Prader Willi Syndrome

Characteristics of Prader Willi Syndrome

PWS occurs when children are born without the paternal Chromosome 15. A genetic DNA test can be taken to determine how specifically the chromosome was affected and to determine the risk of passing the syndrome on to future children. There are several symptoms that affect the daily lives of those who have the syndrome.

The main symptoms include food intake and the great risk of morbid obesity because of it. Between the ages of 1 and 6, children develop a form of obsessive-compulsive disorder involving overpowering cravings for food. The child’s diet has to be strictly monitored and maintained continuing into adulthood. It is very difficult to control the obsession and there is no known medication to help curb it. Daily exercise and a consistent diet plan are strongly recommended.

Although behaviors are not always triggered this way, the behavioral problems usually begin after the food obsessions do during adolescence. OCD symptoms, perseveration, and moods swings are typical while depression is not unheard of in adults. It is a rare even to experience psychotic episodes with PWS.

Developmentally, there is a strong delay in the development of motor skills of about 1-2 years. Strength, coordination, and balance suffer due to lack of muscle tone, hypotonia, but should improve with age as long as the proper physical therapies are followed, and the child should remain actively engaged in physical activities.

Hypotonia may affect speech, but severe cases are rare. Feeding problems also occurs,s as well as a delay in speech and oral motor skills.

With cognition, the average IQ is about 70. Those with PWS have an excellent long-term memory, and reading abilities, although having a normal IQ is usually accompanied by learning disabilities.a Attention, short-term auditory memory, and abstract thinking are typical weaknesses.

Growth hormone therapy is usually taken due to the severe growth affects. Infants usually have a small stature, and puberty is delayed later into adolescence.

Although sex hormone levels are typically low, hormone treatments are usually successful and PWS patients can have children, although genetic counseling should be taken seriously as the risk of passing the syndrome on is significant.

Those with PWS typically have no problems with general health, or social concerns as long as the strict diet plans are adhered to. Maintaining the plan however is extremely stressful for both the patient, and those close to him/her.

Strategies for Teachers in the Classroom

In the classroom, the child should always be well informed about procedures, changes, and assignments. All given directions should be simple, clear, and concise as possible. Gradually increase the work load over time instead of bombarding the child all at once. Confrontations with the student should be avoided. Maintain a positive attitude and there should be plenty of positive reinforcement of positive behaviors.
Food should never be used as a reward. Lunches should be held by the bus driver, teacher, or aid until it is allowed to be eaten. During these lunch and snack times, the child should be monitored to make sure he or she eats only what should be eaten. Lunch should not be delayed, and food should be kept out of sight until the proper time. The nurse should make sure to take weekly measurements to monitor weight gain.

Resources for People with Prader Willi Syndrome

When teaching a child with PWS, it is important for the teacher to have many connections in order to best serve the student. In school support teams include the nurse, guidance counsellor, lunch personnel, and recess attendants. The nurse should be an active participant, checking in with the child's pediatrician and other doctors, and should be required to take weekly measurements so his or her weight can be monitored accordingly. The lunch personnel need to know that the child has PWS and prepare a proper lunch menu to suit the child's needs. They should also keep an eye on him or her to make sure no food is traded, stolen, stolen, or altered. The guidance councellor will be able to help the child with any frustrations related to the classwork and behavior while helping him or her voice his or her needs so the teacher can accomodate. Espescially with young children, other teachers should be aware that the child has PWS. Recess attendents should watch to make sure he or she does not eat any food found or given by another student.

http://www.pwsausa.org/index.html This is an exellent link to support systems, knowledge, and other resources that will benefit the child.

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"Basic Facts About PWS." Prader Willi Syndrome Association. 7 November 2007. 26 November 2007. <http://www.pwsausa.org/index.html>

Federal and State Definitions for Mental Retardation

Federal Definition of Mental Retardation:

"Cognitively impaired" corresponds to "mentally retarded" and means a disability that is characterized by significantly below average general cognitive functioning existing concurrently with deficits in adaptive behavior; manifested during the developmental period that adversely affects a student's educational performance and is characterized by one of the following:i. "Mild cognitive impairment" corresponds to "educable" and means a level of cognitive development and adaptive behavior in home, school and community settings that are mildly below age expectations with respect to all of the following:(1) The quality and rate of learning;(2) The use of symbols for the interpretation of information and the solution of problems; and(3) Performance on an individually administered test of intelligence that falls within a range of two to three standard deviations below the mean.ii. "Moderate cognitive impairment" corresponds to "trainable" and means a level of cognitive development and adaptive behavior that is moderately below age expectations with respect to the following:(1) The ability to use symbols in the solution of problems of low complexity;(2) The ability to function socially without direct and close supervision in home, school and community settings; and(3) Performance on an individually administered test of intelligence that falls three standard deviations or more below the mean.iii. "Severe cognitive impairment" corresponds to "eligible for day training" and means a level of functioning severely below age expectations whereby in a consistent basis the student is incapable of giving evidence of understanding and responding in a positive manner to simple directions expressed in the child's primary mode of communication and cannot in some manner express basic wants and needs.

