The instance is part of the accompanying actions implemented by the Comprehensive Support Plan, focused on providing guidance to the teachers of the house studies, on inclusion.
Three major themes were discussed in the workshop aimed at teachers of the Pedagogy in Mathematics and Physics, with the aim of addressing those needs presented by the students who make up the Comprehensive Support Plan. On this occasion, they reflected on autism spectrum disorder, visual impairment, and seizure crises.
In the first instance, Dr. Carolina Mondaca (Department of Health ULS) talked about the main guidelines to know how to act in the event that a student presents a seizure crisis. “Epilepsy is generally found among the causes of seizures, but it is not the only one, since it can also originate as a result of acute diseases, such as meningitis; drug or alcohol poisoning; trauma generated in the skull area; biochemical disorders, such as type 1 diabetes; or high fevers ”, she explained.
Regarding seizures caused by epilepsy, the professional pointed out that there are several types, which can be differentiated by observing the stereotyped movements manifested by the student. They can be defined according to seizure status, that is, a person who has a crisis for more than 30 minutes or repeated seizures without regaining consciousness, these necessarily require specialized equipment immediately. Likewise, those crises classified as complex partials, in which the person cannot control the movements, also require urgent medical management.
“If they come to face a seizure, they always have to keep the person on one side so that the fluids are passively evacuated from the mouth; as they are stiff, all tight clothing must be released so that the body can breathe from the seizure; they must clear any dangerous object from the area; no object should be put into her mouth or given liquids; they must not be restrained or immobilized, they must be allowed to have a seizure, because they can cause damage at the muscular level; it must be kept close to the person, soften surfaces or put them on the legs; and after the crisis the person should be allowed to rest. It is advisable to take the time from the start of the seizure, as this information is important for the medical team, "he said.
Lastly, it unveiled the acronym "AVDI," which can help teachers or staff recognize when urgent medical assistance is required. “A, means that the patient is alert and can answer questions spontaneously, smoothly and lucidly; the V implies that it responds only to verbal stimuli, and they remain in a state between asleep and conscious; These two cases are manageable within the classroom. The acronym D means that it responds only to painful stimuli; and the I is that he is unconscious; therefore, you need to ask for help. ”
Guidance for students with visual impairment
On the other hand, the psychologist Rosana Toro, gave some suggestions that teachers should consider if they have students with visual disabilities, which may be total blindness or low vision. “When we go to say hello, we must introduce ourselves at the first contact, indicate if he is alone or if he is with another person, and indicate to the student if he has to sit down. In conversation with a visually impaired student, you should speak to her directly even when she does not see us, speak to her by name, never speak to the person accompanying her, always speak to the student and look her in the face, use a. Always ask him if he needs help, offer his hand, his shoulder, and point to the objects around him, ”he said.
Regarding eliminating barriers to learning, the psychologist explained that it is important to allow students to use a tape recorder, facilitate notes or texts in advance, and that they be in a digital format that allows reading specialized software; use texts in Arial or Verdana type, in size 12 or 14, with a normal or semi-bold thickness; use images with little detail and that are easy to describe.
Autism Spectrum Disorder (ASD)
Finally, the differential educator Alejandra Galleguillos, referred to the students who present some level of the disorder of the autistic spectrum. "ASD is not a disease, but a condition that evolves throughout the person's vital century and that mainly leads to a deficit in communication and social interaction, and it is common to observe repetitive patterns in interests or activities (...) People who mostly like to be alone, who avoid social and visual contact, their body language is not very assertive, they find it difficult to read the context, and they have a difficult time using their imagination in learning processes, ”he clarified.
In relation to the university environment, according to a study it was determined that most of the students do not report their condition, for fear of the prejudices that this may bring; 39% do not have a diagnosis before reaching the University; 60% enter motivated by pleasure to study and interest in working; 40% enter to escape their original situation; and 50% of the students feel that they did not fit into the educational system.
Therefore, within the recommendations to follow, it is suggested to support the student's self-regulation, that is, to let him leave the room if he needs it, since they tend to look for quiet places with few stimuli when decomposing.
In order to minimize the barriers to social participation, it is suggested to listen and believe what they are saying, to emit concrete, short and precise messages, not to speak in two ways, and in case of using ironies or jokes, explain them once they have said it. Regarding learning, the teacher can deliver a class structure, constantly repeat the main points, recapitulate or summarize at the end of the classes, explain literally, offer complementary information, promote self-control and collaborative work.
At the end of each presentation, the teachers had the opportunity to clarify all their concerns in order to know how to act if they witness any of these situations.
Written by Daniela Ledezma, Comprehensive Support Plan