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Other Health Impairment


students have inhaled triggers cause it such as: exercise, dust, chalk, stress, ... Students have trouble exhaling not inhaling ... – PowerPoint PPT presentation

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Title: Other Health Impairment

Other Health Impairment
  • Chapter 11

  • 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

  • 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

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

  • 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

  • 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.

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.

  • 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
  • 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

  • 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.

  • 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

  • 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

  • Cancer
  • ruthlessly indiscriminate, attaching children and
  • 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)

  • 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

  • may benefit from time constrains and writing
  • handouts wit preprinted assignments
  • tape recorders for lectures and instructions
  • dictating machines and word processors
  • calculators to avoid math errors

  • 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

  • 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)

  • 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

  • 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

  • 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

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