Article on Adolescents and High Incidence Disabilities

Frea, W. (2010). Preparing adolescents with autism for successful futures. Exceptional Parent,  

                40(4), 26-29.

                This article describes the difficulties that teenagers with autism encounter during the ever changing time of adolescence from physical changes to friend changes and social expectation changes.  Children with autism are at risk for acting out and displaying symptoms of depression, loneliness, and confusion.  They have difficulty expressing their feelings of fear as well.  Some repress to interests that they had when they were younger or spend time in repetitive behaviors as ways to cope.  The author offers suggestions for caregivers and teachers to help these adolescents cope with their struggles that they encounter today and for the rest of their lives. 

                This article was in line with the book’s description of adolescence as a difficult time for teenagers, especially for those compounded with disabilities.  It followed the idea that relationships and social interactions become more complicated and that teenagers are more than ever influenced by their peers.   I found that the following suggestions would be beneficial in a classroom setting for students with autism: giving a visual schedule of activities, modeling new skills with videos, and breaking down any social interaction into simple steps.  The overall goals of students with ASD are to observe and control their own behavior and become better at monitoring, recording, and rewarding their own behavior.   Another suggestion is to set short term goals for developing relationships and independent adult living.  It followed the same idea in the book of developing a transition plan as early as possible.  I found the suggestions of teaching students to identify appropriate sources of support like doctors and finding meaningful replacement behaviors for difficult conversations to be especially useful.  The author explained that it is necessary to teach skills like presenting a new topic or excusing oneself from a conversation in order for adolescents to lead a successful life.

                I think that this article was good at providing a brief overview of what to expect during adolescence for students with autism.  However, it fell short in providing many concrete examples of how to properly address the needs of the students in a classroom and home environment.  They were more of general thoughts and suggestions.  It was one of the few times, though, that I have read about contacting a BCBA to help address any behavior concerns that parents might have for their children.  I am sure that this will be more of an emerging strategy as more individuals become certified behavior analysts. 

Article on OHI

Getch, Y., Bhukhanwala, F., & Neuharth-Pritchett, S. (2007). Strategies for helping 

          children with diabetes in elementary and middle schools. TEACHING 

          Exceptional Children, 39(3), 46-51.

            My article relates to diabetes that is described as an other health impairment.  Diabetes comes in two forms, type 1, which results from the failure of the pancreas to produce insulin, and type 2, which results from insulin resistance with inadequate insulin secretion to sustain normal metabolism.  Effects of diabetes include increased thirst and urination, constant hunger, confusion, inattention, blurred vision, headache, and fatigue.  Students’ missed school absences from the disease can contribute to poor school performance.  The authors point out that younger school aged children are more likely to miss school, than their older counterparts due to parents’ overprotection and perceived views that young children are less likely to manage their diabetes.  Accommodations for students with disabilities include blood-glucose testing, extra snacks, and possible activity restriction.

            The authors share the same information as expressed in the book.  Children with diabetes are protected under Section 504, IDEA, and ADA.  A diagnostic healthcare plan is necessary to manage the condition in schools.  Students who receive special services are encouraged to have an individualized healthcare plan (IHP).  The diabetes healthcare plan should include student history, goals for care and intervention, emergency contacts, and specialized information.  Emergency food items should be readily accessible in the classroom and the building, as well as on field trips.  I found that my school does follow the guidelines that the authors suggest in training staff about diabetes.  We were required to complete a module online about students with diabetes at the start of the school year.  Still I feel that I have minimal hands-on experience in implementing these policies and feel that the nurse is one of the few professionals in the building who could actively handle an emergency situation involving diabetes.  However, I think that my school does do a good job following the guidelines of having good communication between the counselors, nurse, parents, and teachers when communicating about students with OHI.

            I thought that the authors brought up a valid point that substitute teachers need to be educated on the care of students with OHI, including diabetes.  It is important to be ready for an emergency situation at all times.  I think that the most important aspect of dealing with the students’ condition is good communication, as stressed in the article.  I feel that the authors could have stressed more of the academic interventions for students with diabetes, especially with dealing with long term absences and times when the student is in the nurse’s office.