HIV epidemic in the United States

342). As of January 1, 1994, 5,228 pediatric back up cases (children under 13) and 1,554 cases in children between 13 and 19 had been diagnosed (Prater, Serna, Sileo, & Katz, 1995, p. 69).

non all of these children are still alive. The number of children infected with human immunodeficiency virus continues to grow as more heterosexual adults are infected with human immunodeficiency virus and full-blown AIDS. Ninety-four percent of the children infected with human immunodeficiency virus are Latino or Afri burn American (Taylor-Brown & Garcia, 1995, p. 14). The absolute majority of these children have at least on parent who is a drug abuser and infected with the HIV virus.

Under-reporting is too suspect because HIV and AIDS progress differently in children than in adults. Early signs of HIV infection found in infants and children take on the following:

failure to thrive and weight loss, chronic and reoccurring diarrhea, dour or recurrent fever, generalized lymphadenopathy, and persistent and severe literal fungus infection. Other common findings include recurrent bacterial infections, brain disease and lymphoid interstitial pneumonitis. Involvement of the heart, liver, kidney and skin have also been described (Hutchings, 1988, p. 6).

Opportunistic infections sum up as the infection progresses. surrounded by 78 percent and 93 percent of all children with HIV infection develop some form of central anxious system dysfunction (Prater, Serna, Sileo, & Katz, 1995, p. 69).

zidovudine Falls short for kids with HIV. (1995, February 18). Science News, 147, 100.

The use of designated instructional function (DIS) teachers is appropriate for HIV-infected children. These teachers have special knowledge of how to alter the political platform and of other modifications which can be made to the regular education teacher's classroom. DIS teachers who probably need to be consulted are speech/ linguistic process, and occupational therapy. In addition, a physical therapist or reconciling physical education teacher can provide activities to increase the child's repel skills.

The primary problems which children with HIV and AIDS face in the educational setting are discriminatory behavior and motor and language develop mental delays.

Examples of these types of problems are leg weakness, general mental slowness, and the inability to maintain attention to conversation or language (Byers, 1989, p. 7). The brain growth in children with HIV is impaired. HIV appears to reach the glial cells, white matter, thalamus, and basal ganglia (Byers, 1989, p. 7). The basal ganglia and thalamus become calcified in children with HIV. This is thought to be the cause of the delays in and regression of a child's motor and language skills.

Hutchings, J. J. (1988). Pediatric AIDS: An overview. Children Today, 17, 4-8.

Environmental concerns can also contribute to the inability of HIV-infected children to attain developmental milestones on schedule and to the loss of these skills. The majority of these children are confronted by urban poverty, poor health, and inadequate care and are at an educational disadvantage from the beginning (Hutchings, 1988, p. 4). The care of these children is often complicated by the parent's drug use, homelessness, and abandonment. The lack of adequate foster-care placement can fee-tail prolonged hospital stays (Hutchings, 1988, p. 6). Most HIV-affected families are not connected with child welfare services and may fend recruitment by so
Order your essay at Orderessay and get a 100% original and high-quality custom paper within the required time frame.