Homebound Services

After receiving the completed Homebound Needs Assessment from the student’s physician, a GEH (General Education Homebound) meeting will be scheduled. The meeting will consist of the parent/guardian, a teacher of the student,  a school administrator, the homebound teacher, and the school counselor. After reviewing the doctor's recommendation, the committee will determine the best plan for the student, keeping in mind the least restrictive environment. The following documentation must be included in the GEH meeting:

  • The decision about eligibility for homebound services
  • The type(s) and amount of instruction to be provided to the student, including the designated amount of time per week instruction will be provided
  • Documentation from a licensed physician stating that the student has a medical condition that requires the student to be confined at home or hospital for a minimum of 4 weeks

Implications for Homebound Services

  • Homebound Services are the most restrictive learning environment. Students who qualify for homebound instruction will need a physician’s release to participate in any in-person school activities. 
  • A Homebound student is not allowed to have a job outside the home while receiving Homebound Services. 
  • Homebound services are not intended as a long-term substitute for school attendance nor as an alternative route to graduation. An important part of the plan for providing homebound educational services should be a transition plan to return the student to the campus as soon as medically possible.
  • Homebound services are not always effective in addressing the needs of students who are experiencing school phobia, school avoidance, or have a moderate condition such as chronic fatigue syndrome. Effective interventions should address the underlying issues affecting the student’s ability to participate in the general curriculum at school.

How Homebound Services Wor

Homebound services are provided by a certified teacher who is a generalist. Students are expected to communicate with their campus teachers for subject-specific questions. The Homebound Teacher can facilitate this as well.

  • Homebound students are not exempt from assignments and are still responsible for completing work to show mastery of the curriculum. 
  • The homebound teacher will be encouraging the homebound student to stay current on assignments so that when the student can return to school, he/she can rejoin the class with ease. 
  • While the student is receiving homebound services, the student may not participate in or attend extracurricular school activities including sports events, school dances, or work outside the home unless specified by the physician and indicated on the Homebound Needs Assessment.
  • The Homebound Teacher and parent will work cooperatively to arrange a mutually agreeable schedule for homebound services. After 3 consecutive missed appointments or a pattern of canceled appointments, the committee will determine the ongoing course of action. 

Attendance

A student receives 100% attendance when the homebound teacher provides four (4) hours of instruction weekly. Attendance is necessary to meet state requirements for compulsory attendance, to obtain course credit, and to advance from grade to grade. An adult, age 18 or older, must be present at all times when the Homebound Teacher is present. 

Homebound Services Agreement

To maximize the effectiveness of homebound instruction, parents agree with the following:

  • An adult (18 years or older) must be present in the home the ENTIRE time a homebound teacher is present.
  • A clean, safe and secure environment should be provided with appropriate lighting, ventilation, and heating/air conditioning.
  • No TV, radio, young children, pets, or other people should be acting in a distracting manner during the homebound session.
  • A smoke-free environment is required.
  • Internet access will be made available, if not already in the home.

transitioning back to campus

The student is expected to return back to campus the day after the Homebound Needs Assessment expires unless there is an extension needed to be indicated by the doctor. In the event that the student is able to return sooner than the end date, we will need a Drs release before returning to campus.

  • Parent Report of Student Health Condition
  • Consent to Release/Request Confidential Information
  • Homebound Needs Assessment   (Licensed Physician must complete)

For additional information, contact your child’s campus counselor .

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Round Rock ISD

General Education Homebound Services

General Education Homebound ( GEH ) services provide instruction to eligible students who are at home or in a hospital setting.

Students served through GEH have a medical condition or extended illness that prevents attendance in school for at least four weeks, as documented by a physician licensed to practice in the U.S.

GEH instruction may also be provided to chronically ill students who are expected to be confined for a period of time totaling at least four weeks throughout the school year, as document by a licensed physician. Decisions regarding services are determined by a General Education Homebound committee.

When services are provided in a private setting, such as a home, there must be an adult other than the student and the teacher present in the home.

How Homebound Works

Who qualifies what next.

Who Qualifies to receive General Education Homebound Services? Any General Education student who is expected to miss 4 weeks or 20 school days (days need not be consecutive) due to a physician documented medical illness that keeps the student CONFINED to the home or hospital bed may qualify for homebound services, pending a 504 committee review.