New Jersey State Definition of Mental Retardation:

Mental Retardation refers to substantial limitations in present functioning. It is characterized by significantly sub average intellectual functioning, existing concurrently with related limitations in two or more of the following adaptive skill areas: communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure, and work. Mental retardation is manifest before age 18.Sub average intellectual functioning is determined by scores on standardized intelligence quotient (IQ) tests. Mental retardation will yield a score of 70 or below on an IQ test. However, scores between 70 - 80 indicate a borderline intellectual functioning, and might be considered mental retardation. Deficits in adaptive behavior are reflected in poorly developed daily living skills.Eighty-nine percent of people with mental retardation have MILD mental retardation and score between 52-70 on IQ tests. This is generally where the defendant with mental retardation will score.

http://www.njsbf.org/njsbf/publications/mental.cfm

Angelman Syndrome

Angelman Syndrome Characteristics:


Children who have Angelman syndrome all share the same distinctiveness such as a stiff, jerky gait, absent speech, excessive laughter and seizures. Because the developmental problems are unidentifiable at birth, this disability is hard to categorize and diagnose. It is most common for specialists to diagnose children between the ages of three and seven years old because the characteristic behaviors become more obvious then. Other common characteristics of Angelman Syndrome include: developmental delay, speech impairment, none or minimal use of words, apparent happy demeanor, short attention span, easily excitable personality, disproportionate growth in head circumference, frequent laughter or smiling, lazy eye or cross eyed, drooling, or flat back of head. (Williams, Phillips, Wagstaff, 2004-2006)

Resources to help teachers serve children with Angelman Syndrome:



Children who suffer from mental retardation often profit from the same teaching methods used to teach individuals with learning disabilities, attention deficit/hyperactivity disorder and autism. It is useful and beneficial to “break tasks down into small steps and introduce the task one stop at a time to avoid overwhelming the individual. Once the student has mastered one step, the next is introduced.” As a teacher, it is important to realize that lecturing or verbally giving instructions is not a good means of teaching children with mental retardation. They learn much more effectively by visuals, pictures or graphs. Professionals believe that charts are very useful to map a students’ progression or to provide positive reinforcement. Children with Mental Retardation need instant feedback in order to connect between their answers or behaviors. If a teacher does delay the feedback, it often causes a negative effect in the child’s mind and the point will be lost. Useful Methods for Teaching Mentally Retarded Students (2006) Children with Mental Retardation are a kinesthetic learner which means they love dancing, running, jumping, building, touching or gesturing. They need role play, drama, movement, sports, games or hands on learning in order to best understand the lesson. Armstrong, T. (1994). It is also good to give the child websites such as www.angelman.org. Websites could be very educational and it also helps them understand that they are not the only ones who have this disability.

Strategies to help support a child with Angelman Syndrome:


As a teacher in a general education classroom, I would do my best to make sure each student, including the ones with the disability, got treated equal. It is understandable that children with disabilities need different instructions and more help and it is important that they always get the attention they need and deserve. Being that Children with Angelman Syndrome are more Kinesthetic learners, I would make sure that they are taught mostly through somatic sensations. I would still focus on the other seven learning styles but I would try to make the child feel comfortable with how they learn the best, which is through visuals. There are also many support groups that have been established in order to make the lives of children with Angelman Syndrome better. They were formed for the individuals and their families to provide support, information and contact to other individuals with disabilities. I would also recommend that all children with disabilities get enrolled into an Early Childhood Development program. They are set up like a preschool where children partake in pre-math and pre-reading in order to better prepare them for kindergarten.

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Armstrong, T. (1994). Multiple Intelligences in the Classroom. Association for a
Supervision and Curriculum Development.

