Genetic and Acquired Disorders: Current Topics and Interventions for Educators

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Paul C. McCabe, Steven R. Shaw
Corwin Press, Feb 23, 2010 - Education - 171 pages
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Educators often face the pressure to address children's medical needs within the school setting, but sometimes find themselves having to make difficult decisions without adequate training, support, or information about important pediatric issues. When faced with a medical question, many may turn to the Internet where information is sometimes reliable, sometimes not.

This concise and well-researched investigation into genetic and acquired health issues provides credibility and verifiability of data and establishes a foundation of confidence for any educator who must make policy, differentiate instruction, provide educational accommodations, offer special education services, collaborate with families, and work with the community to serve to children's medical, physical, and psychological needs.

Written for school psychologists, counsellors, administrators, and teachers, this highly practical and easy-to-understand reference describes genetic, chromosomal, and acquired disorders and discusses behavioural issues that may manifest themselves in classrooms as well as treatment options and intervention strategies. Readers will find:

- A section on chromosomal, genetic, and metabolic disorders covering topics such as phenylketonuria, the genetics of autism, the biology of shyness, and families of children with genetic disorders

- A section on acquired disorders with chapters on prenatal alcohol exposure, prenatal exposure to antidepressants, celiac disease, maternal post-partum depression and behaviour problems, asthma and quality of life, food allergies in the classroom, and diabetes.

Each chapter includes a case study, parent handouts, and a literature review based on the latest and best scientific research.

 

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Contents

Section I Advances in Health Care and Coping with Loss in Schools
1
Presenting New Challenges for Schools
2
Advances in Medical Science
3
Increased Emphasis on Outpatient Care
4
Changing Role of Schools
5
Multidisciplinary Approach
6
Roles for Educators
7
Introduction
8
Biological and Behavioral Outcomes
70
Introduction
71
Neuroanatomical Effects of Prenatal Alcohol Exposure
72
Typical Anatomical Features of Children with Fetal Alcohol Exposure
74
Implications for Educators
75
Educational Strategies
76
Discussion Questions
77
Resources
78

Background
9
Implications for Educators
10
Notification and Announcement Procedures
11
Determine the Degree of Trauma
12
Educational Strategies
13
The Roles of Teachers
14
Research Summary
15
HandoutGrief and Bereavement in the Schools
16
Section II Chromosomal Genetic and Metabolic Disorders
19
Chapter 3 Rare Chromosomal Disorders
20
Introduction
21
Genetics Evaluation
22
Potential for Intervention
23
Future Work
24
Implications for Educators
25
Discussion Questions
26
Resources
27
HandoutChildren with Rare Chromosomal Disorders
28
Implications for Educators and Schools
29
Introduction
30
Cognitive and Neurological Effects
31
Maternal Phenylketonuria
32
Implications for Educators
33
Dietary Compliance
34
Educational Strategies
35
Research Summary
36
HandoutPromoting the WellBeing of Children with PKU
37
Theories Findings and Implications
38
Introduction
39
Background
40
Known Genetic Causes
41
Multiple Gene Complications and Unknowns
42
Possible Environmental Causes
43
The Role of Genetic Counseling and Testing
44
Implications for Educators
45
Educational Strategies
46
Research Summary
47
HandoutThe Genetics of Autism
48
Chapter 6 The Biology of Shyness
50
Introduction
51
The HPA System
52
Implications for Educators
53
Educational Strategies
55
Research Summary
56
HandoutShyness in Children
58
Chapter 7 Families of Children with Genetic Disorders
59
Introduction
60
Managing Emotional Trauma
61
Strengths in Families of Children with Genetic Disorders
64
Educational Strategies
65
Research Summary
66
HandoutHelping Families with a Child with a Disability
67
Section III Acquired Disorders of Childhood
69
HandoutEffects of Prenatal Alcohol Exposure on Children
79
Chapter 9 Prenatal Exposure to Antidepressants
80
Introduction
81
Types of Antidepressants
82
Untreated Depression
83
Implications for Educators
84
Discussion Questions
85
Resources
86
HandoutInformation about Prenatal Exposure to Antidepressants
87
Implications for Educators and Allied Professionals
88
Introduction
89
Symptoms
90
Implications for Educators
92
Educational Strategies
94
Research Summary
95
Helpful Hints for Educators
96
Chapter 11 Postpartum Depression and its Relationship to Behavior Problems in Children
98
Introduction
99
Maternal Depression and Childhood ADHD
101
ChildFamily Dynamics
102
Educational Strategies
103
Discussion Questions
104
HandoutIdentifying and Treating Postpartum Depression
106
An Overview for Educators
107
Introduction
108
Impact on Student Functioning
109
Psychosocial Implications
110
Implications for Educators
111
Educational Strategies
112
Research Summary
113
HandoutPediatric Responses to Asthma
114
What Educators Need to Know
115
Introduction
116
Background
117
How do Food Allergies Develop?
118
What SocialEmotional or Behavioral Issues are Associated with Food Allergies?
119
What is the Status of Research on Causes and Treatments?
120
Food Allergy Emergency Plan
121
Label Literacy
122
Educational Strategies
123
Research Summary
124
HandoutSuccessfully Managing Food Allergies in Childhood
125
Chapter 14 Developmental Effects of Type 1 Diabetes
126
Introduction
127
Background
128
Implications for Educators
130
Educational Strategies
131
Research Summary
132
HandoutGeneral Information about Type 1 Diabetes
133
Glossary
134
References
144
Index
160
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About the author (2010)

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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