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El. knyga: Genetic and Acquired Disorders: Current Topics and Interventions for Educators

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  • Formatas: PDF+DRM
  • Išleidimo metai: 23-Feb-2010
  • Leidėjas: Corwin Press Inc
  • Kalba: eng
  • ISBN-13: 9781452298825
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Genetic and Acquired Disorders: Current Topics and Interventions for EducatorsDidesnis paveikslėlis
  • Formatas: PDF+DRM
  • Išleidimo metai: 23-Feb-2010
  • Leidėjas: Corwin Press Inc
  • Kalba: eng
  • ISBN-13: 9781452298825
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"Covers genetic, chromosomal, and metabolic disorders; prenatal exposure to alcohol and antidepressants; and such problems as asthma, food allergies, diabetes, and grief and bereavement. These are some of the issues increasingly faced by school personnel every day. Each topic is treated in the same authoritative, accessible style found throughout the three volumes of this set." John E. Desrochers, Editor, Communique School Psychologist, Westport Public Schools, CT

The educators go-to reference for helping students with genetic and acquired disorders!

Educators today are sure to encounter students with needs related to genetic and acquired disorders. Based on the most current research, this volume outlines issues affecting children who are born with or acquire a medical disorder or disease.

Written for school psychologists, counselors, administrators, and teachers, this easy-to-understand resource covers advances in health care and:





Topics related to chromosomal, genetic, and metabolic disorders, such as phenylketonuria, the genetics of autism, the biology of shyness, and families of children with genetic disorders Acquired disorders, including prenatal exposure to alcohol and antidepressants, celiac disease, maternal post-partum depression and behavior problems, asthma, food allergies, and diabetes Coping with loss in schools, including the changing role of schools and the role of educators in dealing with grief and bereavement

Featuring case studies, strategies for educators, discussion questions, glossaries, and handouts, Genetic and Acquired Disorders provides valuable information to practitioners involved in providing differentiated instruction and educational accommodations, collaborating with families, working with the community, or influencing policy.

Recenzijos

"These resources are the answer to the challenge of keeping pace with the evolving field of student support in schools." -- Katy Olweiler, Counselor This book is a unique and thoughtful volume that provides up-to-date material on diverse disorders in school-age children. Written with the busy educator in mind, the chapters are full of useful information regarding disease impact on educational outcomes, effective classroom interventions, and the current state of research. Discussion questions and handouts are presented with each chapter. I heartily recommend this book for teachers and educational support staff. -- LeAdelle Phelps, Professor "Covers genetic, chromosomal, and metabolic disorders; prenatal exposure to alcohol and antidepressants; and such problems as asthma, food allergies, diabetes, and grief and bereavement. These are some of the issues increasingly faced by school personnel every day. Each topic is treated in the same authoritative, accessible style found throughout the three volumes of this set." -- John E. Desrochers, Editor, Communique

