If chronic health impairments and illnesses (such as juvenile diabetes, asthma, cancer) are your topic, please post the answers to the four questions here.
Use this template to organize your work for the blog assignment. You MUST turn this sheet in as well as post your research on the blog.
Question Answer (including fully cited resources) How is your disability defined by the federal and state laws? (Consider federal education laws such as IDEA & NJ spec ed code.)
Juvenile Diabetes is also known as type 1 diabetes, called diabetes mellitus because of it’s high risk influence on children. Most cases of diabetes in children is found to be this type 1 diabetes, and as such the name juvenile diabetes was derived. Section 504 of the Rehabilitation act of 1973 covers juvenile diabetes in that it covers ‘otherwise qualified handicapped individual’ not being excluded from federally aided programs such as education. The definition provided of type one diabetes is listed below: a disorder of the body's immune system -- that is, its system for protecting itself from viruses, bacteria or any "foreign" substances. Diabetes is also covered under the ADA and IDEA, which provide for a variety of things for individuals with disabilities, including but not limited to FAPE.
What are the developmental characteristics of persons with this disability? (cognitive, social, emotional, physical, and levels of functioning.)
Individuals with juvenile diabetes have a lack of insulin and a disorder in their immune system which does not help in the protection from normal viruses and sicknesses attacking the body. Developmentally persons with diabetes will become ill much more often and severely than other people, but developmentally may not be affected other than by the illnesses they encounter. Some signs of an individual having type 1 diabetes are listed below:
Warning signs of type 1 diabetes (these may occur suddenly): Extreme thirst Frequent urination Sudden vision changes Sugar in urine Fruity, sweet, or wine-like odor on breath Increased appetite Sudden weight loss Drowsiness, lethargy Heavy, labored breathing Stupor, unconsciousness
Statistics show that on average 35 children a day are diagnosed with juvenile diabetes, which correlates to around one child per hour, and 13,000 each year. Because there is no known cure for diabetes, children suffering from this type 1 diabetes may be treated continuously with doses of insulin throughout their lives. Persons with this disability will be physically less capable than other children due to the fact that they may contract simple illnesses that evolve into life threatening ones due to their diabetes.
Students may feel symptoms such as anger, depression, sadness, fear and guilt from their diagnosis with diabetes. Dealing with a disability is never easy, and the child as well as their family will be going through time periods of emotional trauma and challenges faced by this new development.
Socially students may struggle because they feel that they are different from others their age. Although developmentally they may be the same, having to take prescribed insulin or other drugs on a daily basis while others do not have to do this may take time for the child and those around him/her to adapt to. Taking shots, keeping track of the meals you eat, and so on are constant reminders to a student that there is something ‘wrong’ with them. Even though we know it is merely an illness that was unavoidable, the student may feel guilty and become withdrawn because of his or her juvenile diabetes.
If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability?
Understanding a child’s 504 plan would be the most helpful thing I could possibly think of to begin understanding just what this student’s needs are going to be in my classroom. Other aspects that I would want to become involved in is speaking with the child’s parents to collect as much information about the child as possible. Knowing the child’s likes and dislikes, fears, etc would help me as the teacher better adapt to their presence in my classroom. Simply knowing all the facts about what type 1 diabetes is, which is explained above along with possible side affects in everyday life, would also play a key factor in allowing me to better accommodate students with such a disability. Because diabetes is such a widespread occurrence at this stage in the world, I would make sure that all the students knew and understood the basic ins and outs about just what diabetes was, and why the student needed to take injections and medications. Allowing the rest of the class to learn and associate with the other student would hopefully create a general acceptance for the child’s disability and allow him or her to become more socially inept within my classroom. Using many group work settings I would implement this child into a more socially acceptable role within my classroom. Interaction with peers is key to the child’s understanding that he or she, while having a disability, is not defined by that disability and is expected to perform at the same levels academically as their peers. If there was a nurse following the student around during the day, or periodically coming in to administer shots or medications, I would schedule my class time so that we would be switching activities while the student stepped out to receive medication. That way I would hope to keep the distraction created by this student leaving and returning to a minimum, and hopefully keep from embarrassing the student from getting up in the middle of a lesson.
