Other Health Impairment

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Other Health Impairment

• Chapter 11

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• 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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• 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

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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

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• primary symptoms anemia periodic pains
• Pain triggers (4)
• Extreme heat of cold
• Poor diet
• Not enough liquids
• Lack of sleep
• Performs well in school
• Long sickle cells cause blood clots and pain

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• Epilepsy
• 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.

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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.

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• 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.

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• 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.

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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

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• 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

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• Cancer
• 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)

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• treatments
• chemotherapy children respond well because
  several type specially affect growing cells
• surgery
• radiation therapy
• combination
• side effect (chemotherapy)
• nausea
• 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

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• 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
•  

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• Diabetes
• 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

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• 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)

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• 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

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• 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

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• 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

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Major issues for classroom

• 1.) protecting confidentiality
• 2.) preventing the transmission of HIV
• 3.) understanding how the condition can affect
• learning and behavior