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  • Children With Chronic Disease

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    Angelica Alejandro
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    The document discusses several chronic diseases that children may have including asthma, diabetes, epilepsy, and allergies. It outlines the rights children with these conditions have to access education and accommodations to manage their conditions. It also provides guidance for schools on supporting these students, such as educating staff and students, developing allergy-aware environments, and implementing inclusion policies and emergency response plans.

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    Children with Chronic Disease

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    The document discusses several chronic diseases that children may have including asthma, diabetes, epilepsy, and allergies. It outlines the rights children with these conditions have to access education and accommodations to manage their conditions. It also provides guidance for schools on supporting these students, such as educating staff and students, developing allergy-aware environments, and implementing inclusion policies and emergency response plans.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
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    109 views19 pages

    Children With Chronic Disease

    Uploaded by

    Angelica Alejandro
    The document discusses several chronic diseases that children may have including asthma, diabetes, epilepsy, and allergies. It outlines the rights children with these conditions have to access education and accommodations to manage their conditions. It also provides guidance for schools on supporting these students, such as educating staff and students, developing allergy-aware environments, and implementing inclusion policies and emergency response plans.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
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    of 19

    CHILDREN WITH

    CHRONIC
    DISEASE
    Presenter: Jamaine G. Dominguez
    BSIE-HE3A
    WHAT IS CHRONIC DISEASE?

     A chronic disease is a condition you can control with treatment


    for months. Asthma, diabetes, and depression are common
    examples. Often, they don't have a cure, but you can live with
    them and manage their symptoms.
    ASTHMA
     Asthma is a condition in which your airways narrow and swell and
    may produce extra mucus. This can make breathing difficult and
    trigger coughing, a whistling sound (wheezing) when you breathe
    out and shortness of breath.
     1975 Education for All Handicapped Act (Civil Rights Division, 1990)
    mandated free and appropriate public education for all students with
    disabilities in the least restrictive and most integrative environment possible.
    This policy gives children with disabilities, including children with asthma, the
    right to be educated and supported in public schools.
     Schools should have a system for finding and supporting students with asthma.
    This system should offer a spectrum of services, including identifying students
    with asthma, supervising medication, providing case management, and
    educating students and school personnel on appropriate management skills.
     With improved knowledge, teachers should be able to manage the school
    children with asthma and deal with emergency medical situations
    appropriately. Students who require health care procedures are often found in
    the school environment, and their procedures often need to be performed
    during school hours.
    DIABETES
     Diabetes is a chronic (long-lasting) health condition that affects
    how your body turns food into energy. Most of the food you eat is
    broken down into sugar (also called glucose) and released into your
    bloodstream. When your blood sugar goes up, it signals your
    pancreas to release insulin.
     Many studies indicate that there is a link between having the disease and
    school achievement. It has been found that children with type I diabetes
    demonstrate slightly lower attendance levels lower test scores on visuospatial
    related measures , an increase of reported behavioral problems, and slightly
    lower intellectual functioning.
     The social and emotional health of the young child is affected by this disease
    as well. Studies have shown that de-stygmatizing of chronic diseases like
    diabetes assist children in building and maintaining peer relationships that are
    seen as helpful and supportive in diabetes care.
     It is suggested that the classroom teacher educate the children in the class as to
    the nature and treatment of the disease in an effort to make peers comfortable
    and more willing to support the child socially and emotionally
      it is illegal for schools and/or day care centers to discriminate against children
    with disabilities.
     In addition, any school that receives federal funding or any facility considered
    open to the public must reasonably accommodate the special needs of children
    with diabetes. Indeed, federal law requires an individualized assessment of any
    child with diabetes. The required accommodations should be provided within
    the child’s usual school setting with as little disruption to the school’s and the
    child’s routine as possible and allowing the child full participation in all school
    activities.
     To facilitate the appropriate care of the student with diabetes, school and day
    care personnel must have an understanding of diabetes and must be trained in
    its management and in the treatment of diabetes emergencies.
    EPILEPSY
     Epilepsy is a disorder of the brain characterized by
    repeated seizures. A seizure is usually defined as a sudden
    alteration of behavior due to a temporary change in the
    electrical functioning of the brain.
    WHAT ARE THE RIGHTS OF PERSONS WITH EPILEPSY TO
    ACCESS INCLUSIVE EDUCATION? SECTION 5 OF THE SA
    SCHOOLS ACT (1996) AS AMENDED
     A public school must admit learners and serve their educational requirements
    without unfairly discriminating in any way.
     If an application for admission is refused, the Head of Department must inform
    the parent in writing of such refusal and the reason.
     Any learner or parent of a learner refused admission to a public school may
    appeal against the decision to the Member of the Executive Council.
    WHAT IS NEEDED TO MAKE
    INCLUSIVE EDUCATION
    WORK?
     Full commitment to the philosophy of inclusion.
     A culture of caring and respect towards every person in the school.
     Creative and flexible teachers.
     A team of social needs advisors able to support specific schools and teachers as required.
     Parents who participate and are actively involved.
     A flexible curriculum that meets the needs of all children.
     Assessments that focus on the strengths and specific needs of children with epilepsy rather
    than their disability or perceived deficiencies.
    ALLERGY
     Allergy occurs when a person reacts to substances in the
    environment that are harmless to most people. These substances are
    known as allergens and are found in dust mites, pets, pollen,
    insects, ticks, moulds, foods and some medications.
     Anaphylaxis – the most severe form of allergic reaction, often affecting
    several parts of the body, including the respiratory system and/or the
    cardiovascular system.
    Review your enrolment policies and procedures
     Plan to gather information and keep it up-to-date.
    Review your incident response register and procedures
     Schools and early learning services must report, record and investigate all
    incidents, and identify any trends to their health and safety rep and WorkSafe
    where appropriate.
    Legal Requirements
     WorkSafe NZ must be notified when work-related incidents/events occur.
     Record and investigate all allergic reactions, whether mild or severe, that
    require medication and teacher time/attention.
    DEVELOP ALLERGY-AWARE
    ENVIRONMENTS
     Knowing how people with food allergies need to take care of themselves enables everyone to
    share the responsibility.
     This involves teamwork and a combination of awareness, avoidance measures, and
    medication.
    Value whānau expertise
     Attitudes to allergies will differ across and within communities, families, and cultural groups.

    Food bans
     Banning food is not recommended.
    PROVIDE PROFESSIONAL LEARNING
    FOR ALL STAFF
     Ongoing professional development strengthens knowledge, skills,
    attitudes and systems.
     Identify staff needs
     Public health nurses provide training
     Display emergency instructions
     
    REFERENCES:
    https://www.inclusive.tki.org.nz/guides/allergies-and-learning/
    https://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=1081&context=ejie
    https://epilepsy.org.za/new/uploads/files/Epilepsy-information-2017/Epilepsy%20Inclusion%20
    and%20Education.pdf
    https://www.inclusive.tki.org.nz/guides/asthma-and-learning/

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