What resources would help you as a teacher to serve this child? (websites, agencies, people within your school, curriculum materials: 2 or 3 line description for each resource is required.)
First and foremost the best possible resource is the parents of the child. Having a personal relationship with these individuals who are vital in the child’s life would be key to my understanding and working with the child as the year progressed.
The IEP team that worked with the child’s individual education program would also be people I would want to stay in contact with. Knowing the ins and outs of the IEP designated to this child would help me to help the child attain their goals set forth in this.
Other staff members within the school such as the principal and other teachers would need to know that this child may be taking frequent bathroom trips and be out of the classroom for medical reasons. Make sure that the staff is trained in taking blood pressure levels and testing glucose levels in case of an emergency.
http://www.isletsofhope.com/diabetes/law/public_schools_1.html Talks about state laws concerning diabetes within the school systems of each state. IT also gives basic descriptions of the different types of diabetes and allows user to click on links for each state providing information about each state concerning diabetes.
Works Cited
(May, 2005). Retrieved November 20, 2007, from http://www.jdrf.org/files/General_Files/Life_with_Diabetes/lifenewsletter/LifewithDiabetesMay05.pdf
(n.d.). Retrieved November 22, 2007, from http://www.jdrf.org/index.cfm?page_id=103473
(2007). Retrieved November 23, 2007, from http://kids.jdrf.org/index.cfm?fuseaction=home.viewPage&page_id=3C6372DC-5004-D739-A5C2E9342E44B0C9
(n.d.). Retrieved November 23, 2007, from http://ndep.nih.gov/diabetes/pubs/Youth_NDEPSchoolGuide.pdf
(n.d.). Retrieved November 24, 2007, from http://www.diabetes.org/aboutus.jsp?WTLPromo=HEADER_aboutus&vms=249405140029
(2006). Retrieved November 22, 2007, from http://www.isletsofhope.com/diabetes/law/public_schools_1.html
The second disability category I learned about from the blog post is a slight different view from my original category in the following ways:
How is your disability defined by the federal and state laws?
Courts have found that children with diabetes are covered by both the ADA and Section 504 laws. The IDEA is the federal law that funds special education services for children with disabilities.
Juvenile Diabetes was a disease that originally older adults had, but became more prevalent in children with obesity. There are two types of Juvenile Diabetes which has been developed in all ages. Type 1 diabetics have to use insulin to inject themselves because of the lack of insulin in the body cells.
Type 2 is cause by children who are overweight or obese. This common chronic disease is a lifelong term that cause the pancreas to fail to produce insulin or in the body cell. Without insulin the body cannot process the glucose it needs. If the body cell resist to insulin it will cause the glucose not to perform in the blood cell to transform into energy. Diabetes is most often a hereditary disease. Other factors that may cause a person to get diabetes are viruses, lack of physical activity, poor diet, and a high consumption of sugars and fat.
What are the developmental characteristics of persons with this disability?
Type 1 has a different type of symptoms where the body cannot metabolize glucose because of a lack of insulin produced by the body. Keeping a normal blood concentration, the kidneys pull out sugar and mass amounts of water from the body. This results in consistent urination, which causes body to form dehydration It will cause the child to then become thirsty and drink large quantities of liquid. Eventually, the sugar going into the body is not used by the cells due to the lack of insulin, the child feels hungry and eats mass amounts of food, loses weight, and becomes tired and weak. For the most part, the child will develop abnormal characteristics such as: *Extremely thirsty * Frequent urination * Increase in appetite *Drowsiness *Dry and warm skin, *Heavy Breathing
Having this disease can be very stressful for the child to handle because of varies of causes: (1) A child may feel uncomfortable around classmates because they are aware of their diabetes and the use of medications and injection. (2) A child may go through a stage of denial and avoid their dietary foods. (3) A child may become embarrassed of their tardiness and absence due to body changes that delays in school activities. Children with type 2 were viewed as eating too much junk food and lack of exercise provokes the glucose in the body level to raise a high level in the pancreas.
If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability?
I would first observe the child’s IEP plan and view all of the federal laws of Section 504 and ADA carefully to give my student the best quality of care that he or she deserves. I would do this to play it safe so there would be clarity on the child’s needs.
