RUNNING HEAD: ALS AND WAYS TO ENSURE STUDENT ACHIEVEMENT Alvarez 1

ALS: Causes, Symptoms, And Ensuring Student Achievement

Veronica Alvarez
Miami Dade College
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Abstract
The purpose of this paper is to provide an overall view of ALS and an in-depth discussion on

instructional strategies that will benefit the student, as well as educate other professionals and

students. Genetics, the environment, and human development are all key factors in the inception

of ALS and any degenerative motor neuron disease. Typically, this illness targets the older

population, but there are still very few instances in which younger children develop ALS. Early

on-set ALS progresses incredibly slowly, and patients that have it usually suffer through it for

decades. In the education system, this drastically hinders student learning and academic success.

Throughout the paper, a variety of instructional strategies are discussed at length that benefit

both growth and awareness, as well as aids in raising awareness about the disease.

A Brief Introduction into ALS: Overview, Causes, and Symptoms

Amyotrophic lateral sclerosis, also known as ALS or Lou Gehrig’s disease, is a

progressive neurological disease that destroys nerve cells, hardens the spine, and ultimately

causes paralysis. It mainly attacks the nerve cells responsible for controlling voluntary muscle

movement. As of now there are only two known classifications of ALS referred to as sporadic

and familial. While about 90% of ALS cases are known to be sporadic meaning they just

randomly occur, a small percentage (5-10%) of people inherit the disease from a family member

(NINDS, 2012). According to the ALS Fact Sheet, this disease belongs to a wider group of

disorders known as motor neuron diseases, which cause the gradual deterioration and death of

motor neurons. These neurons extend from the brain to the spinal cord and ultimately to the

muscles (NINDS, 2012). They provide vital communication links between the brain and

muscles. Because the disease is progressive, the symptoms only worsen over time. While there is

no cure for the disease, modern medicine has found a way to slow its progress, and ensure a

longer life expectancy.

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In ALS, the upper and lower motor neurons die, and stop sending messages to the

muscles. Because the muscles are unable to function, they gradually weaken, begin to twitch, and

burn out. Ultimately, the brain begins to lose its ability to control and initiate voluntary

movements in the body (NINDS, 2012). For many individuals, the first sign of ALS may appear

in the hand or arm, since they will experience difficulty with simple tasks; others may have

issues walking and noticeably fall more easily. Therefore, early symptoms of this disorder

include muscle weakness or stiffness, slurred speech, and clumsiness. These initial symptoms

make diagnosing this disorder increasingly difficult, because hand weakness, speech issues, and

overall clumsiness could mean anything. Progressively all muscles under voluntary control are

affected, and the ability to speak, eat, move, and breathe are impaired. Because of this, most

people with ALS die from respiratory failure within 3-5 years of being diagnosed.

Nevertheless, researchers have yet to find a specific cause of ALS, and are not sure why

some people get ALS but not others. However, evidence from a variety of scientific studies

suggests that both genetics and environment could play a role in the development of ALS. In

1993, important steps were taken toward uncovering possible genetic causes for ALS. Scientists

discovered that mutations in the SOD1 gene were associated with some cases of familial ALS

(NINDS, 2012). Despite never finding out how said mutations led to motor neuron degeneration,

there is still increasing evidence that the gene playing a role in producing the mutated protein can

become toxic. Other genetic mutations point to defects in the natural process of protein

recycling, in which proteins are broken down and used to build new ones (NINDS, 2012).

Moreover, others point to possible defects in the structure and shape of the motor neurons, as

well as increased vulnerability to environmental toxins. Overall, a number of cellular defects can
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lead to motor neuron degeneration in ALS. Despite genetics being the most researched aspect of

ALS, there are some environmental factors that point to the development of the disease.

