Description According to nationalmssociety.org
- Multiple sclerosis (MS) involves an immune-mediated process in which an abnormal response of the body’s immune system is directed against the central nervous system (CNS), which is made up of the brain, spinal cord and optic nerves. The exact antigen — or target that the immune cells are sensitized to attack — remains unknown, which is why MS is considered by many experts to be "immune-mediated" rather than "autoimmune."
According to the National MS Society the most commone idicators/symptoms are the following:
Fatigue
Occurs in about 80% of people, can significantly interfere with ability to function at home and work, and may be the most prominent symptom in a person who otherwise has minimal activity limitations.Walking (Gait) Difficulties
Related to several factors including weakness, spasticity, loss of balance, sensory deficit and fatigue, and can be helped by physical therapy, assistive therapy and medications.Numbness or Tingling
Numbness of the face, body, or extremities (arms and legs) is often the first symptom experienced by those eventually diagnosed as having MS.Spasticity
Refers to feelings of stiffness and a wide range of involuntary muscle spasms; can occur in any limb, but it is much more common in the legs.Weakness
Weakness in MS, which results from deconditioning of unused muscles or damage to nerves that stimulate muscles, can be managed with rehabilitation strategies.Vision Problems
The first symptom of MS for many people. Onset of blurred vision, poor contrast or color vision, and pain on eye movement can be frightening — and should be evaluated promptly.Dizziness and Vertigo
People with MS may feel off balance or lightheaded, or — much less often — have the sensation that they or their surroundings are spinning (vertigo).Bladder Problems
Bladder dysfunction, which occurs in at least 80% of people with MS, usually can be managed quite successfully through dietary and fluid management, medications, and catheterization.Sexual Problems
Very common in the general population including people with MS. Sexual responses can be affected by damage in the central nervous system, as well by symptoms such as fatigue and spasticity, and by psychological factors.Bowel Problems
Constipation is a particular concern among people with MS, as is loss of control of the bowels. Bowel issues can typically be managed through diet, adequate fluid intake, physical activity and medication.Pain
Pain syndromes are common in MS. In one study, 55% of people with MS had "clinically significant pain" at some time, and almost half had chronic pain.Cognitive Changes
Refers to a range of high-level brain functions affected in 50% of people with MS, including the ability to learn and remember information, organize and problem-solve, focus attention and accurately perceive the environment.Emotional Changes
Can be a reaction to the stresses of living with MS as well as the result of neurologic and immune changes. Bouts of depression, mood swings, irritability, and episodes of uncontrollable laughing and crying pose significant challenges for people with MS and their families.Depression
Studies have suggested that clinical depression — the severest form of depression — is among the most common symptoms of MS. It is more common among people with MS than it is in the general population or in persons with many other chronic, disabling conditions.
Video: https://www.youtube.com/watch?v=K8R5N7ZMlNk
Accomodations/Modifications:
- There are 3 types of accomodations for students who have ms.
- The accomodations include an informal, formal 504 plan and special education
According to www.ucsfbenioffchildrens.org the three types of accomodations are described as such:
Informal Accommodation
This is an informal arrangement that you discuss and negotiate with your child's teacher. Formal testing isn't required and your child doesn't have to meet specific criteria or be deemed eligible.For example, the arrangement could include:
- Multiple-choice tests if your child has trouble recalling information
- Bathroom pass if your child has bladder control problems
- Frequent breaks if your child has fatigue or difficulty concentrating
- Preferential class seating arrangement if your child has vision problems or attention deficit
- Reduction in homework if your child has extreme fatigue or problems with writing
Formal 504 Plan
This is the next level of intervention after an informal accommodation. School administrators such as the principal are involved. To qualify, you need a letter from a medical provider verifying that your child has MS. Discuss this plan with school personnel, such as guidance counselors, at the beginning of each school year.A formal 504 plan could include:
- Aid for students with vision impairments (for instance, a reader)
- Computer for taking notes and tests
- Equipment modifications
- Extended test-taking time
- Physical and occupational therapy
- Psychological services
- Relocation of classrooms for children with fatigue or physical disabilities that affect gross motor skills
- School health services
- Speech and language therapy
Special Education
Individuals with Disabilities Education Act (IDEA) and Individual Education Plan (IEP)For this type of intervention and services, children must undergo formal psychoeducational testing and be deemed eligible by meeting one of the criteria under IDEA, clearly demonstrating that either medical, psychological or physical conditions are significantly impacting the student's learning. IEPs are tailored to individual students to aid in their learning.
For example, the plan could include:
- Medical services for diagnostic or evaluation purposes only
- Mobility services
- Occupational therapy for students with fine motor or vision problems
- Parent counseling and training
- Physical therapy
- Psychological services
- School health services by a school nurse or other qualified personnel
- Social work services
- Speech/language therapy and audiology services
- Therapeutic recreation or adaptive physical education
Modifications for Students With Multiple Sclerosis
1. Quantity: Adapt the number of items the learner is supposed to learn.
2. Time: Adapt the time allotted.
3. Level of Support: Increase the amount of personal assistance.
4. Input: Adapt the way instruction is presented.
5. Difficulty: Adapt the skill level on how the learner may approach the work.
6. Output: Adapt how the student can respond to instruction.
7. Participation: Adapt the extent to which a learner is actively involved.
8. Alternate Goals: Adapt the goals or outcome while using the same materials.
9. Substitute Curriculum: Provide different instruction & material to meet the learner's individual goals
2. Time: Adapt the time allotted.
3. Level of Support: Increase the amount of personal assistance.
4. Input: Adapt the way instruction is presented.
5. Difficulty: Adapt the skill level on how the learner may approach the work.
6. Output: Adapt how the student can respond to instruction.
7. Participation: Adapt the extent to which a learner is actively involved.
8. Alternate Goals: Adapt the goals or outcome while using the same materials.
9. Substitute Curriculum: Provide different instruction & material to meet the learner's individual goals
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