Who do I speak with on my child’s campus to discuss Homebound services? Please contact your child’s counselor and Assistant Principal to discuss the medical issue. In most cases, there are academic and medical accommodations that can be made on campus to help the student remain in school. All on-campus solutions must be tried before homebound is considered as it is the MOST-RESTRICTIVE learning environment. Only the campus Nurse will fax homebound forms to a doctor. No forms are given to a parent/guardian.

Who has the forms that the doctor must fill out for homebound services to be considered? The campus NURSE has all the documentation that is needed and will fax the forms to your child’s doctor. The nurse will request that a Confidentiality Release be signed in order for paperwork to be sent to any doctor. Please visit the campus nurse to discuss medical accommodations that can be put in place at the campus. If homebound is needed the nurse will fax a Physician’s Information Report to the doctor.

Frequently Asked Questions

Does a student have to be absent for a certain number of days before homebound services can start, my child attends an outpatient/treatment facility all day or part of the school day, can my child receive homebound services.

Homebound services cannot be provided in this situation as the student is not confined to the home or hospital. Per TEA Attendance Accounting policy:

3.11.28 Example 28 A student enrolled in your district goes to a treatment facility daily to attend a treatment program. The student returns to her home each night. District staff members would like to serve the student through the GEH program. The student is considered absent for funding purposes for those days she attends the treatment program. Because the student is not confined at home or hospital bedside, which is a requirement for GEH program eligibility, the student is not eligible for GEH services. District staff members should work with the student and the student’s parents to develop a plan for the student to meet academic requirements.

Does an adult need to be present at all times when a homebound teacher is instructing my child?

Can the parent leave the home to run errands while a homebound teacher is instructing the student, my child is 18. does another adult have to be present when the homebound teacher provides instruction, i would like my child to be seen at another home (such as grandparent's home) for homebound instruction. is this possible, my child is currently admitted into dell children's hospital (or another hospital not in rrisd attendance zone). can the homebound teacher provide instruction at the hospital, why does the teacher only provide 4 hours of instruction each week when there are 5 days in a school week.

Per TEA attendance accounting handbook:

  • Amount of Time Served per Week vs Eligible Days Present
  • 1 hour 1 day present
  • 2 hours 2 days present
  • 3 hours 3 days present
  • 4 hours 4 days present (if the week is a 4-day week)
  • 5 days present (if the week is a 5-day week)
  • More than 4 hours 4 days present (if the week is a 4-day week)

Can my child work or participate in extracurricular activities while receiving homebound services?

No. The child is supposed to be confined to the home in order to receive homebound services. If a student has a job or participates in extracurricular activities homebound services will be discontinued.

What is intermittent homebound and how is it different?

Intermittent homebound is an option for students who have a medical condition that only keeps them out of school for short periods at a time throughout the year. For instance, a student who has sickle cell anemia will have flare-ups that cause so much pain that they have to miss school for a week several times a year. In this case, intermittent homebound would be appropriate. Upon placement on intermittent homebound the procedure is as follows: the parent would notify Homebound on the day of the first absence. If the student can return to school on the second or third day then no homebound services will begin. If the student cannot attend school on the third day a homebound teacher will see the student up to 4 hours each week until the student can return to the regular classroom.

Tanja Wren

Prince William County Public Schools

Prince William County Public Schools logo

  • Translations

Homebound Instruction

Prince William County Public Schools (PWCS) students are expected to attend school to the fullest extent possible, but homebound services may be provided to students who are temporarily confined to home or a health care facility and are unable to attend school based upon certification of need by a licensed physician, a licensed clinical psychologist, a licensed nurse practitioner.

For the purposes of homebound instructional services, "confined at home or in a health care facility" means that the student is unable to participate in the normal day-to-day activities typically expected during school attendance; and absences from home are infrequent, of relatively short duration, or to receive health care treatment.

Homebound instruction is designed to provide continuity of educational services between the classroom and home or health care facility, for students whose medical needs, both physical and psychiatric, do not allow school attendance for a limited period of time. Homebound instruction may be used to supplement the classroom program for students with health impairments whose conditions may interfere with regular school attendance (e.g., students receiving dialysis or radiation/chemotherapy; or students with other serious health conditions).

Homebound instruction is not intended to supplant school services and is, by design, temporary. It is not a remediation program and is not designed to provide students with time to make up previously missed assignments. The goal of homebound instruction is to keep the student as current as possible with classroom instruction and facilitate the student's return to the current classroom setting. Applications for homebound instruction are available through the homebound coordinator at your student's school.