If I notice that the child has excessive amount of absence due to their illness, I can video tape my lesson so the child can make up the work while at home. Hoping that the child has a computer at home, email would be a good use to communicate to the parent on what the child need to complete for the next day. I would contact someone who is an advocate for Juvenile Diabetes to give a presentation in the classroom on living with the illness. This would be effective to the child as well to hear someone else’s experience on this type of disease.
If I the child has to leave the room for a short period of time because she or he has to take medication or insulin, I would stop my lesson teaching and resume back once the child return to the classroom. This is necessary so the child would achieve an effective academically performance.
A child that suffers this disease would need special attention from the teacher and other classmates. That is, I would incorporate a safe and secure environment for the child so they can feel relaxed in a school setting. Learning to accept the child and their special needs will help make a better relationship between the child and teacher.
If the child gets out of control because of the disease he or she has and no improvement in their behavior I would take a step to ask for a intervention. For example, if the child has a behavioral problem, does not follow instruction, or causes havoc in the classroom, because they are annoyed by their diabetes, I would ask for immediately attention from the school and parent.
Lastly, no one would know the child except for the parent. They play a big part in the child’s life. I would schedule and one-on-one meeting with the parent to get to know the child better and to understand the child’s emotional needs.
What resources would help you as a teacher to serve this child?
As I stated early in the passage I would seek internet resources that will enable me to reach the child special needs. Finding a person or agency on-line with low or no cost to the school. It will help educate the child and other children that know someone who has this type of disease. Even though there’s no cure for it, but it can be very informative to those who are seeking help.
Working alongside with the IEP team Individual Education Program will allow me to understand the history of the child and know what to expect for her or him during the year in my class room.
Every Parent may feel the need not to talk to the teacher about their child’s needs because of their culture or lack of interest in educating themselves to learn more about it. I would schedule a meeting for the parent to see me or visit the parent at home for a one on one interview about their child work performance. Children with Juvenile Diabetes are just as important in the classroom as the others. My goal is to show as much interest in the child academic performance so it can make a difference in the child life forever.
Juvenile Diabetes a. Juvenile Diabetes is also known as diabetes mellitus this is because it has a high influence on children. From the federal point of view it is qualified as “otherwise qualified handicapped individual” under Section 504, this means a child has to receive a federally aided education. Juvenile Diabetes is also under ADA and IDEA, to make sure they receive a FAPE (Free Appropriate Public Education) and a variety of other services. b. Juvenile Diabetes developmental characteristics are being less capable of fighting illnesses. A child with diabetes cannot fight of illness so a simple virus can become life threatening. Since many children with diabetes have to take many shots of insulin and other drugs everyday they sometimes feel different from other children their age which causes them to feel guilty sometimes because they feel they are socially withdrawn. Children with diabetes develop the same as children without diabetes, they just have more of a responsibility to know about their food intake and diets. c. As a future teacher, if I had a student with Juvenile Diabetes I would first make sure he/she understand they are not very different from their peers and have them understand that everyone is just as special and just because they have an illness they will not be treated differently than anyone else. As an educator you must understand the importance of the child’s 504 plan because it shows what you are required to do for this child in the classroom. It is also a very good idea to get to know the student and his/her parents to see what to do in some situations. It is always a good idea to keep a close relationship with their parents. As personal knowledge I would do some research in understanding the illness to see what I could do if something were to happen to the child. Since the children have to take their insulin throughout the day I would make it as unnoticeable, like having a break or change the activity so there is a lot going on and the other student will not notice. To make the student interact with their peers, I will do group work so they become more comfortable with the other students.
This blog is designed as a resource tool for teacher candidates learning about special education and students with special needs. Pairs within the class will create their own blogs about specific students with special needs, such as children with ADHD, and then link that blog to this central site.Each blog will contain information about the federal and state definition of the disability group, the general physical, social, cognitive, and emotional developments, as well as useful resources for teachers.
3 comments:
Name: Michael Kurlander
Topic: Juvenile Diabetes
Use this template to organize your work for the blog assignment. You MUST turn this sheet in as well as post your research on the blog.
