Getting Back to Normal: Homework and Discipline Guidelines That Work
Homework Guidelines for the Student with Arthritis: Some Practical Strategies to Consider
Students with arthritis may have intermittent periods of absences from the classroom. The teachers, the parent and the medical team will need to communicate consistently to determine the amount of home work appropriate for the student during times of disease flares. Each student is unique and their particular response to treatment varies.
Guidelines for assigning homework to the student with arthritis:
- Prioritize assignments. Students with limited energy may not be able to make up all the work missed.
- Shortened assignments may be necessary during times of flares of symptoms. Limit the number of skill practice problems, for example in math or writing assignments.
- Provide video or audio tapes or computer notes of lectures for students to listen to while they are out absent.
- Allow student to substitute audio recorded work for written assignments (especially if they have arthritis in hands or wrists).
- Secondary teachers may suggest Pass/Fail (when appropriate) rather than a letter grade.
- Allow the student to adapt writing assignments to their environment. Writing about their medical experiences or about their condition can often be an interesting assignment. However, be aware they are sometimes reluctant to share their condition with their peers.
- At the teacher discretion, describe to the student the absolute minimum that the student must complete in order to receive credit for the class.
- Develop a contract with the student that includes assignments, due dates, rewards and consequences.
- Assign a "study buddy" to work with the student in problem subject areas during study hall or after school.
- Develop a study packet for the student to complete while absent that covers core concepts.
- Involve parent(s) in expectations and goals for the student.
Discipline Expectations for the Student with Arthritis: Some Practical Suggestions to Consider
Educators and parents can sometimes face a difficult task when disciplining a child with arthritis. Often, feelings of guilt may occur when disciplining a child with a chronic illness because the child has already faced many challenges since diagnosis. However, effective discipline normalizes the child's life by setting rules and having expectation. Therefore, it is important for educators and parents to work together to determine appropriate discipline expectations for the child.
Some common discipline obstacles and strategies to consider when working with a child with arthritis include:
- Open Communication:
- Communication between the parents and teacher is essential.
- Become aware of the medical issues regarding the student's (diagnosis, treatment, possible side effects of medicine, prognosis, etc.).
- Discuss and decide on expectations of the student.
- Remember that expectations may need to be adjusted, depending upon the disease, treatment and age of the student.
Center of Attention: After diagnosis, the child may become the center of attention of parents, relatives, friends and medical caregivers. Once life returns to "normal," they may still expect to be the center of attention. It is helpful to discuss this phenomenon with them (when applicable) and all persons involved to determine what their current needs are and your expectations of how to address these needs.Appropriate limits: Set clear, consistent age-appropriate limits. Let your student know what you expect of him and stick to it. If you set limits typically used with three-year-olds, then you are likely to end up with a student who behaves like a three-year-old.Expecations / current condition: Adjust expectations to your student's condition. For example, if the student has pain, stiffness and swelling of their joints from a flare of the arthritis, then it may not be reasonable to expect him to pay close attention or sit still for an hour. The might need to take a break for a few minutes or get up and walk around. If you believe the student is "taking advantage" of the illness and the special accommodations, then let the parent(s) know or get permission to talk with the Rheumatology office.Praise/Rewards: Let the student know how pleased you are by their behavior as soon as you can. Use praise and attention to reward a desired behavior.For more information about the William S. Rowe Division of Rheumatology at Cincinnati Children's, please contact 513-636-4676.
