Other Health Impairments Including: Asthma, AIDS & Cancer

1. Other Health Impairments Including: Asthma, AIDS & Cancer By: Brianne Wolfe EDN 410

2. Other Health Impairments as Defined by IDEA 2004: • “(9) Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that-- • (i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and • (ii) Adversely affects a child's educational performance” (IDEA). http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8,

3. Specific Types of Disability Falling Under “Other Health Impairments” Other Health Impairments may include, but are not limited to: • Asthma • AIDS • Cancer

4. AsthmaDescription and Characteristics • What is asthma? Asthma is the swelling of a person’s airways that can make it painful or difficult to breathe. This can cause coughing or wheezing. An asthma attack is when these symptoms become severe. If not properly treated an asthma attack can be fatal. http://www.nlm.nih.gov/medlineplus/magazine/issues/fall07/articles/fall07pg14.html

5. What causes asthma?Etiology/ Causes • Allergens- allergens can be anything from dust mites to pet dander to pollen that trigger someone’s asthma symptoms. • Environment- prenatal care, tobacco smoke, stress, exercise, and even diet can play a role. • Genetics- genes are a contributor to the development of asthma. http://www.nlm.nih.gov/medlineplus/magazine/issues/fall07/articles/fall07pg14.html

6. Prevalence of Asthma Children: • 7.0 million U.S. children have asthma • That is 9.4% of U.S. children have asthma Mortality in 2006 U.S. population (including adults): • Number of deaths: 3,613 • Deaths per 100,000 population:  1.2 http://www.cdc.gov/nchs/fastats/asthma.html

7. Tips for Teachers of Students with Asthma • Keep a “School Management Plan” on file for students with Asthma. (A sample form can be found via the link below) • Check with the school nurse to see if they have obtained a free “Allergy and Asthma Tool Kit.” (Again, this can be found via the link below.) • If necessary, meet with the student’s parents to help create the “School Management Plan.” http://www.aaaai.org/patients/topicofthemonth/0805/

8. Tips for Teachers of Students with Asthma Students with asthma learn much the same way as students without disabilities. However, it is important for teachers to remember that students with asthma may have a hard time concentrating because of their symptoms. http://www.aaaai.org/patients/topicofthemonth/0805/

9. Resources for Teachers: These sites list many organizations, books, and tools for teaching children about asthma: • http://www.nhlbi.nih.gov/health/prof/lung/asthma/school/teacher.html • http://www.asthma.org.uk/news_media/media_releases/exciting_new_resourc.html

10. Differentiated Instruction • “Students affected by systemic disabilities differ from those with other disabilities because systemic disabilities are often unstable. This causes a person condition to vary; therefore, the need for and type of reasonable accommodation may change” (disability). http://www.disability.uiuc.edu/page.php?id=38

11. Universal Design for Learning • “Provide Multiple Means of Representation (the "what" of learning). Students differ in the ways they perceive and comprehend the information presented to them. For example, those with sensory disabilities (e.g., blindness or deafness), learning disabilities (e.g., dyslexia), language or cultural differences, and so forth may all require a different means to approach content. Some may simply grasp information better through visual or auditory means than through printed text. In reality, no one type of representation will be optimal for all students, so providing options in representation is essential” (UDLcenter). http://www.udlcenter.org/aboutudl/udlguidelines/introduction

12. AIDSDescription & Characteristics • Acquired Immunodeficiency Syndrome, otherwise known as AIDS, is a weakening of the immune system caused by the HIV virus. • A person is initially infected with HIV before contracting AIDS. Over time, HIV breaks down a person’s immune system eventually causing AIDS. • A person with HIV usually has no symptoms. http://www.aids.org/factSheets/101-What-is-AIDS.html

13. AIDSEtiology/ Causes • AIDS is a fatal disease that can only be spread by an infected mother to her baby, infected breast milk, sexual contact, sharing needles, or in very rare cases blood transfusions. • The first blood sample found to have HIV was taken in 1959 from a man in Africa. “Genetic analysis of this blood sample suggested that HIV-1 may have stemmed from a single virus in the late 1940s or early 1950s” (CDC). http://www.aids.org/factSheets/101-What-is-AIDS.htmlhttp://www.cdc.gov/hiv/resources/qa/qa3.html

14. Prevalence of AIDS(In the U.S.) Diagnosed: • In 2006, 48 children age 13 or younger were diagnosed with AIDS Mortality: • In 2006, 62 persons age 13-19 died from AIDS. http://www.cdc.gov/hiv/topics/surveillance/resources/reports/2006report/table7.html

15. AIDS • Students with HIV/ AIDS learn much the same way that mainstream students learn.  They may or may not have cognitive disabilities.

16. Tips for Teachers of Students with HIV/AIDS • Review proper First Aid practices with the entire class. • Be sure to always respect the privacy of the students. • Do not single out students with HIV/AIDS.