Preface xi
Acknowledgments xiii
About the Editors xiv
About the Contributors xv
Section I: Advances in Health Care and Coping With Loss in Schools
Advances in Health Care and Medical Science: Presenting New Challenges for Schools
2(5)
Paul C. McCabe
Steven R. Shaw
Advances in Medical Science
3(2)
Increased Survival Rates
3(1)
Greater Specificity of Medical Diagnosis and Treatment
3(1)
Increased Emphasis on Outpatient Care
4(1)
Changing Role of Schools
5(2)
Increase in Pharmacological Interventions
5(1)
Multidisciplinary Approach
6(1)
Grief and Bereavement: Roles for Educators
7(13)
Steven R. Shaw
Tiffany Chiu
Khing Su Lin
Introduction
8(1)
Background
9(1)
Impliations for Educators
10(3)
How to Tell Students About a Death
10(1)
Notification and Announcement Procedures
11(1)
Parent Notification
11(1)
Determine the Degree of Trauma
12(1)
Concerns About Death Due to Suicide
12(1)
Educational Strategies
13(1)
The Roles of Principals
13(1)
The Roles of Teachers
14(1)
The Roles of Counselors, School Psychologists, and Social Workers
14(1)
Discussion Questions
14(1)
Research Summary
15(1)
Resources
15(1)
Handout---Grief and Bereavement in the Schools
16(4)
Section II: Chromosomal, Genetic, and Metabolic Disorders
Rare Chromosomal Disorders
20(9)
Shohreh M. Rezazadeh
Steven R. Shaw
Introduction
21(1)
Background
21(4)
Genetics Evaluation
22(1)
Chromosome Abnormalities
22(1)
Potential for Intervention
23(1)
Future Work
24(1)
Implications for Educators
25(1)
Educational Strategies
25(1)
Discussion Questions
26(1)
Research Summary
26(1)
Resources
27(1)
Handout---Children With Rare Chromosomal Disorders
28(1)
Phenylketonuria (PKU): Implications for Educators and Schools
29(9)
Paul C. McCabe
Lindsay Glasser
Introduction
30(1)
Background
30(3)
Prevalence, Symptoms, and Treatment
30(1)
Cognitive and Neurological Effects
31(1)
Maternal Phenylketonuria
32(1)
Timing and Degree of Exposure
32(1)
Implications for Educators
33(2)
Dietary Compliance
34(1)
Educational Strategies
35(1)
Discussion Questions
35(1)
Research Summary
36(1)
Resources
36(1)
Handout---Promoting the Well-Being of Children With PKU
37(1)
Genetics of Autism: Theories, Findings, and Implications
38(12)
Sarah Glaser
Tia Ouimet
Introduction
39(1)
Background
40(5)
Knowing Which Families Are at Risk
40(1)
Techniques to Identify Genetic Contributions
40(1)
Known Genetic Causes
41(1)
Multiple Gene Complications and Unknowns
42(1)
Possible Environmental Causes
43(1)
The Role of Genetic Counseling and Testing
44(1)
Implications for Educators
45(1)
Home-and School-Based Treatment and Interventions
45(1)
Educational Strategies
46(1)
Discussion Questions
46(1)
Research Summary
47(1)
Resources
47(1)
Handout---The Genetics of Autism
48(2)
The Biology of Shyness
50(9)
Paul C. McCabe
Sarah E. Groark
Brian Dalpiaz
Introduction
51(1)
Background
51(2)
The Role of the Amygdala
51(1)
Amygdala and Cortisol Levels: The HPA System
52(1)
Psychological and Immune Correlates of HPA Activation
52(1)
Implications for Educators
53(2)
Educational Strategies
55(1)
Discussion Questions
55(1)
Research Summary
56(1)
Resources
56(2)
Handout---Shyness in Children
58(1)
Families of Children With Genetic Disorders
59(11)
Jennifer E. Bruce
Sara Quirke
Steven R. Shaw
Introduction
60(1)
Background
60(5)
Asking Questions of Professional
60(1)
Managing Emotional Trauma
61(1)
Stressors Faced by Families of Children With Genetic Disorders
61(3)
Strengths in Families of Children With Genetic Disorders
64(1)
Educational Strategies
65(1)
Discussion Questions
65(1)
Research Summary
66(1)
Resources
66(1)
Handout---Helping Families With a Child With a Disability
67(3)
Section III: Acquired Disorders of Childhood
Prenatal Alcohol Exposure: Biological and Behavioral Outcomes
70(10)
Erica J. Deming
Paul C. McCabe
Introduction
71(1)
Background
71(4)
Neuroanatomical Effects of Prenatal Alcohol Exposure
72(1)
Alcohol's Effect on the Neocortex, Hippocampus, Cerebellum, and Neurotransmission
72(2)
Typical Anatomical Features of Children With Fetal Alcohol Exposure
74(1)
Neurobehavioral Effects of Prenatal Alcohol Exposure
74(1)
Implications for Educators
75(1)
Educational Strategies
76(1)
Discussion Questions
77(1)
Research Summary
77(1)
Resources
78(1)
Handout---Effects of Prenatal Alcohol Exposure on Children
79(1)
Prenatal Exposure to Antidepressants
80(8)
Paul C. McCabe
Caryn R. DePinna
Introduction
81(1)
Background
81(3)
Types of Antidepressants
82(1)
Untreated Depression
83(1)
Conclusion
83(1)
Implications for Educators
84(1)
Educational Strategies
84(1)
Discussion Questions
85(1)
Research Summary
85(1)
Resources
86(1)
Handout---Information About Prenatal Exposure to Antidepressants
