Diabetes and Learning Term Paper

Pages: 8 (2224 words)  ·  Bibliography Sources: ≈ 11  ·  File: .docx  ·  Level: College Senior  ·  Topic: Teaching

SAMPLE EXCERPT . . .
State run schools have to comply with the requirements mentioned in the law. The IDEA ensures that diabetic children suffering from cognitive disabilities because of the abnormal fluctuations in the blood glucose level have special support and care to maintain their optimum learning ability. Proactive treatment and management of symptoms is the most effective way of dealing with chronic diseases. Hence schools are also required to provide assistance for the medical needs of the children like glucose testing, insulin administration, etc. [DREDF]

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However there is considerable amount of difficulty in implementing special education policies for diabetic students because it involves integration of both medical and academic realms. The confusion that prevails in classification of children under three separate groups of special education needs makes it more difficult. Some schools extend their special education programs only to mentally retarded groups while chronically ill students are neglected. The clause that is included in the IDEA law "adversely affect a child's educational performance," restricts the eligibility for the special needs programs only for students who have underachieved. This presents several nagging problems like what is the measure of underachievement and how long a child has to wait to qualify under the IDEA program. It is a serious mistake for educational institutions to wait for the under achievement of the student before approving his qualification for the special needs program. In majority of the cases the class teacher is unaware of the impact of diabetes on the academic performance. A survey shows that 45% of children with chronic illness report lagging behind in their academic works and only 6% have been approved for special education plans suited to their learning ability. This clearly indicates the discrepancy introduced by the confusing terminology used in the legal definition of the IDEA. [Kathleen M]

Term Paper on Diabetes and Learning Diabetes Is Assignment

Schools need to understand the chronic nature and the high incidence of diabetes among children. Identification of candidates for the special needs program is the responsibility of schools and wherever required they must hasten the process as delaying only compromises the future of a child. As maintaining the glucose level is critical in the management of diabetes, students must be allowed if necessary to have food in between the class hours. Access to toilets must be allowed even during examinations as diabetic students may have the need for frequent urination. Children become Ketotic rapidly and hence immediate intervention is a must. Teachers must receive training and be knowledgeable about the disease symptoms. [Simon R. Page, 24]

Conclusion

Every school must take active measures to provide quality education for chronically ill students. There are many complexities involved in management of disease conditions, which necessitate positive intervention from the management of the schools and other educational institutes. Lot of researches have confirmed that diabetes clearly affects the learning process in children. Preventive and interventional treatment is very critical particularly in young children (EOD) since any adverse rise in glucose level may cause cognitive impairment. Children with chronic diseases like diabetes do not only need medical assistance but also need special education assistance programs to achieve optimum learning ability. It would be better if the prevailing confusion in the IDEA terminology is clarified and the special education program made easily accessible for the concerned children. Management of diabetes without compromising on academic performance involves a collective effort on the part of the school staff, parents and health care providers.

Bibliography

Joanne F. Rovet, Robert M. Ehrlich and Maria Hoppe, "Specific Intellectual Deficits in Children With Early Onset Diabetes Mellitus," Child Development 1988, 225-234

Joanne F. Rovet, Robert M. Ehrlich, Debora Czuchta and Michelle Akler, "Psychoeducational Characteristics of Children And Adolescents with Insulin Dependent Diabetes Mellitus," Journal of Learning Disabilities, Vol 26, Jan 1990-page 7-22

Thies, Kathleen M, "Identifying the Educational Implications of Chronic Illness in School Children," Journal of School Health, Dec 1999, Vol 69 Issue 10, pg 392

Davidson Mayor B, "Diabetes Mellitus: Diagnosis and Treatment," Churchill Livignstone Inc., Third Edition

Author Not Available," "Diabetes and Learning" Pediatrics, 1/2002

John W. Hagen" et al., "Intellectual Functioning and Strategy Use in Children With Insulin Dependent Diabetes Melitius," child Development 1990, 61, 1714- 1727

Simon R. Page and George m hall, "Diabetes Emergency and Hospital Management," BMJ books, 1999

DREDF, "The Individuals with Disabilities Education Act and Children with Diabetes," retrieved on April… [END OF PREVIEW] . . . READ MORE

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