17. AIDS • There are many resources available to teach students about HIV/AIDS. • http://www.unctv.org/aids/teacher_students/index.html • http://www.bookcentre.ca/library/catalogue

18. Differentiated Instruction • “Some common accommodations for students with systemic disabilities may include conveniently located parking, notetakers, modified course or workload, relocation of a meeting or class, priority registration, and time extensions for assignments and exams” (disability). http://www.disability.uiuc.edu/page.php?id=38

19. Universal Design for Learning • “Provide Multiple Means of Expression (the "how" of learning). Students differ in the ways they are able to navigate a learning environment and express what they know. For example, individuals with significant motor disabilities (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (e.g., executive function disorders, ADHD), those who have language barriers, and so forth approach learning tasks very differently and also demonstrate their mastery of tasks differently. Some may be able to express themselves well in writing but not orally, and vice versa. In reality, there is no one means of expression that will be optimal for all students; it is therefore essential to provide various options” (UDLcenter). http://www.udlcenter.org/aboutudl/udlguidelines/introduction

20. CancerDescription & Characteristics • Cancer is the growth of abnormal cells that may invade tissue.  • Metastasis is when cancer cells travel throughout the body. • Cancer is always named for the place where it originated from. (For example, if breast cancer were to spread to the lungs, it would still be considered breast cancer.) http://www.cancer.org/docroot/CRI/content/CRI_2_4_1x_What_Is_Cancer.asp?sitearea

21. CancerEtiology/ Causes • Cancer cells are primarily caused by damaged DNA. • “People can inherit damaged DNA, but most DNA damage is caused by mistakes that happen while the normal cell is reproducing or by something in our environment. Sometimes the cause of the DNA damage is something obvious, like cigarette smoking. But often no clear cause is found” (cancer). http://www.cancer.org/docroot/CRI/content/CRI_2_4_1x_What_Is_Cancer.asp?sitearea

22. Prevalence of Cancer • “6.9% of non-institutionalized adults have had cancer at some time in their life in the US 2001 (Summary Health Statistics for US Adults, 2002, NCHS, CDC)” http://www.cureresearch.com/c/cancer/prevalence.html

23. Tips for Teachers • Students with cancer may or may not have disabilities, but they need many of the same things that other students need: to feel safe, welcomed and accepted in their classroom. • Because of rigorous treatment, students with cancer may miss several days of school.  They may need to be tutored or eventually home-schooled.

24. Differentiated Instruction • “Systemic disabilities often require instructional strategies similar to those listed for other disabling conditions. The use of such strategies will depend on how the disability is manifested” (disability). http://www.disability.uiuc.edu/page.php?id=38

25. Universal Design for Learning • “Provide Multiple Means of Engagement (the "why" of learning). Students differ markedly in the ways they can be engaged or motivated to learn. Some students are highly engaged by spontaneity and novelty, while others will be disengaged or even frightened by those approaches and prefer a strict routine. In reality, no one means of representation will be optimal for all students, thus, providing multiple options for engagement is essential” (UDLcenter). http://www.udlcenter.org/aboutudl/udlguidelines/introduction

26. Resources for Teachers • Download PDF files at this site, such as: "Welcome Back: How teachers can help children return to school after treatment for cancer" and "Children with a Brain Tumor in the Classroom: How teachers can help children returning to school after treatment for a brain tumor." http://publications.cancerresearchuk.org/epages/crukstore.sf/en_GB/?ViewAction=View&ObjectID=4687&Page=2 • A lesson plan on cancer. http://info.cancerresearchuk.org/youthandschools/teachersresources/ys_lesson_whatiscancer/index.html • Play this game and "bust" the cancer cells. http://info.cancerresearchuk.org/youthandschools/gamesandpuzzles/bustacell/index.html

27. Resources • http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8, • http://www.nlm.nih.gov/medlineplus/magazine/issues/fall07/articles/fall07pg14.html • http://www.cdc.gov/nchs/fastats/asthma.html • http://www.aaaai.org/patients/topicofthemonth/0805/ • http://www.nhlbi.nih.gov/health/prof/lung/asthma/school/teacher.html • http://www.asthma.org.uk/news_media/media_releases/exciting_new_resourc.html • http://www.disability.uiuc.edu/page.php?id=38 • http://www.udlcenter.org/aboutudl/udlguidelines/introduction

28. Resources Continued • http://www.aids.org/factSheets/101-What-is-AIDS.html • http://www.cdc.gov/hiv/resources/qa/qa3.html • http://www.cdc.gov/hiv/topics/surveillance/resources/reports/2006report/table7.html • http://www.unctv.org/aids/teacher_students/index.html • http://www.bookcentre.ca/library/catalogue • http://www.cancer.org/docroot/CRI/content/CRI_2_4_1x_What_Is_Cancer.asp?sitearea

29. Resources Continued • http://www.cureresearch.com/c/cancer/prevalence.html • http://www.disability.uiuc.edu/page.php?id=38 • http://publications.cancerresearchuk.org/epages/crukstore.sf/en_GB/?ViewAction=View&ObjectID=4687&Page=2 • http://info.cancerresearchuk.org/youthandschools/teachersresources/ys_lesson_whatiscancer/index.htm • http://info.cancerresearchuk.org/youthandschools/gamesandpuzzles/bustacell/index.html