Most scientists and researchers are aware of the importance the environment has on one’s

body and development. People are essentially the product of their environment, and this includes

the biological aspect of the person as well. Research, however small, has proven that there is a

significant link between environmental causes, the degeneration of motor neurons, and ALS

(NINDS, 2012). Scientists have investigated a number plausible causes such as toxicity,

infectious agents, physical trauma, and even behavioral/occupational factors. Exposure to toxins

during warfare and vigorous physical activity have led to possible ALS development in war

veterans and athletes. Looking into the environmental causes of ALS would provide some reason

as to how Lou Gehrig contracted the disease. Although there has been no consistent association

between any environmental factor and the risk of developing ALS, future research may show

that some factors are involved in the development or progression of the disease (NIND, 2012).

Along with its complex and hard to discern causes, ALS is a progressive motor neuron

disease that paralyzes the individual, and renders them physically incapacitated. This is

especially hard for children who develop the disease, since its effects are incredibly draining on

the person. While it is exceptionally rare, children are liable to contract ALS, and end up having

to deal with the symptoms of the disease. Typically when a child gets ALS, it progresses in an

incredibly slow fashion. These are usually the cases of ALS patients living with the disease for

decades, but it still comes with its challenges. The school system proves taxing for any student

with ALS to face, which is why teachers must work with the student and school to give them the

best education possible. Although working one-on-one with the student is incredibly important,

peer-education of the disease is just as crucial. ALS is a disease that people are only just being
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educated on. There is still a lot about ALS that researchers have yet to uncover and people have

yet to know, which is why the teacher of a child with ALS must make note of raising awareness

to his/her colleagues. With a myriad of instructional strategies and tools at the teacher’s disposal,

the student will grow mentally and become a well-educated individual.

Instructional Strategies and Tools for Students with ALS

Teaching students with ALS can be trying at times for both the teacher and the student.

Depending on how the disease has progressed, the student may be able to move their hands or be

completely paralyzed, so the teacher has to tailor the instruction based on how much mobility the

student has. Because the motor neurons degenerate at a slow rate, the student will often times

have some level of mobility with minor setbacks. There are a myriad of ways to teach students

with this kind of disability. Typically, the use of computer software seems to be the most popular

approach to helping them with their school assignments. Most communication software for

computers consist of an on-screen keyboard that enables the user to have full control of their

computer even if they do not have full use of their hands (Torreno & Malburg, 2015). Having the

school fund software for special needs students with this disorder will help in their education and

empowerment. In a nutshell, disabled students with access to a computer software are shown as

more expressive and excited to learn. This is usually because the computer serves as a mode of

self-expression and growth. Due to their limited mobility, they may not be able to talk or move

around as much as they would like, and it does breed frustration in the student. Computer

software truly gives them the chance to grow as individuals, and demonstrate their knowledge in

a classroom setting.

However, student success does not rely solely on technological advances like assistive

technology. While those enhance learning and give severely disabled students a chance to take
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part in their classes, it is ultimately how the teacher teaches and the system he/she may use that

makes a greater impact. Systematic instruction is an evidence-based method for teaching

students with disabilities. It integrates the principles of behavior analysis and allows for

educators to teach a wide range of skills (Ascherman, 2017). This includes everything from

academic to functional living skills. Moreover, systemic instruction, much like scaffolding, is the

process of breaking a skill down into individual components for students. Nevertheless this

strategy takes it further and identifies the appropriate teaching method that allows for students to

fully comprehend instruction about a learning objective.

On a far lesser scale, the use of simple accommodations can oftentimes tremendously

help the student. Ensuring that the student has a way to express their wants and needs

appropriately is the key to student achievement. If the student is nonverbal, establishing an

appropriate functional communication system is imperative. This is typically where the computer

software would fulfill its purpose, since it gives the students a way to speak and take part in the

class. Other small but significant strategies that teachers could use would be providing positive

role models for the child with disabilities and pairing the student up with a buddy. It is

imperative that exceptional students learn about individuals with disabilities who have become

successful in life, such examples being Lou Gehrig and Steven Hawking. This could be done by

creating a curriculum unit that encompasses people with disabilities. Completing this activity not

only empowers the student, but also gets them interested in what they are learning. Another

strategy would be using the buddy system. Pairing ALS-impaired students with typically

developing students or other less impaired students will give the child the socialization that they

need.
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Awareness Discussion

It is a rare occurrence when one sees a student with ALS in the classroom, because this

illness mainly targets older adults. Because this is such a rare disorder, teachers, administration,

and students alike sometimes don’t know how to process and accept it. The student is usually left

to the paraprofessional, and never given much attention beyond that. Nevertheless, special

education teachers are expected to prepare for anything including a student with a rare illness.

