Teaching Students with Other Disabilities
Brief descriptions and recommended accommodations for other disabilities, such as HIV/AIDS, cancer, cerebral palsy, multiple sclerosis, muscular dystrophy, respiratory difficulties, seizure disorders, sickle cell anemia, substance abuse, and traumatic brain injury, that may interfere with a student's academic functioning are provided below.
HIV
Disease and Acquired Immune Deficiency Syndrome (AIDS)
Because
HIV disease and its later stage of AIDS destroy the body's
immune systems, the condition leaves the person vulnerable
to extreme fatigue, infections, and certain cancers. AIDS
is not transmitted through casual contact, and therefore does
not pose a threat in the classroom.
Students with HIV/AIDS may be afraid to disclose their condition. Confidentiality must be kept in mind at all times, as it is with all disabilities. Because academic accommodations are related to the side effects of HIV/AIDS (and possibly medication), these will be dealt with by the student, professor, and Office of Accommodative Services, when needed.
Cancer
Symptoms
and side effects of cancer vary greatly, depending upon
the
person's condition and the type of cancer they have. Some
persons may experience abdominal pains, anemia or bleeding,
backaches, breathing and/or swallowing difficulties, drowsiness,
headaches, joint pain, lack of coordination or difficulty
with balance, lethargy, visual problems, and weakness. Treatment,
as well, can result in disabling side effects. This can
include
nausea, vomiting, drowsiness, and fatigue, all of which can
affect academic performance and class attendance. Surgery
sometimes results in amputation, paralysis, sensory deficits,
and language and memory problems. At Clarkson, accommodations
required by students with or recovering from cancer treatments
have ranged from no need to extensive services. These,
of
course, are based upon the student's individual need at the
time.
Cerebral Palsy
Cerebral
Palsy is caused by an injury to the motor center of the
brain,
which most likely occurred before, during or not long after
birth. Visual implications include involuntary muscle
contractions,
rigidity, spasms, poor coordination, poor balance, and poor
spatial relations. Visual, auditory, speech, and mobility
problems
might be evident. Unless another disability is present, most
accommodations will be those utilized by students with
physical
disabilities.
Multiple Sclerosis
This
progressive disease of the central nervous system is primarily
characterized by a decline of muscle control. Symptoms may
range from mild to severe: attention deficits, blurred
vision,
legal blindness, mood swings, paralysis, slurred speech,
tremors, unsteady gait, and weakness or numbness in the
limbs.
This disease is very unpredictable with common remissions,
which may last from a few days to several months as the
disease
progresses. Mood swings may vary from a euphoric state to
depression. Marked inconsistencies in performance are
common.
Each side effect is accommodated, as it would be if the side
effect were an illness in itself, based, of course, upon
level
of severity and effect upon academic.
Muscular Dystrophy
This
progressive disorder most often occurs with young people
and produces a degeneration of the voluntary muscles of the
trunk and lower extremities. Muscles atrophy, resulting
in
chronic weakness and fatigue, with possible respiratory or
cardiac problems. If walking is possible, it generally
is
slow and appears uncoordinated. Manipulation of materials
in class may be difficult. A student may come to require
more
extensive accommodations over time. Academic accommodations
will resemble those provided to students with physical
disabilities.
Respiratory
Difficulties
The
most common chronic breathing problems are bronchial asthma
and emphysema. These difficulties are characterized by attacks
of shortness of breath and trouble breathing. Fatigue and
difficulty climbing stairs can be major problems. There is
a strong correlation between attacks and stress (either physical
or mental). It is not unusual for episodes to occur prior
to or during exams, or when the student is feeling overwhelmed
academically, emotionally, or personally. Frequent absence
from class may occur and hospitalization may be required.
Even with medication and the use of breathing equipment, symptoms
are not always relieved.
Classroom accommodations are basically those provided to students with physical disabilities, with particular emphasis on time extensions and exam accommodations, to help reduce the level of stress at any one time. Students frequently need to embark upon development of task/time management strategies and stress/anxiety reduction therapy.
Seizure
Disorders
Students
with epilepsy and other seizure disorders sometimes hesitate
to divulge their conditions, as they believe that professors
and classmates will fear them. Little is known about seizures,
but what is known is that seizures result from imbalances
in the electrical activity of the brain. Seizures are not
to be considered as a form of mental illness; neither are
they contagious.
If a student with seizure disorder is working through the Office of Accommodative Services, and if that student has granted the director written permission to confidentially share that information with you, you will be made aware of the condition. However, if you are unaware of a student's condition and a seizure occurs, keep a crowd from gathering - the student should have air, ask if any one in the class has EMT, or similar training, and if so, turn control over to that person. Send a student to the nearest office or phone, for assistance. As there could be bleeding (due to tongue biting), gloves are recommended.
Seizures can be triggered by stress; consequently, similar accommodations as recommended for students with respiratory problems may be in order.
Sickle
Cell Anemia
This
hereditary disease reduces the blood supply to vital organs
and the oxygen supply to the blood cells. Adequate ventilation
is very important. Because vital organs are affected,
the student
may also suffer from abdominal, eye, heart, and lung disorders.
Occasionally, limbs or joints may be affected as well.
This
disease is characterized by severe crisis periods where the
person suffers acute pain, which may lead to absence from
class and even hospitalization. The student may require time
extensions for assignments or even incomplete grades.
Substance
Abuse
Substance
abuse is a condition of physiological and psychological
dependence
on any of a variety of chemicals, such as illegal drugs,
some prescription medications, and alcohol. Persons who
are recovering
from drug or alcohol abuse, or who are in treatment programs
are covered by federal antidiscrimination law and are
eligible
for services for students with disabilities. PERSONS WHO
CONTINUE TO BE ILLEGAL SUBSTANCE ABUSERS ARE NOT.
Traumatic
Brain Injury (TBI)
Symptoms
of traumatic brain injury may be one or more of the following:
auditory dysfunction, behavior problems, cognitive deficits,
and problems involving judgment, serious attention deficits,
and equally serious anxiety attacks. These symptoms are sometimes
confused with learning disabilities, ADD/ADHD, and psychological
disorders. If you have a student with TBI, it will be essential
for both you and the student to work closely with the Office
of Accommodative Services. Accommodations can be arranged
to individually suit the student's behaviors and needs.
