. 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: is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactive disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis rheumatic fever, sickle cell anemia,.
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1. Other Health Impairment Chapter 11
2. 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: is due to chronic or acute health problems such as
asthma, attention deficit disorder or attention deficit hyperactive disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis rheumatic fever, sickle cell anemia,
3. that adversely affect educational performance.
* Chronic condition - develops slowly and has long-lasting symptoms
* Acute condition - develops quickly and symptoms are intense but last for a relatively short period of time
4. Sickle Cell Disease
Most common inherited blood disease in USA. 80,000 Americans have this disease
1 in 500 African Americans
1/1000 – 1,400 Hispanic Americans have disease.
Lifespan has increased from 20 to 50 years
May suffer from depression or anxiety
5. primary symptoms anemia; periodic pains
Pain triggers (4)
Extreme heat of cold
Not enough liquids
Lack of sleep
Performs well in school
Long sickle cells cause blood clots and pain
a condition characterized by seizures cause by unregulated electric discharges in the brain
students can have two types of seizures generalized or partial
for seizures type, characteristics first aid, possibility of injury see figure 11-1
what triggers seizures? Extreme stress, fatigue, infections, disease, bright lights, certain sounds, and odors.
some students have academic challenges and can be misidentified as having AD/HD.
7. First Aid for Epileptic Seizures
A major epileptic seizure is often dramatic and frightening . It lasts only a few minutes, however, and does not require expert care. These simple procedures should be followed:
Remain calm. You cannot stop a seizure once it has started. Let the seizure run its course. Do not try to revive the child.
If the child is upright, ease him to the floor and loosen his clothing.
8. Try to prevent the child from striking his head or body against any hard, sharp, or hot objects; but do not otherwise interfere with his movement.
Turn the child's face to the side so that saliva can flow out of his mouth.
Do not insert anything between the child's teeth.
Do not be alarmed if the child seems to stop breathing momentarily.
After the movements stop and the child is relaxed, allow him to sleep or rest if he wishes.
9. It isn't generally necessary to call a doctor unless the attack is followed almost immediately by another seizure or the seizure lasts more than five minutes.
Notify the child's parents or guardians that a seizure has occurred.
After a seizure, many people can carry on as s before. If, after resting, the child seems groggy, confused, ore weak, it may be a good idea to accompany him or her home.
10. Asthma less air passes out of lungs
students have inhaled triggers cause it such as: exercise, dust, chalk, stress, mold, and pollens
Most prevalent chronic illness of children
Symptoms maybe mild or life threatening
Asthma symptoms can adversely affect school performance
11. Leading cause of school absenteeism
Increasing among African Americans and women
Students have trouble exhaling not inhaling
On average teacher have two students with asthma in each classroom.
Managing episodes in an essential first – aid skill for teachers
ruthlessly indiscriminate, attaching children and adults.
9,100 children under age or 15 were diagnosed with cancer (2002)
cancer in the primary cause of death by disease in children of this age group
child has a 72 to 92 % likelihood of five-year survival, depending on the site of the cancer.
the cure rate is 60% (for childhood cancer)
chemotherapy children respond well because several type specially affect growing cells
side effect (chemotherapy)
loss of hair
lower white cell count, increasing possibilities of infections
more than half of students with cancer have leukemia or brain tumors, Leukemia survivors may develop difficulty with writing and concentration
14. may benefit from time constrains and writing requirements
handouts wit preprinted assignments’
tape recorders for lectures and instructions
dictating machines and word processors
calculators to avoid math errors
genetics or following a viral infections
juvenile Type I diagnosed between age 10 and 16
students do not think of themselves as disabled. May try to hide it, but teachers need to know in case of emergency.
Hyperglycemia – too much sugar
symptoms : hunger, fatigue, blurred vision excessive thirst & Urination
treatment – insulin
16. Hypoglycemia not enough sugar
symptoms : dizzy, sweaty, shaky, nervous, headaches, blurred vision, Also change in behavior: outgoing withdrawn treatment (sugar) fruit juice, milk, soda
could go into convulsion – no liquid call for medical assistance.
lower IQ possible (especially with boys)
17. HIV Human Immunodeficiency Virus
attacks immune system. Gradually infects and eventually destroys T4 and other immune cells that protects the body from disease.
HIV is found in certain body fluids, can be spread through blood, semen, vaginal fluid, breast milk, and fluids containing blood.
HIV is passed from person to person thought sexual contact and blood to blood, sharing needles or injections equipment
18. 3 distinct phases of HIV
students is asymptomatic and feels healthy
minor symptoms such as fever, fatigue, increase as immune system weakens
AIDS acquired immunodeficiency disease occurs when students has 1 or more infections and a T4 count below 200
symptoms include : seizures, memory lapses, impaired vision, blindness, weight loss and in a child, loss of cognitive abilities
19. HIV cannot be contracted through saliva feces, nasal secretions, sweat, tears, urine, or vomit, unless blood is present
Among teens sexual contact largest cause
Females more likely than males
African American highest risk of HIV transmission (17x more likely)
64% adolescent aids were African American (2002)
Hispanic American are second highest
20. Major issues for classroom 1.) protecting confidentiality
2.) preventing the transmission of HIV
3.) understanding how the condition can affect
learning and behavior