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I learned a lot more about transition planning for children with epilepsy. Especially for each age range and what families should be doing.

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These conditions are super old! I'm really impressed that diabetes was diagnosable literally hundreds of years ago!

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I found it interesting that many schools do not have nurses or people that are properly trained to administer medications to students that have asthma, diabetes, or epilepsy. I found that the environment of the classroom can be a large contributor to these students and their symptoms.

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I learned about things that teachers should allow students with diabetes to have easy access to which are snacks, phones, and the nurse office. I also learned that students should have unrestricted bathroom breaks.
-Melissa

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I learned that it is important to have a plan when you have a student with epilepsy. So you know what to do before a seizure happens.

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It had not occurred to me that students with asthma have a sensitivity to scented materials. I figured as long as there was no pollen involved, such as with flowers, it would safe. So thank you!

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It had not occurred to me that students with asthma have a sensitivity to scented materials. I figured as long as there was no pollen involved, such as with flowers, it would safe. So thank you!

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Great presentation..the website was very informative and so well organized!

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There were aspects of epilepsy and diabetes that I didn't think about before like employers not hiring because it could put them or others in danger. Great presentation! 👍

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Community resources are important to students with disabilities and their families. There are a variety of free and costly resources. My favorite resource I learned about was The Epilepsy Foundation. This foundation provides a variety of free and costly resources like support groups, seizure trainings, and musical therapy. I highly recommend this resource to anybody who wants to help (donate, volunteer, etc.) and for people with epilepsy!

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As I researched the history and landmark cases of diabetes, asthma, and epilepsy, I learned how impactful legislation can be beyond those involved in the cases.  For example, the American Diabetes Association vs. California Department of Education case resulted in us teachers being able to assist our students with diabetes in an impactful way.  The Allergy and Asthma Associates Fraud case shows how important it is to speak up and advocate for our students.  Finally, the Chevron U.S.A., Inc. vs. Echazabal case affects the career opportunities of people with epilepsy.

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As I was researching the different health impairments, I realized I did not know much about epilepsy, but a few people I know personally have it. I didn't realize that anyone can develop it and that there were even surgeries available to help with it. I also didn't realize it was possible for children to grow out of it. I knew about a few causes of developing it, but I didn't know that developmental disorders such as autism could be one.

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As I researched instructional strategies for differentiation for students with asthma, diabetes and epilepsy, I learned a lot of new differentiation ideas for students with asthma. It is important to make sure these students are participating in physical activities in warmer air versus cold and dry air. The colder and drier area can trigger asthma symptoms. It is also important to reduce allergens in the classroom to help students stay away from asthma attacks.