part D:

Glossary of disabilities and medical conditions

Some useful websites

References

 

Glossary of disabilities and medical conditions

There are a number of disabilities and medical conditions that may interfere with a student's academic work, their ability to attend lectures, concentrate, complete assignments or complete exams. Some of these symptoms, like limited mobility or impaired vision, and the types of intervention required, may resemble those covered elsewhere in this guide.

The same general principles outlined in the Part B (page 8) apply to teaching and assessing all students with disabilities, particularly the need to identify the disability and to discuss with the student both its effects and the necessary considerations. To assist that process here are brief descriptions of some of the more prevalent disabilities among students.

More detailed information may be obtained from the Disability Officer or the relevant self-help organisation for that disability.

Acquired brain injury
AIDS (aquired immune deficiency syndrome)
Allergies
Arthritis
Asthma
Attention deficit/hyperactivity disorder (AD/HD)
Cancer
Cerebral palsy
Chronic fatigue syndrome (CFS)
Crohn's disease
Diabetes
Epilepsy and related disorder
Lupus
Multiple sclerosis
Muscular dystrophy
Narcolepsy
Occupational overuse syndrome

 

Acquired brain injury

Acquired brain injury or head injury can occur as a result of accident or illness such as stroke. Students with acquired brain injury may have difficulty with mobility or use of upper limbs, communication problems, particularly in their speech (e.g. distorted or slurred speech, difficulty finding words) and cognitive deficits including short-term memory problems, difficulty in planning and organising thoughts and actions, poor insight and low attention span.

There may also be personality problems such as impulsiveness, low frustration tolerance, inappropriate social behaviour (e.g. offensive language), mood swings and a general inability to control emotions, particularly aggression and anxiety.

For teaching and assessment strategies, refer to Part B (page 8) and sections on learning disabilities, speech disabilities and mobility disabilities.

AIDS (acquired immune deficiency syndrome)

AIDS is caused by a virus (HIV) that destroys the body's immune system. This condition leaves the person vulnerable to infections and cancers that the immune system normally protects against. Although a student may have tested positive to the HIV virus, this may not affect their learning ability.

Manifestations of AIDS are varied and may lead to hospitalisation for periods of time, depending on the particular infections or diseases the individual develops. Extreme fatigue is a common symptom.

Students with AIDS may be reluctant to reveal their condition because of the social stigma, fear and misunderstanding that still surround this illness. It is important that confidentiality be observed. In addition, if the issue should arise in class, academic staff will need to deal openly and non-judgmentally with it and foster an atmosphere of understanding.

For general teaching and assessment strategies, refer to Part B (page 8) section and any other appropriate section.

Allergies

Hypersensitivity to inhaled substances (allergens) can result in reactions such as runny nose, nasal congestion, eye inflammation, sneezing. Allergies can be seasonal like hayfever, or year-round and vary in intensity. Treatments such as antihistamines can cause sedation, dry mouth, nausea, dizziness, blurred vision and nervousness.

An acute allergic reaction (anaphylaxis) can be caused by medications, chemicals, foods and venom and result in low blood pressure, shock, irregular heartbeat, respiratory symptoms, gastrointestinal symptoms, and even death.

Arthritis

There are many kinds of arthritis, but the most common are osteoarthritis, rheumatoid arthritis and gout. Arthritis usually affects the joints, especially the hands, knees, elbows, shoulders, feet, hips and neck and can also affect the organs, including the skin, eyes, smaller arteries and veins, heart, lungs, blood and kidneys.

Symptoms and complications vary. Causes are not known and there are no specific cures. Most treatment is aimed at minimising pain and enhancing mobility.

For general teaching and assessment strategies refer to Part B and any other appropriate section (e.g. mobility disabilities).

Asthma

Many students have chronic breathing problems, the most common of which are bronchial asthma and emphysema. Respiratory problems are characterised by attacks of shortness of breath and difficulty in breathing, sometimes triggered by stress, either physical or mental. Fatigue and difficulty climbing stairs may also be problems, depending on the severity of the attacks.

Asthma is a common respiratory condition affecting about one in ten adults. At present there is no known cure for asthma but symptom control can usually be achieved using various medications. While psychological factors do not cause asthma, major stresses such as exams can trigger an attack in some people. Frequent lateness or absence from lectures may occur and hospitalisation may be required where prescribed medication fails to relieve symptoms.

For general teaching and assessment strategies refer to Part B (page 8) and any other appropriate sections.