Driscoll, D. J. & Williams, C. A. (2007). Angelman Syndrome. Retrieved November 24, 2007, from http://www.geneclinics.org/profiles/angelman/details.html

New Jersey State Bar Foundation. (1996). Defendants with Mental Retardation: A Guide for Attorneys. Retrieved November 26, 2007 from http://www.njsbf.org/njsbf/publications/mental.cfm.

Useful Methods for Teaching Mentally Retarded Students. (2006). Mental Retardation. Retrieved November 25, 2007, from http://www.mentalhelp.net/poc/view_doc.php?type=doc&id=10365&cn=208

Williams, C., Philips, R., & Wagstaff, J. (2004-2006). Angelman S. Foundation, Inc.Facts About Angelman Syndrome. Retrieved November 10, 2007, from http://www.angelman.org/angel/index.php?id=75

Deafness

1.) How is your disability defined by the federal and state laws?

Federal and State laws for Deafness-

The NJ state definition for "deafness" states that the auditory impairment is so severe that the student is impaired in processing linguistic information through hearing, with or without amplification and the students' educational performance is adversely affected. Deafness refers to being auditorily impaired or auditorily handicapped and further corresponds to the Federal eligibility categories of deafness or hearing impairments. Auditorily impaired means an inability to hear within normal limits due to physical impairment or dysfunction of auditory mechanics. An audiological evaluation by a specialist qualified in the field of audiology is required.

The federal definition of deafness states that deafness is a concomitant hearing impairment which causes severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness.

2) What are the developmental characteristics of persons with this disability?

Developmental characteristics of Deafness-

Deafness and hard of hearing have many distinctive characteristics that make them different. The two have similarities in the characteristics that fall under: educational, physical, social, cognitive, emotional and levels of functioning. Children who are deaf have trouble reading; they do not understand how words sound so they struggle to read them or pronounce them. Their inability to read hinders their educational careers as well as any opportunities to develop in outside sources. Their reading ability is so low that they have trouble reading newspapers, closed captioning, and internet tools. Also, deaf people have trouble speaking due to a number of different factors. Mainly, those who are deaf have very low intelligibility of speech. Since they can not hear words or sounds, they do not know how to pronounce them.

Those who are deaf also deal with many problems in social settings. They do not know how to communicate with their peers because they do not know how to use their oral communication skills. Also, many young children tend to ignore those with a disability making it hard for deaf children to fit in. Deaf children and people do not have any physical deformities that would make their disability obvious to people. People who are deaf do not have any trouble with memory loss or sensory problems; however, their only real deficit is their inability to communicate through oral language. These people are able to do everything that others can do with few setbacks. Children who are hard of hearing face similar characteristics to those who are deaf but are on a different level. Hard of hearing people do not have severe hearing losses like deaf people do. In school, children who are hard of hearing struggle with vocabulary, grammar, word order, and language more than their other classmates. The reason for this is because it takes hard of hearing children longer to process what the teacher is saying and to take notes. Also, deaf students struggle in a noisy environment, for example, having the door open while students walk in the hallway.

3) If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? This would include academic support as well as social support.

Deaf support-

In my future classroom, I will make sure that all my students are able to understand everything that is going on and being taught. It might be harder for those with disabilities such as deaf students however I will make it my goal everyday to make sure that every single student understands.

For the deaf students in my class, I will be sure to understand the degree of their disability. By doing this, I will be able to know which modifications and altercations are needed to be done to make sure that the classroom environment is comfortable for them and that my lessons are understandable. I will make sure that the student with the hearing disability is seated up front near the speaker so he/she can see the facial expressions, gestures, movement of the lips, etc so hopefully he/she will be able to understand. Along with this, I will be sure to use a lot of visual aids. I will also use power point presentations, and other teaching aids. As a teacher I will do my best to make the students disability a minor aspect of who they are. For the deaf students, I will ask the school to find an interpreter for those students so they are able to learn along with the rest of the class. Finally, I will do my best to see that all the students get along and fit in together. I will have a zero tolerance policy of bullying or making fun of those with disabilities. I want my classroom environment to be a rather comfortable and enjoyable one.

As a teacher I will also provide outlines of the lesson or written materials to the student before the class meets. The use of visual overheads, handouts, outlines are helpful as well. The teachers "use of a hearing application could assist in the students' comprehension." It is important that the teachers face be visible to the student so that the student can faciliate lip reading. A teacher should use a smile at all times to "encourage, invite and include".

4) What resources would help you as a teacher to serve this child? (This would include websites, agencies, people within your school, curriculum materials; a two to three line description is required for each resource.) Minimum: Five resources.