Toni Bernhard J.D.

Things to Do When You’re Mostly Housebound

For those who are mostly housebound, living well can be a challenge..

Posted August 9, 2017 | Reviewed by Ekua Hagan

Public Domain

Due to chronic pain and illness, I’ve had over 16 years to adjust to being mostly housebound. Here are six ideas for living a purposeful and fulfilling life even if you’re stuck at home.

1. Bring the outdoors indoors

I’ve found that the best way to do this is to grow plants indoors. You could start a little herb garden. It won’t take up much space and, if you don’t have natural sunlight coming in, you can put the plants under a bright lamp for a few hours a day.

A few years ago, I started growing bonsai after my daughter and her family gave me a cute little juniper tree for my birthday. At first, I thought the juniper would be all I could handle, but they also gave me a book full of beautiful photos of trees, some of which could be grown indoors. (Many people don’t realize that growing bonsai indoors is a relatively new phenomenon; if you saw a bonsai when you were visiting someone, he or she most likely brought it in from the outdoors temporarily so that you could enjoy it.)

I love growing trees in my bedroom. I’d never imagined I could do this before. Currently, I have five trees: a jade, an umbrella tree (also known as a schefflera), a flowering mimosa, and two different species of ficus. The umbrella tree and one of the ficus have multiple trunks, so each of them looks like a little forest.

Growing bonsai can be expensive, but there are ways to get around that. For example, you’re supposed to buy a “root hook,” which is a tool to comb out the roots in preparation for pruning them back when they get impacted. Instead of a root hook, I use a kitchen fork (a tip I found online).

You can also buy fancy water meters that tell you the precise water content of the soil, so you know when to water them. Instead, I push my finger down into the soil about a quarter of an inch to see if it’s dry and needs water (another online tip). This works fine!

In addition, you can buy expensive books on caring for bonsai but, as you can tell from the two paragraphs above, everything you need to know can be found on the internet for free. Just Google “bonsai” and than add words for whatever you need to know: watering, fertilizing, pruning, etc.

And as for buying them? To my surprise, there are inexpensive and moderately-priced plants on the web if you look around.

Growing these bonsai has done more for me than just "bringing the outdoors indoors" because I’ve learned a new skill.

2. Undertake a modest beautification project

A few years ago, I took up doing jigsaw puzzles all the time. I started doing this because I was at a low point in my chronic illness and, to be honest, in addition to keeping up this writing, sitting in bed and putting puzzles together was all I could handle.

Jigsaw puzzles can be expensive if you get high quality ones, so what I did was buy ones with beautiful paintings on them (especially from the impressionists) and then, after a few weeks, take one apart and do it over again.

After puzzles are completed, many people spray them with fixative and put them up on the wall. I couldn’t do that because I was taking them apart and doing them over. So, instead, I displayed them after they were done by putting them down on any empty surface I could find—a dresser, a table in the living room, even the back of the toilet. Some are still there and they look great!

So, that’s one idea for a beautification project. Here’s another. You could take a small space and fix it up so it looks particularly nice. The other day, I realized that one corner of the living room had become a depository for stuff, some of which we hadn’t used for years. It only took me 10 minutes clean out that corner and wipe the dust away. Then I put a statue we had of Kuan Yin in its place. Declutter and beautification at the same time!

3. Take up an art or craft

I’ve experimented with many arts and crafts since becoming mostly housebound. Some are beyond my energetic abilities. One example of that is when I tried fabric painting. My idea was to use non-toxic dyes like Dyna-Flo and create designs on silk scarves that I could then give away to people. Unfortunately, the set-up and the clean-up alone used up all my energy, so those materials were soon boxed up and donated to our local SPCA store.

homebound assignments

What can I do? I can crochet and I can sew. (I can’t knit because of arthritis in my fingers.) I’m also trying watercolor; instead of standing or sitting at an easel, I recline in a lounger and bring the paper close to me. I’ll see how that goes. One advantage of watercolor (or drawing) over something like oils or acrylics is that the set up and clean-up are relatively easy.

And I can also write from my bed…usually in small spurts of time. You might try writing poetry or keeping a diary. It can be so satisfying to get your thoughts down on paper and then read them over and make them more articulate and expressive.

4. Discover the world of podcasts

I had no idea that this was such a resource until a friend suggested I listen to one about an eccentric living in the southern U.S. It was riveting. You can find podcasts on every imaginable subject. What amazes me about the ones that follow a person’s life is that, no matter how ordinary people appear to be, everyone is interesting and unique in some way.

