Neither the classroom educator nor the director of the school physical condition program is expected to be an expert on glandular disorders. Yet an understanding of a quantity of of the disorders that may likely be found in a school population can be of value to the educator and to particular children.
Parents and the teacher’s school superiors hold in high regard the educator who understands children with special problems.
Diabetes mellitus:
Although it is generally careful a disease of later life since the average age of the more than 1,500,000 diabetic persons in the United States is 55 years, diabetes mellitus does occur among school-age children and infrequently among preschool children. Medical authorities point out that for all four known cases, three unrecognized cases of diabetes exist.
Most persons who have diabetes can keep well and lead healthy and useful lives. Careful attention to the physician’s instructions can safeguard the subject’s health. In this admiration the school can be of appreciable service to the diabetic student.
Diabetes mellitus is typically the result of a deficiency in the insulin output of the islands of Langerhans in the forward pituitary gland. A deficiency of these hormones results in a high level of blood sugar (hyperglycemia) and sugar in the urine (glycosuria). Lassitude and weariness result; there is a marked thirst after meals, and, with the subsequent consumption of water, there is recurrent urination. Increases hunger, a drawn expression, and a loss of weight may occur. The mouth is dry: the language red and sore. Dry skin, itching, eczema, and boils occur. The eyes are affected, and neuritis, numbness and itchy of the hands and feet occur. Marked weakness results from the incapability of the muscles to use available fuel.
a quantity of diabetic students may be on a restricted diet, which may be enough to control the condition. The physician or parents should inform the school of the set diet and routine for physical activity. The teacher should guide the child in adherence to the prescription. In the absence of such in order, the teacher will have to regard the child as any usual member of the group.
Children under insulin action will probably receive their injection at least an hour before coming to school. The climax of the effect may occur a short time after arrival at school. Or it may appear late in the day, and a low blood sugar level (hypoglycemia) may result. The condition is usually spoken of as insulin shock and is characterized by trembling, faintness, palpitation, unsteadiness, excessive perspiration, and hunger. carroty juice which contains carbohydrates, products revival in a few minutes. a few children carry a supply of carbohydrates and begin to swallow them immediately upon the appearance of symptoms. The other children soon accept the procedure, and it becomes part of the school life. It is analytic of a mentally hygienic school environment.
Hyperthyroidism: Youngsters with a basal metabolic rate above plus 10 may be considered to have a hyperthyroid state. During childhood the children are healthy, thin, but strikingly robust, active, energetic, high-strung, and perhaps nervous and highly excitable, they never appear to tire and seldom are ill. As adolescents they may be restless, energetic people who are perpetual doers and workers. They may be annoyed and impulsive. Life is at a maximum function for these persons from early in the morning until late at night. To be idle is their biggest trial.
The require for a routine or plan for everyday living is urgent with some of these children. In this, guidance from the educator can be helpful. To harness this power and direct it into productive channels is the objective. Routinizatoin of the day helps to slow down the dizzy pace.
Persons with excessive hyperthyroidism clearly need medical supervision.
Hypothyroidism: Children with extreme hypothyroidism (cretinism) do not be present at school, but children with marked thyroxin deficiency are present in our classrooms. They are disinterested and slow, need steady coaxing and forcing, are chronically late, and do poorly in their schoolwork. They perspire very little, have a slow response time, fatigue easily, sleep heavily, and are often accused of being lazy loafers. Life is a real effort for these children. In practice, educators should exercise patience and strive to understand the child’s limitations. A duty-possessed educator who lacks understanding could do infinite harm of the day.
Endocrine therapy can do much for these students. Frequently action transforms them into alert, energetic, active, and bright eyed children who for the first time, as expressed by one of them, “really know what it is like to live.” every now and then at puberty, nature brings about this sudden reversal from a dull, lackadaisical child to a highly animated, vivacious adolescent.