Attention deficit/hyperactivity disorder (AD/HD)

A developmental dysfunction of the central nervous system that occurs in children and adults. A significant proportion of adults continues to experience academic and behavioural symptoms of AD/HD. AD/HD symptoms include brief attention span, short-term memory problems, speech disorders, difficulties with balance and coordination, problems of/in perception and organising. Behavioural symptoms may include impulsiveness, low frustration threshold, poor self esteem, inflexibility.

Adults with AD/HD may experience difficulties with learning and social interaction, self-esteem, depression, mood swings and anxiety. Most, however, can and do develop strategies to overcome the worst features of AD/HD and lead very successful lives.

NOTE: whereas people with AD/HD may experience learning difficulties, AD/HD is not classified as a learning disability.

For general teaching and assessment strategies refer to Part B and any other appropriate section (e.g. learning disabilities and depression and mental illness).

Cancer

Cancer can occur in almost any organ system of the body and the symptoms and particular disabling effects vary greatly from one individual to another. Some individuals experience visual problems, lack of balance and coordination, joint pains, backaches, headaches, abdominal pains, drowsiness, lethargy, difficulty in breathing and swallowing, weakness, bleeding or anaemia.

The primary treatments for cancer - radiation therapy, chemotherapy and surgery - may induce additional effects. These therapies can cause violent nausea, drowsiness, fatigue and learning impairment.

Surgery can result in amputation, paralysis, sensory deficits and language and memory problems. The condition can fluctuate depending on how successful treatment is.

For general teaching and assessment strategies refer to Part B and any other appropriate section (e.g. mobility disabilities).

Cerebral palsy

Cerebral palsy is a general term for a group of disabling conditions caused by damage to the brain, which may have occurred before, during or shortly after birth. The major types of disability associated with cerebral palsy can occur in combination and are:

• Spasticity–muscular contractions of the limb muscles.

• Athetosis–involuntary movements of the limbs, trunk and face.

• Ataxia–lack of coordination with a clumsy gait and poor balance.

• Atonia–muscle weakness causing difficulty in movement.

Individuals will therefore vary widely in the effects of the disability which may include involuntary muscle contractions, rigidity, spasms, poor coordination, poor balance or poor spatial relations, visual, auditory, speech, hand-function and mobility problems.

Those severely affected may need to use a wheelchair, while those mildly affected may have no physical manifestations at all.

For general teaching and assessment strategies, refer to Part B and any other appropriate section (e.g. speech, vision and mobility disabilities).

Chronic fatigue syndrome

Chronic fatigue syndrome (CFS) - also known as myalgic encephalomyelitis (ME) is believed be caused by an abnormal response to a virus or some other 'trigger' factor.

CFS is a chronic condition lasting months or years. Students with CFS are prone to relapse if they exceed the limits of physical or mental exertion which their illness imposes.

Symptoms may vary in severity from day to day, and even from hour to hour. There may be profound physical and mental exhaustion, persistent pain in the muscles and joints, headaches varying from dull to intense, dizziness, nausea, fainting, poor concentration and memory, pallor or flushing of face, an inability to tolerate extremes of heat, light or sound and a sensitivity to various agents and chemicals.

The student will need to avoid prolonged standing, extremes of heat and cold, exposure to fumes from science laboratories and gas heating and mental or physical exertion beyond the limits imposed by their condition.

As a consequence of this illness, the student may feel a great sense of isolation and loneliness as well as a serious loss of self-confidence.

For general teaching and assessment strategies refer to Part B and any other appropriate sections, e.g. mobility disabilities.

Crohn's disease

A form of inflammatory bowel disease, Crohn's disease refers to persistent and recurring inflammation in one or more parts of the intestine. It may be associated with medical problems outside the intestine and there is no known cure.

Mild symptoms include diarrhoea, abdominal pain, weight loss, fatigue and clubbing of the fingers. More acute symptoms include cramping, nausea and fever. Treatment involves easing symptoms and may include surgery, intravenous liquid and nutrients, and drugs to reduce inflammation. Stress may be an aggravating factor.

For general teaching and assessment strategies refer to Part B and any other appropriate section.

Diabetes

Diabetes is a chronic disease in which the body produces little or no insulin or resists the insulin it does produce. Insulin is needed by the body to transport glucose into the cells for use as energy and storage as glycogen.

There are two types of diabetes. Type 1 or insulin-dependent diabetes is most common in younger people, and students with Type 1 diabetes may be treated with insulin injections, exercise and dietary modifications. To balance the injected insulin, meals will need to be evenly spaced throughout the day with extra food taken before exercise.

It may be necessary for the student to eat in class or in examinations and a room to administer injections may need to be provided. Instability of the diabetes may mean absences or delayed assignments.