Interpreter: This person can effectively communicate what I am teaching to the student. He/she will know the best forms of sign language and other skills that will enhance the students education. Also, he/she will allow me to communicate with the deaf students.

Parents/Families: They know how to interact with the child and get the fullest potential out of the child. They could help me learn about the child and how to connect with and better serve the child. Also, they can help me make sure the student does his work so they can learn better.

National Association of the Deaf (www.nad.org): The website provides updated information about support for people with the disability. Also, the website discuses foundations and resources that enhance the lives of the deaf population as well offer opportunities for people to work with the deaf population. It is beneficial for teachers because it provides updates about laws and educational factors regarding the disability.

Division of Deaf and Hard of Hearing http://www.state.nj.us/humanservices/ddhh/index.html ): The website, a division of New Jersey State laws, provides teachers and others with information about deafness and hard of hearing. It offers newsletters and ways to receive assistive technology for students and others with the disability. The website is a good way for people to stay on top of disability.

The Principal of the School: The principal could help me because he or she has more power than I do and therefore can be more influential with the Board of Education if I ever needed anything to help with the teaching of the deaf or hard of hearing student.

Chronic Health Impairments & Illnesses

Question 1: How is your disability defined by the federal and state laws?
Chronic Health Impairments & Illnesses Definition -
The NJ state definition for "Other health impaired" corresponds to "chronically ill" and means a disability characterized by having limited strength, vitality or alertness, including a heightened alertness with respect to the educational environment, due to chronic or acute health problems, such as attention deficit disorder or attention deficit hyperactivity disorder, a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, diabetes or any other medical condition, such as Tourette Syndrome, that adversely affects a student's educational performance. A medical assessment documenting the health problem is required.
The federal government, through IDEA ’04, uses the term “other health impairments” to describe, collectively, conditions and diseases that create special health care needs or health disabilities for students (Smith 318). The Federal definition for other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and adversely affects a child’s educational performance.


Asthma Definition - Asthma, a condition caused by narrowing of airways accompanied by inflammatory changes in the lining of the airways, may result in severe difficulty in breathing with chronic coughing. Health care needs include appropriate medications, environmental modifications, and monitoring and frequently result in no limitation of activities (Smith 323).


Diabetes Definition - Juvenile Diabetes: a chronic disease in which the body does not make or properly use insulin. This hormone converts sugar, starches, and other foods into energy. There are two different types, type 1 which deals with the immune system and type 2 which deals with problems that the body encounters reacting to insulin. (“Helping Students with Diabetes Succeed”)


Question 2: What are the developmental characteristics of persons with this disability?

Asthma Characteristics

With regard to the impact that asthma has on a child’s developmental characteristics:
Emotional factors are not the cause of asthma; however, emotional stress can occasionally trigger asthma. Emotional stress such as anxiety, frustration, and anger can also trigger asthma, but the asthmatic condition was present before the emotional stress. Therefore, a child’s asthma is not “in his or her head,” as many people believe (Childhood Asthma Overview).
Asthma impacts the lifestyles of patients and parents alike. In addition to the lifestyle adjustments people make to avoid triggers, asthma limits the activities people can enjoy. Patients reported strained relationships with family members, friends, and sometimes employers as a result. Parents said their children with asthma often felt isolated. They complained about their children being left on the sidelines, and adult patients recalled the hardship of being the child who couldn’t play and got left behind (Search LungUSA).
Children with asthma are at greater risk for internalizing their problems. Asthmatic children display more symptoms of anxiety than other chronic illnesses. Anxiety is related to feelings of not being able to breathe, which is a scary feeling. Some other issues in kids with asthma and anxiety are poor self-esteem, activity restrictions, and lower social skills. Statistics show that 39% report fearing death from asthma, 63% report feeling anxious socially, and dating. With friends 39% will tell their friends that they have asthma; however, 29% are embarrassed to have an attack in front of peers (Kullgren).
“School nurses observe that asthma among students causes significant difficulties in their schools. A majority (51%) think asthma is more disruptive of school routine than any other chronic diseases. Over 80% of nurse’s surveyed think asthma has an effect on school absenteeism. Nearly half (46%) observe that not all students with asthma are able to participate in all school day activities, including gym and recess, and academic performance is at risk for those who suffer with asthma” (ORC Marco).
“In the American Lung Association-NASN Asthma Awareness Survey 84% favor providing opportunities for students with asthma to express their feelings through their school assignments such as art and writing. 76% favor integrating physical exercise activities specifically for students with asthma into the regular curriculum; and 66% favor instituting a “buddy” system or student club with rewards or other incentives to sensitize students to asthmas as well as other relevant medical, social, or cultural differences” (ORC Marco).
With regard to physical activities and their level of functioning a child should not think that they can’t be part of a team because he or she has asthma. They can do what anyone else can do. Swimming seems to be the least asthma-provoking form of exercise which is especially good because a child breathes in warm, humid air as they swim. Sports that have some “down time” like baseball might be easier to manage than those that keep them in constant motion like soccer. But if a child loves a sport or activity, chances are that by working with a healthcare team they will be able to figure out a way to play (Teens & Asthma).

