HEALTH

INCLUSIVE SCHOOL IN ARGENTINA: THE DISEASES THAT ARE INVOLVED IN THIS NEW ERA OF OUR SCHOOL.

Much has been talked about the inclusive school in Argentina, and the attention is drawn to the diverse and heterogeneous model in our schools. The inclusive school emphasizes the sense of community, so everyone has a sense of belonging, support and are supported by their peers and other members of the school community, while responses are appropriate to students special educational needs. To include is not erase differences, but allow all students to belong to an educational community that values their individuality.
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Now there are other questions: Do all schools will be prepared to be inclusive? Is the attitude of teachers more important than the professional formation they have? Which are the diseases that will be included in this new school? We are going to focus in this last question which establishes which are the illnesses that will be part of this new school. The main goal of this article is to establish the most important diseases that are present in our schools for the readers to have a brief idea of these illnesses and the great effort that teachers must make in order to teach inside this particular and innovating type of school. The main ones are: dyslexia, blindness, deafness, Down syndrome and autism. DIASEASES DYSLEXIA Dyslexia is a very broad term defining a learning disability that impairs a person's fluency or comprehension accuracy in being able to read, and which can manifest itself as a difficulty with phonological awareness, phonological decoding, orthographic coding, auditory short-term memory, or rapid naming. Dyslexia is separate and distinct from reading difficulties resulting from other causes, such as a non-neurological deficiency with vision or hearing, or from poor or inadequate reading instruction. HOW TO MANAGE THIS ILNESS INSIDE THE CLASSROOM
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There is no cure for dyslexia, but dyslexic individuals can learn to read and write with appropriate educational support. There are techniques, and technical aids, which manage or even conceal symptoms of the disorder. For dyslexia intervention with alphabet writing systems the fundamental aim is to increase a child's awareness of correspondences between graphemes and phonemes, and to relate these to reading and spelling. It has been found that training focused towards visual language and orthographic issues yields longerlasting gains than mere oral phonological training. There is some evidence that the use of specially tailored fonts may provide some measure of assistance for those suffering from dyslexia; however scientific confirmation of this currently appears to be limited to a single master's thesis. Intervention early on while language areas in the brain are still developing is most successful in reducing long term impacts of dyslexia. BLIDNESS Blindness is the condition of lacking visual perception due to physiological or neurological factors. Various scales have been developed to describe the extent of vision loss and define blindness. Total blindness is the complete lack of form and visual light perception and is clinically recorded as NLP, an abbreviation for "no light perception." Blindness is frequently used to describe severe visual impairment with residual vision. Those described as having only light perception have no more sight than the ability to tell light from dark and the general direction of a light source. HOW TO MANAGE THIS ILNESS INSIDE THE CLASSROOM As regards this particular disease is paramount to know that there are several techniques and resources that are necessary in order to teach a blind child. First of all, Braille system is a method that is widely used by people who are visually impaired to read and write, and was the first digital form of writing. This method must be used and implemented inside the classrooms of the inclusive schools in Argentina. It is important to know that DEAFNESS Deafness, or hearing impairment, can be described as a partial or total inability to hear where the ability would usually be expected. Deafness is caused by many different events, including injury, disease and genetic defects. One of the most common causes of deafness is exposure to loud noises. A deaf person may have mild to profound hearing loss HOW TO MANAGE THIS ILNESS INSIDE THE CLASSROOM
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Hearing loss or deafness does not affect a persons intellectual capacity or ability to learn. However, children who are hard of hearing or deaf generally require some form of special education services in order to receive an adequate education. Such services may include:

regular speech, language, and auditory training from a specialist; amplification systems; services of an interpreter for those students who use sign language; favorable seating in the class to facilitate lip reading; captioned films/videos; assistance of a note taker, who takes notes for the student with a hearing loss, so that the student can fully attend to instruction; instruction for the teacher and peers in alternate communication methods, such as sign language; and counseling.

DOWN SYNDROM Down syndrome (DS), also called Trisomy 21, is a condition in which extra genetic material causes delays in the way a child develops, both mentally and physically. The physical features and medical problems associated with Down syndrome can vary widely from child to child. While some kids with DS need a lot of medical attention, others lead healthy lives. Though Down syndrome can't be prevented, it can be detected before a child is born. The health problems that may go along with DS can be treated, and many resources are available to help kids and their families who are living with the condition. HOW TO MANAGE THIS ILNESS INSIDE THE CLASSROOM Experts recommend enrolling kids with Down syndrome in early-intervention services as soon as possible. Physical, occupational, and speech therapists and early-childhood educators can work with your child to encourage and accelerate development.

AUTISM
Autism causes kids to experience the world differently from the way most other kids do. It's hard for kids with autism to talk with other people and express themselves using words. Kids who have autism usually keep to themselves and many can't communicate without special help. They also may react to what's going on around them in unusual ways. Normal sounds may really bother someone with autism so much so that the person covers his or her ears. Being touched, even in a gentle way, may feel uncomfortable.
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HOW TO MANAGE THIS ILNESS INSIDE THE CLASSROOM Many people with autism are visual thinkers. I think in pictures. I do not think in language. Avoid long strings of verbal instructions. People with autism have problems remembering the sequence. Many children with autism are good at drawing, art, and computer programming. Many autistic children get fixated on one subject like trains or maps. The best way to deal with fixations is to use them to motivate school work. If the child likes trains, then use the trains to teach reading and math. Read a book about a train and do math problems with trains. For example, calculate how long it takes a train to go between New York and Washington. Use concrete visual methods to teach number concepts. To reduce frustration and help the child to enjoy, let him type on the computer. Typing is often much easier. Some autistic children will learn reading more easily with phonics, and others will learn best by memorizing whole words. Some autistic people are bothered by visual distractions and fluorescent lights. To avoid this problem, place the child's desk near the window or try to avoid using fluorescent lights. Some individuals with autism will respond better and have improved eye contact and speech if the teacher interacts with them while they are swinging on a swing or rolled up in a mat. Some children and adults can sing better than they speak.