Question Answer (including fully cited resources)
How is your disability defined by the federal and state laws? (Consider federal education laws such as IDEA & NJ spec ed code.)
Juvenile Diabetes is also known as type 1 diabetes, called diabetes mellitus because of it’s high risk influence on children. Most cases of diabetes in children is found to be this type 1 diabetes, and as such the name juvenile diabetes was derived. Section 504 of the Rehabilitation act of 1973 covers juvenile diabetes in that it covers ‘otherwise qualified handicapped individual’ not being excluded from federally aided programs such as education. The definition provided of type one diabetes is listed below:
a disorder of the body's immune system -- that is, its system for protecting itself from viruses, bacteria or any "foreign" substances.
Diabetes is also covered under the ADA and IDEA, which provide for a variety of things for individuals with disabilities, including but not limited to FAPE.
What are the developmental characteristics of persons with this disability? (cognitive, social, emotional, physical, and levels of functioning.)
Individuals with juvenile diabetes have a lack of insulin and a disorder in their immune system which does not help in the protection from normal viruses and sicknesses attacking the body. Developmentally persons with diabetes will become ill much more often and severely than other people, but developmentally may not be affected other than by the illnesses they encounter.
Some signs of an individual having type 1 diabetes are listed below:
Warning signs of type 1 diabetes (these may occur suddenly):
Extreme thirst
Frequent urination
Sudden vision changes
Sugar in urine
Fruity, sweet, or wine-like odor on breath Increased appetite
Sudden weight loss
Drowsiness, lethargy
Heavy, labored breathing
Stupor, unconsciousness
Statistics show that on average 35 children a day are diagnosed with juvenile diabetes, which correlates to around one child per hour, and 13,000 each year.
Because there is no known cure for diabetes, children suffering from this type 1 diabetes may be treated continuously with doses of insulin throughout their lives. Persons with this disability will be physically less capable than other children due to the fact that they may contract simple illnesses that evolve into life threatening ones due to their diabetes.
Students may feel symptoms such as anger, depression, sadness, fear and guilt from their diagnosis with diabetes. Dealing with a disability is never easy, and the child as well as their family will be going through time periods of emotional trauma and challenges faced by this new development.
Socially students may struggle because they feel that they are different from others their age. Although developmentally they may be the same, having to take prescribed insulin or other drugs on a daily basis while others do not have to do this may take time for the child and those around him/her to adapt to. Taking shots, keeping track of the meals you eat, and so on are constant reminders to a student that there is something ‘wrong’ with them. Even though we know it is merely an illness that was unavoidable, the student may feel guilty and become withdrawn because of his or her juvenile diabetes.
If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability?
Understanding a child’s 504 plan would be the most helpful thing I could possibly think of to begin understanding just what this student’s needs are going to be in my classroom. Other aspects that I would want to become involved in is speaking with the child’s parents to collect as much information about the child as possible. Knowing the child’s likes and dislikes, fears, etc would help me as the teacher better adapt to their presence in my classroom. Simply knowing all the facts about what type 1 diabetes is, which is explained above along with possible side affects in everyday life, would also play a key factor in allowing me to better accommodate students with such a disability.
Because diabetes is such a widespread occurrence at this stage in the world, I would make sure that all the students knew and understood the basic ins and outs about just what diabetes was, and why the student needed to take injections and medications. Allowing the rest of the class to learn and associate with the other student would hopefully create a general acceptance for the child’s disability and allow him or her to become more socially inept within my classroom.
Using many group work settings I would implement this child into a more socially acceptable role within my classroom. Interaction with peers is key to the child’s understanding that he or she, while having a disability, is not defined by that disability and is expected to perform at the same levels academically as their peers.
If there was a nurse following the student around during the day, or periodically coming in to administer shots or medications, I would schedule my class time so that we would be switching activities while the student stepped out to receive medication. That way I would hope to keep the distraction created by this student leaving and returning to a minimum, and hopefully keep from embarrassing the student from getting up in the middle of a lesson.
What resources would help you as a teacher to serve this child? (websites, agencies, people within your school, curriculum materials: 2 or 3 line description for each resource is required.)
