- Messages
- 32
- Type of diabetes
- Carer
- Treatment type
- Pump
So as some of you may know, I care for a wee Type 1 in school, and have been lurking around here for quite a while. I'm finding most of job alright at the moment - there are days when I barely have to intervene with my T1 and we don't hear the telltale dings of a pump alarm - and there are days when it seems like everything that normally happens just doesn't happen and we have to adjust accordingly.
We are focusing on making sure I can do as much as possible to ensure that the diabetes doesn't interfere with my T1's school life. He participates in all of the 'regular' school activities (which I think was a great decision from the parents), and does PE/has the school lunches and snacks, etc. Most of the time this does go to plan, although I will admit that PE can be a bit of a nightmare due to what the nature of that particular day is - high carb lunch, cake for dessert, and so on. From an academic standpoint, I just make sure I talk to him about what he finds tricky at times when he is experiencing a hypo/hyper and ensure the teacher is aware of what is happening. He has mentioned that he is sensitive to noise when high, so whilst I deal with a correction he is offered to sit in a quieter area just outside of the classroom. Obviously we want to limit the extent to which he is physically apart from the rest of the class, but this seems to help
I just wanted to ask if there is anything in particular that might be useful for me to know, as obviously I can't experience the reality of a hypo/hyper/rapid drop or rise. We are making decisions in school based on what he is telling us, but I thought it might be useful to get an adult perspective. I realize it is likely different for every diabetic (what works for one won't work for all!) but would appreciate any insight you could provide...
Thank you for reading my long post (if you managed to make it to the end!) - I know this seems like a lot, but we are aiming to make sure that his T1 has as little impact as possible on his school life, and although his parents have done a wealth of pattern-spotting and are incredibly supportive, a little more insight on what it all actually feels like could be incredibly beneficial in my thinking about what happens during the school day.
We are focusing on making sure I can do as much as possible to ensure that the diabetes doesn't interfere with my T1's school life. He participates in all of the 'regular' school activities (which I think was a great decision from the parents), and does PE/has the school lunches and snacks, etc. Most of the time this does go to plan, although I will admit that PE can be a bit of a nightmare due to what the nature of that particular day is - high carb lunch, cake for dessert, and so on. From an academic standpoint, I just make sure I talk to him about what he finds tricky at times when he is experiencing a hypo/hyper and ensure the teacher is aware of what is happening. He has mentioned that he is sensitive to noise when high, so whilst I deal with a correction he is offered to sit in a quieter area just outside of the classroom. Obviously we want to limit the extent to which he is physically apart from the rest of the class, but this seems to help
I just wanted to ask if there is anything in particular that might be useful for me to know, as obviously I can't experience the reality of a hypo/hyper/rapid drop or rise. We are making decisions in school based on what he is telling us, but I thought it might be useful to get an adult perspective. I realize it is likely different for every diabetic (what works for one won't work for all!) but would appreciate any insight you could provide...
Thank you for reading my long post (if you managed to make it to the end!) - I know this seems like a lot, but we are aiming to make sure that his T1 has as little impact as possible on his school life, and although his parents have done a wealth of pattern-spotting and are incredibly supportive, a little more insight on what it all actually feels like could be incredibly beneficial in my thinking about what happens during the school day.