Diabetes Characteristics -

Juvenile Diabetes can have an affect on the developmental aspects of a child’s life. Their physical health is affected because diabetes can affect their blood vessels, eyes, kidneys, nerves, gums, and teeth. As they grow older, their diabetes will put them at higher risk of heart disease and stroke as well. Social and emotional health can also be affected. All children with diabetes react differently to their situation. Some become accepting while others become resentful, some are open to discussing it and yet others attempt to hide it. Children do not want to be left out or feel different because of their disease and the care that it takes to maintain diabetes can often make children with the disease angry or resentful. Their care also can compromise independence from their families. Much is required to maintain diabetes and sometimes parent’s overprotection can lead to struggles with dependence, oppositional behavior, and rebellion. Another growing affect that diabetes can have is depression. More and more children are found to suffer from depression due to their diabetes. (“Helping Students with Diabetes Succeed”)

Question 3: If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability?


Asthma Support

“The education professionals who make a real difference in the academic lives of these students are first and foremost responsive to the individual learning needs they bring to school” (Smith 325). If I were a teacher in a general education classroom I would want to create an appropriate and supportive learning environment. I think that it is extremely important to be aware of what to do if an emergency happened with one of my students. The “if, thens” must be carefully outlined and planned in collaboration with doctors and the medical profession (Smith 324). Asthma attacks are often triggered by components such as chalk dust, paint fumes, animals, foods, dirt, pollen, etc. many of which can be eliminated. Therefore, as a teacher I would be able to reduce the occurrence of episodes and cut down on the absences from school by considering my classroom environment where asthmatic children are receiving an education. I would ensure that the classroom is clean and dust-free, that the windows are closed during pollen season, air conditioning vents are cleaned, and humidifiers are helpful. Although this may sound like “housekeeping” rather than academics, a child cannot remain in an unhealthy environment. Children with asthma may have their academics adversely affected; therefore, accommodations need to be made (Smith 332).
Teachers also play a very important role by helping individuals with asthma find activities that reduce asthma triggers and unsafe physical exertion. For all students with health disabilities there should be consultations with the student, the parents, the school nurse, and the student’s physician which can lead to the development of plans that reduce the possibility of asthma attacks or can be put into action when a crisis occurs. Socially, the students should feel able to participate to the extent possible in extracurricular events such as participating in P.E, sports, dances, etc. However, if the student needs to remain indoors, perhaps a buddy system could be recommended. If a field trip would not be advisable for a student with asthma, then the field trip should be reconsidered for the rest of the class (Smith 332).
As a teacher it would be important to educate the students in my class regarding asthma and sensitize them to the factors that trigger asthma, and is for non-asthmatic children to be helpful and understanding. Also, if anybody does have a cough, cold, or infection to be sure that students are washing their hands regularly and have disinfectant wipes around the classroom at all times.

Diabetes Support -
Teachers in general education classrooms that teach students with diabetes should be willing to work closely with the parents of the child or children. This creates a good support system for the child as well as the family and can also help create a safe feeling environment. Teachers should make sure that a child with diabetes can inform his or her classmates of the disability in an appropriate and informative way so everyone can be ready if there is an emergency situation. Teachers should also make sure to treat the child as normal as possible, to prevent feelings of resentment or anxiety, and be aware that the child may have social, emotional, or developmental problems. A simple understanding of not only the disease but also the struggles and feelings that a child with juvenile diabetes can go through can make all the difference. Children may also need special accommodations for insulin shots, such as a few minutes before lunch, and an emergency supply of glucose should always be kept close at hand in case an emergency occurs. Also, simple things as being proactive in diabetes health teams, providing information on the child’s condition to a substitute teacher, and respecting the student’s privacy are also simple strategies that could help a teacher create trust within his or her classroom. (“Helping Students with Diabetes Succeed”)


Question 4: What resources would help you as a teacher to serve this child?

