An interdisciplinary approach to the total care of chronically ill children and adolescents involves consideration of biomedical, bio-behavioral, and psychosocial factors (Varni, 1983). One aspect of this approach is an increasing emphasis on the coordination of services between the medical community and the public schools. There have been two major forces behind linking the care of the chronically ill child’s physical health, social development, and educational attainment. First, technical advances in the detection and treatment of acute, infectious diseases have shifted the focus of pediatrics to the management of chronic illnesses and disease prevention (Russo & Varni, 1982). Second, the Education for all Handicapped Children Act of 1975 (P.L. 94–142) has mandated that public schools accept responsibility for providing appropriate educational and supportive services to chronically ill children, that is, administering medications and detailed medical regimens; furnishing physical, occupational, speech, and language therapy; and changing classroom curricula and building structure (Schroeder, Teplin, & Schroeder, 1982; Walker, 1984).