5. Keep your brain sharp with puzzles or by studying something new

I’ve mentioned jigsaw puzzles. You might try crossword puzzles or Sudoku. As for studying something new, think about what you’d like to understand or appreciate better. It could be a historical era or it could be art. Dozens of museums have put their collections online: the British Museum in London, the Guggenheim Museum in New York, the National Gallery in Washington, D.C, the Musée d'Orsay in Paris. (The latter houses dozens of famous impressionist paintings. I tell an anecdote about my visit there in Chapter 1 of my book, How to Be Sick .)

Set a time each day to study, but be flexible. If you don’t feel well enough one day, skip studying or practicing. The time you devote to it shouldn’t be longer than you can handle—even 10 or 15 minutes will do. You can study from books or the internet. I’ve discovered that when I find a book I like at Amazon, it’s usually available from the Amazon Marketplace at a price that’s less than the $3.99 it costs to have it shipped! Barnes & Noble has the same service.

Also, you can learn an amazing array of new skills from Podcasts and from YouTube. (I use YouTube a lot and only wish I didn’t have to wait through the ads that seem to be showing up more frequently these days; I can pay to get them to go away, but I don’t want to spend money on that.)

In addition, many classes are available on the web for free. Try sites such as Khan Academy or Coursera.

6. Foster at least one email or FaceTime relationship, where you can share conversationally as if you were meeting in person over coffee or tea

This has made such a difference in my life. Since becoming chronically ill in 2001, I’ve had two such friends. Sadly, one of them died, but we were friends until the end even though she lived on the other side of the world from me—I’m in California and she was in the Blue Mountains, outside of Sydney, Australia.

In addition to sharing the details of our lives, including our fears about her condition, we had so much fun together. We’d play a silly game called Fishdom on our computers and then email each other screenshots of the fancy aquariums we were building. We did this even when she was unable, toward the end, to get out of bed at all. It made us laugh.

Today, I have a close friend who lives across the country from me. We write to each other every other day or so. We share our lives: how we feel, what we’re up to, what’s going on in our families. It’s as if we’re sitting in the same room together. Her friendship enriches my life tremendously.

You may not think there’s such a person in your life. I encourage you to try to find one (it might be a family member or a friend who's just waiting to hear from you). If you try, you may stumble on the right person to get really close to. I did—twice.

© 2017 Toni Bernhard .

Thank you for reading my work. I’m the author of four books, including How to Be Sick: Your Pocket Companion (for those who've read How to Be Sick and those who haven't). May 2020.

Toni Bernhard J.D.

Toni Bernhard, J.D., is a former law professor at the University of California, Davis. She's the author of How to Be Sick , How to Wake Up , and How to Live Well with Chronic Pain and Illness .

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homebound assignments

O n 17 January, ThePrint published an article by Professor Patrick Olivelle discussing the status of temples in ancient India. Olivelle argues that Hindu rituals were primarily home-bound, and Dharmashastra literature shows a conspicuous disinterest in the idea of temples for rituals. He deepens the argument and claims that the Dharmashastras were not only disinterested in but also opposed to the temple culture, and viewed them with low prestige.

Olivelle bases his argument on four pieces of evidence: lack of detailed discussions on temples in any of the Dharmashastra texts; Dharmashastras banning Vedic recitation in temples; Dharmashastras prohibiting an invitation to Devalakas, translated by the author as “ritual specialists associated with temples” during ancestral offerings; and the temples being relegated to the periphery of activities and serving merely as temporary shelters for wandering ascetics.

In this article, we review some of those pieces of evidence and evaluate whether the interpretations stand logical scrutiny.

Also Read: Kamakhya Temple is one way Assam shaped Sanskritic mainstream in medieval India

Do Dharmashastras disrespect temples?

Olivelle makes the puzzling decision to search for the idea of temples in Dharmashastra literature. Dharmashastras are not the place to look for these details at all. They and the Grihyasutras discuss household activities, while the Pancharatra Agamas and the Shaiva Agamas discuss the idea of temples. Therefore, it is not surprising to see scant references to temples in Dharmashastras.

