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- NEWS | EducatingAllLearners
Line separator L TEST A NEWS Search Aug 12 5 min Parents vs. teachers? For special education, together is better. 339 1 Aug 11 4 min Two Chicago families, two experiences: Stories spotlight challenges ahead for special education 96 1 Aug 10 4 min Jones: Prioritize Active Learning. Age Matters. Teachers Hold the Key. Ways to Help Special Ed Kids, 196 1 Aug 5 7 min Feeling Forgotten: Students With Special Needs Face Unique Challenges With Virtual Learning 242 1 Aug 3 7 min Families of special education students feeling particular pain of distance learning in pandemic 238 3 Jul 30 2 min How special education is changing this upcoming school year 456 1 Jul 29 3 min Reopening Classrooms With ‘Equity by Design’: How One NYC School Network Partnered With Architects 275 2 Jul 21 4 min How Students Benefit from a School Reopening Plan Designed for Those at the Margins 378 Jul 20 11 min How We Move Forward: Practicing Three Inclusive, Anti-Racist Mindsets for Reopening Schools 1,670 1 Jun 30 6 min Planning the safe reopening of our schools 271 2 Jun 29 4 min ‘I only like mom school’: Why my autistic son thrived during the pandemic school closures 138 1 Jun 25 4 min Leading Education Groups, Brooklyn Laboratory Charter Schools Release a Blueprint to Help Schools 173 Jun 25 4 min Coronavirus has changed school forever, let's make it an improvement 112 Jun 25 1 min Ed Department Issues New Guidance On Special Education During Pandemic 177 Jun 24 3 min Blackness, Disability, and Policing in American Schools 72 1 Jun 24 6 min Principles of Equitable Schools in the Context of COVID-19 73 Jun 24 3 min Neurodiversity: How to Facilitate Learner Progress through Evidence-Based Support 151 Jun 23 3 min What will it take to have disability-inclusive education? 42 Jun 19 6 min Students with disabilities are receiving unequal education in remote learning 233 Jun 18 9 min How Remote Learning Upended NYC Students With Disabilities and Their Families 166
- Special Education | Educating All Learners
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- Special Education | Educating All Learners
Line separator ABOUT EDUCATING ALL LEARNERS ALLIANCE PARTNERS . Coronavirus is posing unprecedented challenges to public schools around the country. To help ensure the continuity of special education services during remote instruction and to spotlight best practice approaches for schools and educators, an alliance of national education organizations has come together to ensure equity for all learners. Policy Statement: EALA represents a dynamic alliance of non-partisan groups deeply committed to the success of students with disabilities. While advocacy may be an aspect of partners' work, EALA will not take a position on policy issues. Meet Our National Experts
- Parents vs. teachers? For special education, together is better.
This article originally appeared in the Christian Science Monitor on August 10, 2020 by Hallie Golden. For one week in March, Patty Leitz watched her 7-year-old son, Michael, who has been diagnosed with severe autism and is nonverbal, not follow her directions or even respond when she’d try to teach him at home. Then everything changed. Michael’s special education teacher started sending her not only a video greeting for Michael and lesson plans and timing for everything every day, but also a five- to six-minute video for Ms. Leitz. In it, the teacher walked her through exactly how to teach her son. “As soon as I came along and imitated the teacher and used the exact words that the teacher uses, all of a sudden he’s complying and doing everything immediately,” says the Columbus, Ohio, mother. The daily lessons for both student and parent meant that Michael was keeping up with his skills. But they also empowered his mother, helping her realize that she can be an effective part of his education. “To be able to sit there and watch my kid count money, knew a quarter is 25 cents, that he knew how to tell time, it was amazing,” she says. Families and educators of the estimated 7 million special education students in the United States faced a myriad of challenges in the spring, as well as some out-of-the-box successes, after the coronavirus forced many to suddenly navigate remote learning. Heading into the fall with a majority of the nation’s largest school districts planning to start the year online-only, parents and teachers again face the task of managing learning. This time around, though, adults won’t be starting from scratch, but building off of the long list of lessons learned in the spring. Among them: Collaboration is key. “This is where the parent is critical,” says Sean Smith, special education professor at the University of Kansas, who says the crucial role of guardians, particularly at the elementary level, was a surprise for some in the spring. “Part of the job of the teacher is to actually empower and interact and facilitate with the parent or the adult.” Already districts, often asked about how they are planning to help their special education population, are prioritizing solutions and training. Some schools have explored offering evening or weekend support, in order to better accommodate families where parents work full time, says Professor Smith. The idea of having special education students start in person has also been suggested, with some parents petitioning for it, and some districts planning to give students