Type 2, non-insulin dependent diabetes is more common in older people. The body still produces some insulin naturally and treatment includes monitoring sugar in the blood, exercise, and special attention to diet.

Diabetes increases the risk of heart attack, stroke, kidney failure and peripheral blood vessel disease, and is a major cause of blindness in adults. Common symptoms can include fatigue, increased thirst, increased urination, shakiness, confusion and crying. Symptoms vary from person to person.

For general teaching and assessment strategies refer to Part B and any other appropriate section, e.g. vision impairment.

Epilepsy and related disorders

Epilepsy occurs in 1 to 2 per cent of the population. Brain injury, birth injury, brain tumours and circulatory disease in the brain are known causes of epilepsy, but there are many instances of unknown cause. In those predisposed to epilepsy, seizures may be triggered by a range of stimuli including flashing lights, stress or anxiety, fatigue, illness, excitement, inadequate food, excessive alcohol, and physical activity.

Epileptic seizures result from imbalances in the electrical activity in the brain causing loss of control of one or more aspects of bodily activity. The effects vary with the type of seizure.

People who take medication for epilepsy rarely have seizures. In some cases sedative anti-convulsant drugs may interfere with concentration. If undetected, frequent small lapses of consciousness occur; these lapses can interfere with learning.

Students with epilepsy and other seizure disorders are sometimes reluctant to divulge their conditions because they fear being misunderstood or stigmatised. Teachers can and should model positive attitudes.

In the event of a major epileptic seizure, follow this procedure:

• Keep calm. Although the manifestations may be intense they are generally not painful to the individual.

• Remove nearby objects that may injure the person during the seizure.

• Help lower the person to the floor and place cushioning under his/her head.

• Turn the person's head to the side so that breathing is not obstructed

• Loosen tight clothing. Do not put anything in the person's mouth.

• Do not try to restrain bodily movement.

• Make sure someone stays with the person until she/he recovers.

• If the seizure continues for more than ten minutes, get medical help or call an ambulance.

For general teaching and assessment strategies refer to Part B and any other appropriate section.

Lupus

A chronic inflammatory disorder of the connective tissues which may affect the skin only or multiple organ systems as well as the skin. Treatment varies according to diversity and type.

Symptoms commonly include fever, weight loss, malaise and fatigue, rashes and pain in multiple joints, sensitivity to sun and fluorescent lights. Complications may include kidney failure, urinary tract infections, lung and circulatory problems, eye damage (as a result of treatment), damage to the central nervous system.

Often characterised by flare-ups and remissions.

For general teaching and assessment strategies refer to Part B and any other appropriate section, eg. mobility disabilities.

Multiple sclerosis

Multiple sclerosis is a progressive disease of the central nervous system, characterised by a decline of muscle control. Symptoms may include disturbances ranging from mild to severe blurred vision, blindness, tremors, weakness or numbness in limbs, to unsteady gait, paralysis, slurred speech, mood swings and attention deficits.

The course of multiple sclerosis is highly unpredictable. Periodic remissions are common and may last from a few days to several months, as the disease continues to progress. As a result, mood swings may vary from euphoria to depression and striking inconsistencies in performance are not unusual.

For general teaching and assessment strategies, refer to Part B and any other appropriate section, e.g. speech, vision and mobility disabilities.

Muscular Dystrophy

Muscular dystrophy refers to a group of hereditary progressive disorders that most often occur in young people, producing degeneration of voluntary muscles of the trunk and lower extremities. The atrophy of the muscles results in chronic weakness and fatigue and may cause respiratory or cardiac problems. Walking, if possible, may be slow and appear uncoordinated. Manipulation of materials in class may be difficult.

For general teaching and assessment strategies refer to Part B and any other appropriate section, e.g. mobility disabilities.

Narcolepsy

Recurrent uncontrollable brief episodes of sleeping.

Occupational overuse injury

Occupational overuse injury, previously known as repetitive strain injury (RSI), may include diseases such as tenosynovitis, tendonitis, synovitis, carpal tunnel syndrome or combinations of these. It can result from doing repetitive tasks such as typing, writing, or playing musical instruments and may result in long-term stiffness, pain and limited joint movement.

The symptoms are usually pain, swelling, and stiffness of the wrist, elbow or the small joints in the hand. It also commonly causes pain in the neck and shoulders. Rest and a variety of treatment approaches may improve the situation but it can recur with stress and overuse.

For general teaching and assessment strategies refer to Part B and any other appropriate section, e.g. mobility disabilities.