First and foremost the best possible resource is the parents of the child. Having a personal relationship with these individuals who are vital in the child’s life would be key to my understanding and working with the child as the year progressed.
The IEP team that worked with the child’s individual education program would also be people I would want to stay in contact with. Knowing the ins and outs of the IEP designated to this child would help me to help the child attain their goals set forth in this.
Other staff members within the school such as the principal and other teachers would need to know that this child may be taking frequent bathroom trips and be out of the classroom for medical reasons. Make sure that the staff is trained in taking blood pressure levels and testing glucose levels in case of an emergency.
American Diabetes Association
Nations leading 501©3 nonprofit health organization providing diabetes research, information, and advocacy.
http://www.diabetes.org/aboutus.jsp?WTLPromo=HEADER_aboutus&vms=249405140029
http://www.isletsofhope.com/diabetes/law/public_schools_1.html
Talks about state laws concerning diabetes within the school systems of each state. IT also gives basic descriptions of the different types of diabetes and allows user to click on links for each state providing information about each state concerning diabetes.
Works Cited
(May, 2005). Retrieved November 20, 2007, from
http://www.jdrf.org/files/General_Files/Life_with_Diabetes/lifenewsletter/LifewithDiabetesMay05.pdf
(n.d.). Retrieved November 22, 2007, from
http://www.jdrf.org/index.cfm?page_id=103473
(2007). Retrieved November 23, 2007, from
http://kids.jdrf.org/index.cfm?fuseaction=home.viewPage&page_id=3C6372DC-5004-D739-A5C2E9342E44B0C9
(n.d.). Retrieved November 23, 2007, from
http://ndep.nih.gov/diabetes/pubs/Youth_NDEPSchoolGuide.pdf
(n.d.). Retrieved November 24, 2007, from
http://www.diabetes.org/aboutus.jsp?WTLPromo=HEADER_aboutus&vms=249405140029
(2006). Retrieved November 22, 2007, from
http://www.isletsofhope.com/diabetes/law/public_schools_1.html
The second disability category I learned about from the blog post is a slight different view from my original category in the following ways:
How is your disability defined by the federal and state laws?
Courts have found that children with diabetes are covered by both the ADA and Section 504 laws. The IDEA is the federal law that funds special education services for children with disabilities.
Juvenile Diabetes was a disease that originally older adults had, but became more prevalent in children with obesity. There are two types of Juvenile Diabetes which has been developed in all ages. Type 1 diabetics have to use insulin to inject themselves because of the lack of insulin in the body cells.
Type 2 is cause by children who are overweight or obese. This common chronic disease is a lifelong term that cause the pancreas to fail to produce insulin or in the body cell. Without insulin the body cannot process the glucose it needs. If the body cell resist to insulin it will cause the glucose not to perform in the blood cell to transform into energy. Diabetes is most often a hereditary disease. Other factors that may cause a person to get diabetes are viruses, lack of physical activity, poor diet, and a high consumption of sugars and fat.
What are the developmental characteristics of persons with this disability?
Type 1 has a different type of symptoms where the body cannot metabolize glucose because of a lack of insulin produced by the body. Keeping a normal blood concentration, the kidneys pull out sugar and mass amounts of water from the body. This results in consistent urination, which causes body to form dehydration It will cause the child to then become thirsty and drink large quantities of liquid. Eventually, the sugar going into the body is not used by the cells due to the lack of insulin, the child feels hungry and eats mass amounts of food, loses weight, and becomes tired and weak. For the most part, the child will develop abnormal characteristics such as:
*Extremely thirsty
* Frequent urination
* Increase in appetite
*Drowsiness
*Dry and warm skin,
*Heavy Breathing
Having this disease can be very stressful for the child to handle because of varies of causes: (1) A child may feel uncomfortable around classmates because they are aware of their diabetes and the use of medications and injection. (2) A child may go through a stage of denial and avoid their dietary foods. (3) A child may become embarrassed of their tardiness and absence due to body changes that delays in school activities. Children with type 2 were viewed as eating too much junk food and lack of exercise provokes the glucose in the body level to raise a high level in the pancreas.
If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability?
