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Home
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Disability in Schools
by A. Ross
What do we do in schools with children who have some specific
condition, but are otherwise healthy? Some principals refuse
point-blank to accept the child in the first place. For
instance, they might not want a child suffering from an
allergy. Allergies are extremely common nowadays and most are
connected to the digestive system, manifesting themselves by
diarrhea, stomach cramps, a rash or difficulty in breathing.
However, some allergies are potentially fatal if the sufferer
is exposed to even miniscule amounts of the substance to
which the child is allergic. Understandably, some schools are
worried about taking responsibility for these children.
Similarly, a child who is subject to mild seizures is often
refused entry into the school of their choice, as is the
diabetic. These are healthy children with a condition;
nevertheless, it is reasonable (although not to the parents),
that a principal would not want to take responsibility.
Nobody knows why children develop diabetes type 1. They are
not overweight, nor have they been given the wrong foods.
There is a familial tendency to contract the condition. Their
pancreas is not producing insulin, the hormone which allows
the glucose in the body to be transported into cells so that
they can produce energy, or can store it for when it is
needed. Thus a child has to learn to inject himself before
meals, and after this, he HAS to eat. The needle is very
small and thin and I have watched a child of six carry out
this procedure with great aplomb. However, if the child does
not receive food at its right time, his blood sugar level may
get too low. Many organs malfunction if the blood sugar level
is too low, but the organ most at risk is the brain, because
glucose is its main energy source. Low blood sugar levels can
lead to loss of consciousness and even death, G-d forbid.
Thus, teachers have to be aware of the telltale signs and
have to be told how to react. High blood sugar levels are not
life-threatening in the short term, but low levels are, as we
have seen. Children learn to identify the signs: headaches,
shivering, sweating, fast heartbeat (there are more) and
quickly swallow a sugar cube or some sweet drink which they
carry around with them, regardless of whether it is in the
middle of a lesson or a most important exam. When a teacher
sees a diabetic child falling asleep, she must assume that
the blood sugar level is low, and act accordingly.
For ordinary allergies, teachers have to be told which foods
the child must avoid, and what action to take if the child
has mistakenly been exposed to the forbidden product.
However, what about a potentially fatal peanut allergy or
similarly, a life-threatening milk allergy? These children
frequently carry an epipen on their person at all times, but
there must be at least one epipen on the school premises
which is easily accessible; perhaps in the office of the
secretary or the school nurse.
Teachers have to be shown how to use the injection in case of
accident. They have to be taught the danger signals, like
whistling breath and puffed faces. Many schools in several
countries are now peanut free, because of the rising number
of allergic children. A child with a potentially fatal milk
allergy knows only too well that he has to avoid toffees, or
milk chocolate like the plague but mistakes can happen, G-d
forbid, especially in the lower classes. Teachers must forbid
sharing of lunches or snacks in case the child is a celiac,
which is an allergy to gluten in any form, or any of the
other above mentioned allergies. Older children can take care
of themselves; they should be responsible enough to avoid the
forbidden food. But again, unfortunately, blunders can, and
do, happen.
Then there are the asthmatic children. Fortunately, quite a
few asthmatic babies have outgrown their problem by the time
they go to school. Nevertheless, there are many children with
mild to moderate asthma who attend regular schools. What do
teachers have to know? Many schools nowadays have an inhaler
at hand in case a child has a severe asthmatic attack. In
such a case, prompt action on the part of the teacher can
save a life. If there is no inhaler available, medical help
must be procured immediately.
Epilepsy is a frightening word. There are children who have
split-second lapses, petit mal, when they just seem to switch
off without anyone being aware of it. These children are
really rather unfortunate. They are not on any medication,
because the condition is not obvious unless someone does not
take their eyes off the child for an hour or two. However,
they may miss the key word or sentence which the teacher has
just said and lose the whole thread of the lesson.
I personally have taught two children in this situation and
they did very well, indeed, on a one-to-one basis. The report
card of such a child will read, "inclined to be dreamy." The
condition will not affect the teacher in any way, but if s/he
is informed about it, she will give the child the extra bit
of attention he needs. Most parents are not even aware of
their child's condition and just feel `something is not quite
right.'
A child who has severe seizures will be on medication and
should integrate normally in the classroom. Medication is not
a cure, it is a preventative, so it does happen that such a
child has a `fit' in school. It is wise to put something soft
under his head so that he does not injure himself, and to
turn him on his side in case he vomits and would choke, G-d
forbid, if he were on his back. When he comes to, he will
probably be drowsy for quite a while but this does not
warrant sending him home. These children miss so much school
for one reason or another that they should stay with their
friends if possible, even if they are too tired to
participate in lessons. One further point, an epileptic
should not climb ladders or any other heights lest they have
a sudden attack.
Children with the dreaded hereditary disease cystic fibrosis
are perfectly normal average children who have to work very
hard to keep themselves healthy. Some teachers treat them
with kid gloves and others expect them to do at least an
hour's physiotherapy every morning and evening to keep his
airways clear. He may feel weak or tired and then it is not
worth pushing him. A teacher has a hard job treading the fine
line between parenting, which makes him feel different, and
pushing, which might make him ill.
Day trips have to be planned well in advance at all times.
Even more so if the class includes a child who has a special
condition. Younger children who might be at risk should be
accompanied by an adult who knows them, preferably a parent.
Some parents will not want their child to go, anyway. For
example, an epileptic or one who is allergic to bee stings,
or an asthmatic in the spring and early summer, when he is
particularly allergic, is better off at home, although he
might be sorely disappointed. Older children understand that
their lives are at risk. One nine-year-old boy with a severe
peanut allergy was heard to remark at a party, "I would love
to eat one of those wafers, but I don't want to die."
In short, if the teacher finds he is responsible for a child
with a certain condition, he must familiarize himself with
the cause, symptoms, and prevention of an attack or episode.
Additionally, he has to be quite sure that he is familiar
with the treatment, if any is needed. Furthermore, he has to
explain to the class that in the same way that some people
need glasses to help them see, others need pills before meals
to help them digest food, or inhalers to help them breathe
etc. The children's acceptance of their slightly different
classmate depends largely on the teacher's attitude. This
attitude will have quite an influence on the way the children
will think about disability or differences among humanity, in
later life.
This short article has just touched on a few of the
differences in children who attend school. Numerous articles
have been written about `special needs' children with
dyslexia or one of the types of depression, which are so
common, etc. because these are always at school by the time
the condition is discovered. However, people do not realize
the difficulties parents encounter when they try to register
their seemingly normal child and inform the principal about
problems.
Are there any `normal' children in the classrooms? They are
all normal and should, if possible, be integrated into the
routine of the school day. Some children just need more care
and attention than others to prevent them from becoming ill,
and to help them stay well and grow into good Jewish mothers
and fathers and a delight to their parents who have suffered
with them all the way. A principal should think twice before
pushing the responsibility onto other schools.
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