Ultimately, there is a myriad of ways to educate other students and teachers on ALS and raise

awareness. Through organizing a walk, having a speaker come to the school, and having the

impaired student share their story, the child will feel accepted while educating fellow colleagues

in the process.

The most interactive strategy of peer education is organizing a walk or run for ALS in the

neighborhood. Walking for a cause is a straightforward way to get students involved in their

community, donate to research, and raise awareness to an illness or cause. This is an easier feat

than anticipated, because once the teacher can get the administration’s backing all that is needed

are volunteers. Students could participate in the walk, make flyers, or help out in the stands,

which increases student engagement and aids in life skill development. The end result is a

communal bond between the students, and the community becoming more aware of the illness.

On a far simpler scale, the teacher could either have a speaker with ALS come in or have the

student talk with his/her peers about the illness. Arranging for a speaker to come in and openly

discuss the disorder does wonders in terms of educating colleagues and other students about the

disorder. This shows how one can overcome the disorder, as well as humanizing the disabled

student. Oftentimes people fear what they don’t understand, and having someone speak frankly

about ALS will help administrators, teachers, and students see beyond the child’s disability. This
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will also breed acceptance and compassion for the student. Along with having a speaker come to

the school, the student could also speak about their disorder openly. With the child’s permission,

the teacher can set up an interview of sorts where the student speaks with his/her peers about

ALS, and answers any questions his/her peers may have. This not only empowers the student,

but also gives them a chance to bond with their peers and build a sense of community.

Conclusion:

ALS is an incredibly unforgiving disease that destroys motor neurons and paralyzes the

body. Despite being a rare occurrence, those students that happen to develop ALS go through a

very slow progressing strand of it. These are the cases of ALS where the patient has to live with

the illness for the rest of their lives. This requires special living conditions and academic

arrangements that could be given in different ways. Whether it is as complex as funding a

computer software or as simple as adhering to a specific kind of instruction, students with ALS

are still deserving of an education. Using these strategies will ensure student achievement,

despite the illness. Because of this debilitating disease, it is important to be as compassionate and

understanding as possible which includes raising awareness to ALS. Organizing a walk or having

a student speak honestly about ALS benefits the administration as well as the student. This gives

the student a chance to explain their ailment in their own way, as well as educate their peers and

build sensitivity to the subject. Through the use of these instructional strategies, students with

ALS will have a fulfilling learning experience while growing academically and psychologically.

References:
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Taylor, L. J., Brown, R. G., Tsermentseli, S., Al-Chalabi, A., Shaw, C. E., Ellis, C. M., . . .

Goldstein, L. H. (2012). Is language impairment more common than executive dysfunction in

amyotrophic lateral sclerosis? Journal of Neurology, Neurosurgery & Psychiatry, 84(5), 494-498.

doi:10.1136/jnnp-2012-303526

NINDS. (2012, January 15). Amyotrophic Lateral Sclerosis (ALS) Fact Sheet. Retrieved

February 08, 2018, from https://www.ninds.nih.gov/Disorders/Patient-Caregiver-Education/Fact-

Sheets/Amyotrophic-Lateral-Sclerosis-ALS-Fact-Sheet

Torreno , S., & Malburg, S. (2015, May 28). Special Instruction: Classroom Strategies for

Teaching Physically Disabled Students. Retrieved February 05, 2018, from

http://www.brighthubeducation.com/special-ed-physical-disabilities/51778-teaching-strategies-

for-students-with-physical-disabilities/

Ascherman, A. (2017, May 18). The Importance of Systematic Instruction. Retrieved February

12, 2018, from https://www.rethinked.com/blog/index.php/2017/05/18/importance-systematic-

instruction/