priority access to buses to get them to on-site instruction. Some students already have been attending summer school. Special education in the U.S. is based on the Individuals with Disabilities Education Act, or IDEA, which requires that districts provide individualized, appropriate, and free education for children with disabilities. It includes specifications about creating each student’s individualized education program, or IEP, which details annual goals and service needs. In addition to academic instruction, some students require physical and occupational therapy, all of which has often been difficult to provide during the pandemic and has resulted in lawsuits by parents. The Department of Education, while encouraging flexibility, has generally not allowed waivers for IEP rules and has been firm in its message to schools: Find a way. Lisa Thomas, associate director at the American Federation of Teachers, a union, says after the switch to remote learning in the spring, she noticed teachers and specialists, including occupational and physical therapists, working more collaboratively with each other and parents in order to adapt to the new reality. “This pandemic forced a level of collaboration that they typically just didn’t have the opportunity to do in a regular school day,” she says. In her own family, says Ms. Thomas, she saw a Maryland district develop a remote learning service plan as a supplement to her daughter’s IEP. With the teacher, physical therapist, occupational therapist, and other specialists all working together, they conducted an audit of her daughter’s services and figured out how all but seven hours of her 32-hour IEP could be done remotely. Even so, working together will likely mean frequent reevaluation of what’s working and what isn’t. In March, when Chris and Jill Reffett helped their 9-year-old daughter, who has been diagnosed with Down syndrome and attention deficit hyperactivity disorder, participate in a Zoom social hour set up by her teacher, it was clear almost immediately it wasn’t going to work for her. The sessions were meant to give the students in the second grade classroom in Lawrence, Kansas, a chance to be around each other as they did an art project or some other type of activity together. “She couldn’t get that they could actually see her on the other side. And to her it was noisy, it was uncontrolled,” says Ms. Reffett. “It made me a little bonkers. So for her, with ADHD, it was too much.” Mr. Reffett says they ended up only having their daughter take part a few times, before skipping the social sessions altogether. Julie Shepard and her husband in Spokane, Washington, had a similar experience with their 7-year-old son, Demetri, who has been diagnosed with autism and is legally blind. For two months in the spring, Ms. Shepard managed to carve out time for his general education and special education lessons, as well as his more specialized services, including vision therapies. But the tablet he was using was too small for him to see clearly, and Demetri, who typically loves school, was becoming increasingly frustrated and angry trying to learn remotely. In May, she realized that this wasn’t working for her or her son: “It’s full time, and I can’t do my job and do his teaching full time,” she says. They temporarily switched to just focusing on general education lessons and attending only one digital therapy appointment a week. The change improved his mood and allowed Ms. Shepard to keep up with everything, but his instructors told her he is falling behind. This fall, overcoming situations like those will occupy special education teachers, who are already gleaning insights from the spring. Kareem Neal teaches 15 high school students in a self-contained special education classroom in Phoenix. In the spring, he started holding virtual class meetings every Monday with students and their families, and once a day one-on-one virtual lessons with each of his pupils. The result, he says, was a lot more communication and a stronger relationship with each family. He also says he has a better understanding of his students from observing them at home, pointing to one in particular as an example. “I think it was really a telling thing to me to say, ‘Wow, he is in my classroom getting all the attention he can because he may go home and not get much,’” says Mr. Neal. For some students, though, being at home may offer fewer distractions than a busy classroom, says Denise Stile Marshall, CEO of the Council of Parent Attorneys and Advocates, a national organization that helps to protect the rights of students with disabilities. A child may also thrive off of virtual sessions in which they are the central focus of their teacher’s attention, she adds. For her own 7-year-old grandchild, who has been diagnosed with Down syndrome, she says simply being out of his special education classroom and among his typically developing siblings at home helped him: “He’s been saying a lot more words spontaneously because of that and really imitating what they’re doing all day long.” Overall, she says she has mixed feelings about the fall. “[I'm hopeful] that we all can take what we’ve learned from this process into the new school year. But we also are concerned because of the unknowns. We don’t know how long this is all going to last. We don’t know what the continued effect is going to be for some students or whether they’ll receive the services that they need. And that’s worrisome."