One may argue, however, that Dharmashastras are older texts and hence looking at them would give an indication of the beliefs about temples at those times. Even if we agree with this logic for the sake of argument, what Olivelle has observed about temples in Dharmashastras is a classical case of reading out of context. Yes, Vishnu Smriti (30.15), as claimed by the author, prohibits Vedic recitation in temples. It is not Vedic “recitation” per se but Vedic studies. If we look at the context starting from 30.4, it gives a list of occasions, including days such as Ashtami, Chaturdashi; places such as a war field; and instances such as natural calamities. The list indicates space and time that are not conducive to learning texts. It is commonsensical that learning, especially of the Vedas, should happen in a serene environment and not in a place designated for people to gather for other specific purposes. There is another reference in the same Vishnu Smriti (30.15) that prohibits temples, cemeteries, and abandoned houses (69.7) as places for sleeping with a partner. Of course, you shouldn’t! Temples are neither classrooms nor bedrooms. Each place has a purpose of its own.

Based on such incorrect slim evidence, Olivelle is claiming that Vishnu Smriti is looking at temples with suspicion and disdain. In fact, on the contrary, there are numerous instances where the same Vishnu Smriti talks about idols and temples with great reverence. The list is long and includes – punishment for breaking the idol (5.175), performing divine rituals (9.33), worshipping and taking sacred water (14.2), using as a witness (14.3), prescription for circumambulation (63.26), etc. It also states that one who constructs a temple for a deity gets to reside in the divine abode of that deity itself (91.10). Even cleaning the premises of the temple and preparing the idol for the next worship are seen as equivalent to donating a cow in terms of their ‘ punya’ (91.17, 91.18). Surprisingly, Olivelle was quick to jump to the conclusion that temples are seen with disdain as they were mentioned along with a cemetery. However, he doesn’t notice that actions around temples were not just mentioned but equated with the idea of go-daan (cow donation)!

The references to temples with respect are seen in multiple other ancient sources, including the Vedas and Dharmashastras: Shadvimsha Brahmana (6.10.2), Atharva-parishishta (40.1.4-5), Shandilya Upanishad (1.5), Vaikhanasa Grihya Sutra (4.12), Laugakshi Grihya Sutra (18.1-2), Kaushitaki Grihya Sutra (1.18.1-6), Manu Smriti (9.280), Parashara Smriti (1.7), Yajnavalkya Smriti (2.112), and Gautama Dharmasutra (1.9.66). Even Charaka Samhita, Natya Shastra, and some Buddhist texts have talked about temples with reverence. More details on the idea of temples in Indian texts and traditions are being dealt with by us in another academic paper.

Olivelle cites PV Kane’s observation – “It strikes one as somewhat strange that none of the principal gṛhya and dharma-sutras contains any procedures of consecrating an image in a temple” – and argues that this silence suggests that the Dharmashastras viewed temples with suspicion and disdain. However, what strikes us is Olivelle selectively citing Kane! Kane’s very previous sentence reads- “Though the Dharmashastras speak as shown above of images and temples, it strikes ….”. How can Dharmashastras speaking about the images and temples but only being silent on the details of consecration suggest that they were viewed with suspicion and disdain?

Also Read: How non-violent Jainism thrived in the warlike Deccan

On the question of Devalaka

Let’s now address the issue of Devalaka. Yes, it is true that Devalakas are not to be invited for ancestral offerings. However, this is only a partial truth. Who exactly is a Devalaka?

Olivelle in an earlier essay titled The Temple in Sanskrit Legal Literature ,” in the book Archaeology and Text: Temple in South Asia accepts that “the meaning of the term is not altogether clear”, and claims that “it must refer to a Brahmin who functioned in some way as priest in a temple.” In fact, no Smriti defines priests in general as Devalakas. Even Puranas and Agamas that speak highly of temples in general, view Devalakas in ways that do not suit priests or temple attendants (Narada Purana 1.26.31 and Kamikagama Uttarabhaga 30.322). Therefore the term does not refer to a priest nor does a prohibition on inviting them belittle temples. In the Vyakarana tradition, the term is used to refer to a person who carries an idol from one home to the other and makes a living out of it (Ashtadhyayi 5.3.99). In the Smriti tradition, the term, as explained by Kulluka Bhatta in his Manvartha-Muktavali citing Devala Smriti , refers to those who use temple resources to make a living, and NOT engage in activities only for ‘ dharma’ . This is similar to the idea of Bhritakadhyapakas, who despite doing the sacred duty of teaching, are doing it for salary, but not for dharma. This is an important distinction, which may be difficult to comprehend for us immersed in societies governed by modern economics.

