Other Health Issues, specifically Epilepsy

Whiting-MacKinnon, C., & Roberts, J. (Fall 2012). The School Experiences of Children with Epilepsy: A Phenomenological Study. Physical Disabilities: Education and Related Services, 31(2), 18-34.

 

This article examine students with epilepsy in an inclusion classroom.  The authors define the different types of seizures and the factors that come into play: academic factors, social factors, behavioral/emotional factors, and physical factors.  Further, they share their research examining how these students with epilepsy experience school.  Specifically the study looks at the relationship between epilepsy and the students’ quality of life, their feeling of normality, and their interpersonal relationships. The students also offer the researchers ideas on ways to make their school experience better.  For example, the children would appreciate epilepsy discussed in a school assembly.  They believe that a better understanding from their peers and teachers alike, would make their school day a positive event.

I chose this article because I have recently been diagnosed with epilepsy. Six months later, I am still trying to find the correct combination of medication to make the seizures completely stop.  I have been on an emotional rollercoaster and I am 44 years old.  I honestly can’t imagine how that would feel as a child and deal with that during the school day.  Academics obviously must be addressed and I know just how physically exhausting some of the medications can be.  The students in this study said that the educational services such as extra time and tutoring made a positive difference in their grades.  Equally difficult, for the students, ages 7-12, were the social issues.  They were teased, some students were afraid of them, and even teachers did not know how to handle some situations.

This article hit home with me and made some very valid points.  Unfortunately, the study did not include enough children for it to hold true validity.  The students interviewed were limited to 6 participants. It is my hope that this type of study will be broaden.  I appreciate the actual subjects’ opinions and ideas being taken into account.

Autism Spectrum Disorder

Hart Barnett, J. E., & Crippen, R. (2014). Eight Steps to School-Based Employment Training for Adolescents with Autism Spectrum Disorder and Intellectual Disability. Physical Disabilities: Education and Related Services, 33(2), 1-15.

 

This article addresses the many problems students with autism spectrum disorders face when transitioning from school to work.  There are of course transition requirements mandated by IDEA but these alone do not solve the underlying issues.  The authors point out that students are much more successful if a vocational or employment-related program is part of the high school curriculum. The benefits include a greater chance for self-sufficiency, social and community inclusion, and overall personal life satisfaction. The article details eight-steps to implement such a program:

1. Observe other programs and collaborate with district teachers
2. Align the program with core academic state standards
3. Involve the students in the planning process in a meaningful way
4. Connect the program to real-world experiences
5. Create materials and pre-vocational tasks that mimic real-world processes
6. Use research-based training methods
7. Integrate the program within the school community
8. Use authentic real-world reinforcement

As I read through this article it opened my eyes to our students after “school-life” ends.  So much of what we read or what I concentrate on is day to day issues.  There is more.  We are teaching our students with disabilities (or not) to progress to the next class, the next grade, or the next school.  Students with autism need a special set of skills to make this a reality.  I enjoyed looking at the website this week that offered many ideas for classroom use but this article let me see that teachers must also look towards the students’ future.

At first, when I read the abstract, I thought great ideas but not really possible. The author’s proved me wrong.  By the end I could see that this could work.  They shared an example of a teacher creating a classroom restaurant.  They purchased a Keurig machine and began a coffee delivery service for teachers.  The students created their own menus, took orders, handled money and delivered the goods.  They also balanced the student account at the beginning and end of each day.