Asthma Resources

Winning with Asthma is a web-based asthma education program for coaches and PE teachers who want to become more informed on how to recognize asthma, how it affects an athlete’s ability to compete, and learn how to handle an asthma emergency. The program can be completed in about 35-45 minutes at a time which is convenient for you! (http://www.winningwithasthma.org/)
The mission of the Mobile C.A.R.E. Foundation is to provide free and comprehensive asthma care and health education to children via mobile medical clinics, the Asthma Vans. This foundation brings asthma experts directly to the communities where asthma services are needed most. Children are then given a medical exam, and those who are found to have asthma are given medication and learn about the asthma “do’s and don’ts.” Then to help students stay healthy, Mobile C.A.R.E. provides follow-up visits, education and medication for free. (http://www.mobilecarefoundation.org/)
The goals of the Preschool Asthma Outreach Program are to increase awareness of asthma as a chronic illness, identify the symptoms and the environmental factors (indoor and outdoor) that affect asthma, introduce behaviors that help children participate in their own asthma care, educate parents, teachers, and day care workers of simple steps they can take to help preschoolers with asthma, reduce school absenteeism, and reduce emergency room visits. (http://www.oclung.org/webpages/asthma.html)
National Asthma Education and Prevention Program provides written materials and programs for people with asthma for their families, teachers, and other school personnel. (http://www.nhlbi.nih.gov/health/public/lung/index.htm#asthma)
The Asthma-Friendly Schools Initiative is a public health project that has the potential to impact the millions of American students with asthma. Its success relies on mutual efforts among schools, community agencies and leaders, and a planning process. The Asthma-Friendly Schools Initiative toolkit presents support and provides the tools for community organizations and schools to assess the school’s needs, including review of current capabilities and opportunities to strengthen infrastructure, education, and support to ensure that children with asthma are healthy, in school, and ready to learn.(http://www.lungusa.org/site/apps/s/content.asp?c=dvLUK9O0E&b=34706&ct=67480) Asthma-friendly schools are those that make the effort to create safe and supportive learning environments for students with asthma. They have policies and procedures that allow students to successfully manage their asthma. Student’s success will be higher if the school community takes part such as school administrators, teachers, and staff, as well as students and parents. (http://www.cdc.gov/HealthyYouth/asthma/strategies.htm)
Schools need to provide a full-time registered nurse all day. A nurse can certainly help in a school environment by monitoring and administering any necessary medication such as inhalers and tablets. It is also important for a school nurse to inform any teachers who have students in their classroom with asthma. By doing so, it will make it easier for a teacher to help a child if there was an attack, which can save a child from a trip to the emergency room (Teens & Asthma). And if necessary a student should be allowed to carry a rescue inhaler with them at all times in school incase of an emergency (ORC Marco).Janitors can help reduce triggers for asthmatic children by keeping the school clean and dust-free, and making sure that good air quality is maintained by the use of clean and effective air filters on the ventilation systems.

Diabetes Resources
Resources that could help a teacher to serve a child with diabetes are the American Diabetes Association, the American Academy of Pediatrics, and the Juvenile Diabetes Research Foundation International. Consulting school nurses or counselors can also be helpful. The American Diabetes Association is “the nation’s leading nonprofit organization providing diabetes research, information, and advocacy. (American Diabetes Association)” This group focuses on the treatment and the possible cure of diabetes and on improving the lives of those living with the disease. This group and their website can help teachers learn more about diabetes and the struggles that go along with maintaining it. The American Academy of Pediatrics will allow for a teacher or principal to get a better look into specifically juvenile diabetes not just diabetes itself. The website will give different articles on the topic and make it easier for the teacher to relate to what a student is going through. The Juvenile Diabetes Research Foundation International is a group that raises money and organizes a walk to help find a cure for diabetes. This provides one way a teacher can become proactive and supportive of their child with diabetes. Teachers can also use school nurses and counselors to help understand the emotional and social problems that children with diabetes endure everyday. The more a teacher can relate to her student the better off the student is. All these websites as well as resources like nurses and counselors provide a teacher with a good understanding of what diabetes is and how is affects a student’s way of life.

"American Academy of Pediatrics." 21 Nov. 2007 .

"American Diabetes Assocation." 21 Nov. 2007 .

"Helping Students with Diabetes Succeed." 20 Nov. 2007 .