As an educator, you probably chose your profession because you love teaching and working with young people. You have had the joy of success and the thrill of discovery. But you have probably faced numerous challenges, too, from unruly students to angry parents. Having a critically ill student, especially a student with AIDS, creates a new set of challenges, but with patience, understanding and good communication, you can create a safe and productive learning atmosphere for the student.
Instructions
1. Talk to the parents or guardians. For both legal and ethical reasons, the parents of a child with AIDS should be your first source. If you feel uncomfortable talking to the parents alone, ask an administrator to attend the meeting with you. As an educator, you need to know the parents’ thoughts and philosophies about their child. Some parents will have a clear plan that they would like you to follow, while others will look to you to outline an agenda. Generally, the information you may need from the parent is the condition of the child, how often the child might miss school and any special procedures or precautions you might need to take. You also need to know how much the child knows about his condition and how much the parents would like you to share with the rest of the class. Be aware that you may not always agree with the parents’ wishes, but unless it interferes with your teaching methods or school policy, it’s better to comply with their requests. Chances are that they have had interaction with neighbors and community members that may not have been positive. Remember this, and be sensitive to their needs. You may have to win their trust.
2. Talk to the student. Much of what you say depends on the age and the parents’ wishes. An older child probably knows more about her condition and has more defined ideas about how she would like you to handle it. Even if the student is older, some of her requests may not be in her best interest. Before changing a plan or implementing a risky course of action, ask the student to take a few days to think about it.Younger students need more guidance and will probably have less to contribute to the learning strategy. However, don’t dismiss their thoughts. Chances are that even the youngest child has learned to communicate effectively with adults about his condition because of the interaction with medical professionals.
3. Work out a plan. After you talk to the parents and student, create your own plan of action. Write it down in outline form so that you can easily refer to it if an issue comes up. Your plan should include a summary of the parents’ requests, a summary of your talk with the student and his requests, a list of doctors and phone numbers, an outline of what to do in an emergency, any medical dos and don’ts for the student and a plan on handling any questions or comments by other students and parents. Know what items you should have on hand for body-fluid clean up and handle the situation. Whatever your plan might be, remember that the student is a human before he is an AIDS patient, and treat him that way.
4. Talk to the class. Much of what you say and how much you say depends on the parents’ and student’s wishes. If the student isn’t showing symptoms, or if the family doesn’t want it discussed, then it may be best to not address it directly. However, if your lesson plan calls for you to have a general lesson and discussion about AIDS, then stick to your plan. Resist being overly protective of the student; this only calls attention to the student. Learn to quietly observe and take action when needed. If the student has a prolonged absence or obvious change in health, meet with the parents, and student if possible, to get their advice as to handle questions from other students and parents.
5. Be creative in solutions to problems. You might be able to help a student keep up during prolonged or frequent absences with emailed assignments or other electronic conveniences. Most schools have a system of delivering media via the Internet, and if not, there are many reliable websites that you can forward to a student to help with the lesson. There are also many creative lesson plans and books that address students’ differences. These can be used as class projects that don’t spotlight the student with AIDS but facilitate better understanding for the entire class. Use the resources that your school offers, but take the time to look for new and effective sources, too.
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