In ancient Indian systems, there existed a strict boundary between what one can trade and what one cannot, and this kept the sanctity of traditions intact. The idea of knowledge, rituals, faith, and temples was to please the divine and acquire ‘ punya’ . Sages, teachers, and priests were mostly in that group and were therefore seen with reverence by society, which took care of them, including with an invitation for ancestral offerings. However, if a priest fails to abide by that detachment and falls for material gains, then he is called a ‘devala’ or ‘devalaka’, and is prohibited from being invited.

We believe that the word is derived from the root word div and perhaps refers to a gambler. This is possibly what it connoted earlier, as Devalaka was normally counted among singers, dancers, sculptors, medical attendants and others. Even Bodhisattvas are said to have been born as Devalakas (Gandavyuhasutra 35) among dancers, singers and others.

In any case, as one can see, this prohibition on Devalaka surely doesn’t demean the value of a temple. On the contrary, it gives the temple a much higher place of reverence.

Also Read: Ancient India’s battle of ideas: Yudhisthira & Arjuna are ideal kings. Don’t be like Ashoka

On being a temporary shelter for ascetics

Olivelle’s pointing to temples serving as temporary shelters for wandering ascetics doesn’t prove anything either, other than creating an impression in the minds of the readers that temples were inconsequential entities. However, we have already seen the reverence shown towards them in the multiple texts. Moreover, an ascetic, as a person who has given up his home, shouldn’t sleep in a home. He was, therefore, advised to take shelter in a temple for a night. It is an obvious and simple assertion. We find it difficult to read things where none exist.

In summary, the claim made by Olivelle about the position of Dharmashastras on temples is a complete misrepresentation. The prohibition of certain acts at temples was taken out of context to imply that temples are seen with suspicion. We have explained the context and provided instances to the contrary where Dharmashastras refer to temple culture with great reverence. We have also explained how the discussion on Devalaka was a case of half-truth, and how temples being shelters for ascetics was an obvious practical arrangement with no negative connotation.

We would have ignored an article of this nature if written by fiction writers like Devdutt Pattanaik. However, Olivelle is a serious scholar, trained in ancient texts, and we are sure he knows how to make complete sense of an idea by looking at the texts holistically. It, therefore, makes us wonder if this is a case of deliberate misrepresentation by cherry-picking ideas and presenting half-truths to mislead the public towards a preconceived notion. Publishing an article of this nature just five days before the 22 January Pran Pratishtha ceremony at Ram temple in Ayodhya furthers our suspicion. We are hopeful that we in academia shall read ancient texts for what they are, rather than using them as tools to further any ideology.

Acharya Veeranarayana Pandurangi is a professor at the Karnataka Samskrta University and teaches ancient Indian religion, history and philosophy.  V Srinidhi is an independent scholar of Indian traditions and holds a PhD in public policy from IIM Bangalore. Views are personal.

Patrick Olivelle’s response:

I want to thank Professor Veeranarayana Pandurangi and V Srinidhi for their thoughtful response to my column on temples. Knowledge is enhanced by discussion, interaction, and even debate. Ashoka said that one becomes a bahushruta, learned, only by listening to others. So, your response is a significant step in this interaction, for which I thank you. If everyone can have calm and responsible discussions—without being disagreeable even when we disagree—the world would be a better place.

One thing my esteemed colleagues have failed to note is the lack of archaeological evidence for monumental temple buildings prior to the early centuries of the common era. This is important, because stray words in texts, such as devagriha and devalaya , can refer to any enclosed space for enshrining a divine image, including small shrines. That is the case in many of the texts the responders have listed. Yes, the Agama literature and the Puranas do discuss temples and temple worship. But these are much later texts that do not provide evidence for temples during the period I talk about. Even the Vishnu Smriti, which I critically edited in 2009, was composed in Kashmir around the seventh century CE. On the term devalaka, Kullūka’s interpretation is given over a thousand years after the composition of the Manusmriti and cannot be viewed as its meaning and significance in the first or second century CE.

Finally, the column was not written to be published just before the consecration of the temple at Ayodhya. The timing of the publication was determined by the editors and not by me. My original paper on this topic was published in 2010.

With this, ThePrint closes the discussion.

(Edited by Theres Sudeep)

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  • Hindu temples
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Pretty good work, ThePrint. People should be open to ideas, replies and counter-replies. I believe this is the way to go. Professor Olivelle is free to present his view point and people can reply to him and he can give his final response.

Thanks for the interesting discussion!

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