87(1)
Celiac Disease and Youth: Implications for Educators and Allied Professionals
88(10)
Jessica B. Edwards George
Jessica A. Hoffman
Debra L. Franko
Introduction
89(1)
Background
89(3)
Prevalence
89(1)
Symptoms
90(1)
Diagnosis
90(1)
Treatment: The Gluten-Free Diet
90(1)
Issues in Treatment of Celiac Disease
90(2)
Implications for Educators
92(2)
Strategies to Support Students With CD
92(2)
Educational Strategies
94(1)
Discussion Questions
94(1)
Research Summary
95(1)
Resources
95(1)
Handout---Celiac Disease: Helpful Hints for Educators
96(2)
Postpartum Depression and Its Relationship to Behavior Problems in Children
98(9)
Danielle Parente
Paul C. McCabe
Introduction
99(1)
Background
99(3)
Maternal Depression and Childhood ADHD
101(1)
Child-Family Dynamics
102(1)
Implications for Educators
102(1)
Educational Strategies
103(1)
Discussion Questions
104(1)
Research Summary
104(1)
Resources
104(2)
Handout---Identifying and Treating Postpartum Depression
106(1)
Pediatric Responses to Asthama: An Overview for Educators
107(8)
Adrienne Garro
Introduction
108(1)
Background
108(3)
Experience of Symptoms
108(1)
Impact on Student Functioning
109(1)
Psychosocial Implications
110(1)
Implications for Educators
111(1)
Educational Strategies
112(1)
Discussion Questions
112(1)
Research Summary
113(1)
Resources
113(1)
Handout---Pediatric Responses to Asthma
114(1)
Food Allergies and Intolerances: What Educators Need to Know
115(11)
Doris Paez
Gillian W. Thomas
Introduction
116(1)
Background
117(3)
What is a Food Allergy?
117(1)
How Can an Allergy Cause Death?
117(1)
How Do Food Allergies Develop?
118(1)
Does Food Allergy Management Differ by Developmental Stage?
118(1)
What Social-Emotional or Behavioral Issues are Associated With Food Allergies?
119(1)
What is the Status of Research on Causes and Treatments?
120(1)
Implications for Educators
120(3)
Create a Core Team
120(1)
Food Allergy Emergency Plan
121(1)
Storing of Medications
121(1)
Label Literacy
122(1)
Empowering Children With Food Allergies and Their Peers
122(1)
Educational Strategies
123(1)
Discussion Questions
123(1)
Research Summary
124(1)
Resources
124(1)
Handout---Successfully Managing Food Allergies in Childhood
125(1)
Developmental Effects of Type 1 Diabetes
126(8)
Sarah A. Bassin
W. Mark Posey
Elizabeth M. Schneider
Introduction
127(1)
Background
128(2)
Acute Effects
128(1)
Long-Term Effects
128(2)
Implications for Educators
130(1)
Educational Strategies
131(1)
Discussion Questions
131(1)
Research Summary
132(1)
Resources
132(1)
Handout---General Information About Type 1 Diabetes
133(1)
Glossary 134(10)
References 144(16)
Index 160
Paul C. McCabe, NCSP, is an associate professor of school psychology in the School Psychologist Graduate Program at Brooklyn College of the City University of New York. McCabe is a New York State certified school psychologist, New York State licensed psychologist, and a Nationally Certified School Psychologist (NCSP). He serves on the editorial boards of several publications in school psychology and developmental psychology, and has consulted at state and national levels on issues of early childhood assessment and best practices, pediatric issues in schools, and training in school psychology. McCabe conducts and publishes research in early childhood social, behavioral, and language development and concomitant problems; pediatric school psychology and health issues addressed by schools; and social justice issues in training, especially training educators to advocate for gay, lesbian, bisexual and transgendered youth. McCabe received his PhD in clinical and school psychology from Hofstra University. He holds undergraduate degrees from University of Rochester and Cazenovia College. Steven R. Shaw, NCSP, is an assistant professor in the Department of Educational and Counselling Psychology at McGill University in Montreal, Quebec. He has been a school psychologist since 1988 with clinical and administrative experience in schools, hospitals, and independent practice. He has conducted workshops and consulted with educational policy makers to address the needs of children with borderline intellectual functioning in the US, Canada, Pakistan, Moldova, Poland, India, and Egypt. Shaw conducts and publishes research in behavior and language development in children with rare genetic disorders; resilience factors for children with risk factors for school failure, especially borderline intellectual functioning; and pediatric school psychology and health issues addressed by schools. Shaw received a PhD in school psychology from the University of Florida.
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