I would first observe the child’s IEP plan and view all of the federal laws of Section 504 and ADA carefully to give my student the best quality of care that he or she deserves.
I would do this to play it safe so there would be clarity on the child’s needs.
If I notice that the child has excessive amount of absence due to their illness, I can video tape my lesson so the child can make up the work while at home. Hoping that the child has a computer at home, email would be a good use to communicate to the parent on what the child need to complete for the next day. I would contact someone who is an advocate for Juvenile Diabetes to give a presentation in the classroom on living with the illness. This would be effective to the child as well to hear someone else’s experience on this type of disease.
If I the child has to leave the room for a short period of time because she or he has to take medication or insulin, I would stop my lesson teaching and resume back once the child return to the classroom. This is necessary so the child would achieve an effective academically performance.
A child that suffers this disease would need special attention from the teacher and other classmates. That is, I would incorporate a safe and secure environment for the child so they can feel relaxed in a school setting. Learning to accept the child and their special needs will help make a better relationship between the child and teacher.
If the child gets out of control because of the disease he or she has and no improvement in their behavior I would take a step to ask for a intervention. For example, if the child has a behavioral problem, does not follow instruction, or causes havoc in the classroom, because they are annoyed by their diabetes, I would ask for immediately attention from the school and parent.
Lastly, no one would know the child except for the parent. They play a big part in the child’s life. I would schedule and one-on-one meeting with the parent to get to know the child better and to understand the child’s emotional needs.
What resources would help you as a teacher to serve this child?
As I stated early in the passage I would seek internet resources that will enable me to reach the child special needs. Finding a person or agency on-line with low or no cost to the school. It will help educate the child and other children that know someone who has this type of disease. Even though there’s no cure for it, but it can be very informative to those who are seeking help.
Working alongside with the IEP team Individual Education Program will allow me to understand the history of the child and know what to expect for her or him during the year in my class room.
Every Parent may feel the need not to talk to the teacher about their child’s needs because of their culture or lack of interest in educating themselves to learn more about it. I would schedule a meeting for the parent to see me or visit the parent at home for a one on one interview about their child work performance. Children with Juvenile Diabetes are just as important in the classroom as the others. My goal is to show as much interest in the child academic performance so it can make a difference in the child life forever.
Work Citations:
http://faculty.frostburg.edu/mbradley/EC/juvenilediabetes.html
http://www.909shot.com/diseases/juvenilediabetes.htm
http://www.revolutionhealth.com/conditions/diabetes/diabetes-in-children/?s_kwcid=juvenille%20diabetes|854182494
http://www.isletsofhope.com/diabetes/law/public_schools_1.html
Juvenile Diabetes
a. Juvenile Diabetes is also known as diabetes mellitus this is because it has a high influence on children. From the federal point of view it is qualified as “otherwise qualified handicapped individual” under Section 504, this means a child has to receive a federally aided education. Juvenile Diabetes is also under ADA and IDEA, to make sure they receive a FAPE (Free Appropriate Public Education) and a variety of other services.
b. Juvenile Diabetes developmental characteristics are being less capable of fighting illnesses. A child with diabetes cannot fight of illness so a simple virus can become life threatening. Since many children with diabetes have to take many shots of insulin and other drugs everyday they sometimes feel different from other children their age which causes them to feel guilty sometimes because they feel they are socially withdrawn. Children with diabetes develop the same as children without diabetes, they just have more of a responsibility to know about their food intake and diets.
c. As a future teacher, if I had a student with Juvenile Diabetes I would first make sure he/she understand they are not very different from their peers and have them understand that everyone is just as special and just because they have an illness they will not be treated differently than anyone else. As an educator you must understand the importance of the child’s 504 plan because it shows what you are required to do for this child in the classroom. It is also a very good idea to get to know the student and his/her parents to see what to do in some situations. It is always a good idea to keep a close relationship with their parents. As personal knowledge I would do some research in understanding the illness to see what I could do if something were to happen to the child. Since the children have to take their insulin throughout the day I would make it as unnoticeable, like having a break or change the activity so there is a lot going on and the other student will not notice. To make the student interact with their peers, I will do group work so they become more comfortable with the other students.
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