- Two Chicago families, two experiences: Stories spotlight challenges ahead for special education
This article was published on August 10, 2020, in Chalkbeat by Samatha Smylie. As part of a summer program for children with disabilities, Nicole Abreu’s daughter, a rising third-grader at Jahn Elementary on Chicago’s North Side, has been able to receive speech-language therapy, services for the visually impaired, and help with her assignments from both a teacher and a paraprofessional. “The teacher is making the best of a very difficult situation because she has my daughter, who is a rising third-grader, and also like some middle school boys. She has been working super hard to try and accommodate all of us along with the paraprofessional,” said Abreu. Her experience hasn’t been perfect. She hasn’t received the occupational or physical therapy guaranteed by her individualized education program. While she has had some access to a social worker through assignments, they haven’t been able to have teletherapy sessions. But Abreu has had a far better time getting the necessary special education services for her daughter than Anna, a mother of a rising fourth-grader with dyslexia. Anna, who asked Chalkbeat to withhold her last name and her son’s name due to privacy concerns, has been acting as both a mother and a special education classroom assistant to get her son to focus on his schoolwork. Her son is currently enrolled at a therapeutic day school in LaGrange, in a southwest suburb of Chicago, through Chicago Public Schools. “His teachers are just expecting everything to be done on zoom. To be quite honest that doesn’t work for my son. It’s overwhelming to him and he doesn’t learn very well,” Anna said. Looking ahead at the fall, she needs more guidance from his teachers to assist him with his schoolwork and wants more collaboration between her and the teacher to create a learning environment at home that’s similar to school. Students with special needs have been particularly hard hit by school closures in Chicago during the coronavirus pandemic. Vital services, many of which can only be done in person, disappeared for weeks when campuses shuttered in March — and some students weren’t able to access them for the rest of the school year. Some parents were hoping that the extended school year would give their child a chance to make up for lost time. But, they found programming riddled with the same issues as the spring: limited access to clinicians, difficulty navigating online applications, and not enough time with teachers and classroom assistants. The experiences of these two families — which show how difficult it has been for schools to serve children with special needs outside of the school building and just how wildly such services can vary by individual school — spotlight the challenges ahead as Chicago starts the year remotely. Chicago Public Schools said in a statement that the district prioritized students who displayed the need for summer programming, and the goal of the program was to prevent “significant skill loss” caused by the interruption of services. Even before the coronavirus pandemic, the extended school year had problems, Mary Fahey Hughes, special education parent liaison at Raise Your Hand Illinois, said. “During non-COVID times, there’s not a continuum of staff to serve kids. There’s a huge learning curve for educators getting to know the kids and their IEPs. Two to three weeks into it before any learning starts with a new teacher, and then it’s two or three weeks later and it’s over,” Fahey Hughes said. She said that this issue has worsened with remote learning. Chris Yun, education policy analyst at Access Living, a disability rights advocacy organization, said that parents who were approved for summer programming were hoping to regain some learning lost over the spring. “During the spring, people was like, ‘This is an emergency situation, we just need to endure this. Then in the summertime, maybe we can come back, restart and then we can recoup whatever is lost.’ Because of the COVID situation, summer just became the same thing as a spring situation,” Yun said. With spring and summer done, advocates and parents are wondering what Chicago will do to improve special education services for the fall. In its tentative plan, the district had said that it would bring back some students in special education for full-time, in-person schooling, while others would select either all-remote or a hybrid model. But on Wednesday, the district announced that it will start the school year all-remote because of rising numbers of coronavirus cases in the city. Schools chief Janice Jackson pledged that the district will pay attention to the needs of special education students by releasing detailed guidance for one-on-one support and small group instruction remotely. Even before Chicago made the announcement, Anna and Abreu were going to choose remote learning for their children due to health concerns. However, they are worried about how it will go in the fall. “I’m worried that he’s not going to get his reading instruction because he struggled to read. He struggled with social emotional growth and him not getting the socializing with other kids and that’s the hard part,” Anna said. Abreu hopes that the fall is more like the summer for her daughter. “There was more live instruction during the summer and she’s getting the actual minutes in her individualized education plan and not a small proportion of them,” she said. In the fall, special education advocates want school districts throughout the nation to take steps to ensure that students have access to teachers, classroom assistants, and clinicians so that students can receive additional services. Meghan Whittaker, director of policy and advocacy at the National Center for Disabilities based in Washington, D.C., said that school districts around the country will need to develop a robust infrastructure and capacity to provide special education services to students remotely. “If you haven’t yet found a way to deliver speech therapy to your students virtually, you’ve got to find a platform that works for you and make sure you’ve got the personnel available to do that one-on-one with students or in small groups,” she said. In addition to providing services, Yun, at Access Living, said that schools need more staff to help students with their work online, IEP teams must assess loss of learning over the spring and summer, and work with families to create new goals for students. For Yun this isn’t just about students with disabilities achieving academically — special education services can give them critical life skills. “For every child in the US at this moment, we have lots of concern about their learning. But, for one particular group of students, the difficulty is much harder because of the pandemic, lack of adequate support and bureaucracy, ” she said.
- Jones: Prioritize Active Learning. Age Matters. Teachers Hold the Key. Ways to Help Special Ed Kids,
This article originally appeared in the 74 and is authored by EALA Founding Partner NCLD Executive Director Lindsay Jones. This spring marked three years since the groundbreaking Supreme Court ruling on a case involving a fifth-grader with autism, Endrew F. The decision set a new standard: School districts must provide an education that allows each student with a disability to make meaningful academic progress. Despite legal wins and a growing body of research that shows that most students with disabilities can perform at or above grade level, the proficiency and graduation rates for students with disabilities continue to trail those of their peers. The U.S. education system has yet to find a way to accelerate learning, or, as TNTP defines it, “put every student on a fast track to grade level,” at scale. COVID-19 increased the size of the problem, but it also might provide a terrific opportunity to attack it. After the virus shuttered schools in March, experts predicted that students would begin the next school year potentially up to a year behind in math. Instructional losses like this will only exacerbate the achievement gap for students with disabilities and other historically marginalized populations (including, among others, students of color, low-income students and English learners), given their inequitable access to distance learning opportunities. The acceleration conversation can no longer be about a few lucky students. Our schools now have an opportunity to identify and scale successful approaches that can help everyone make enough progress to catch up and truly thrive. Policymakers and schools can draw from research and pockets of success to mitigate instructional loss from COVID and reimagine general and special education for years to come. To accelerate learning, students must make more than a year of growth in one academic year — something children at very few schools did even before the pandemic. In some instances, efforts to meet struggling students at their level and remediate education only exacerbate the problem. But there are bright spots, and we can learn from those. The California Acceleration Project has worked with community colleges to successfully redesign remedial college courses. Remedial classes — typically designed to help students make up only content they’ve missed — were restructured to become accelerated courses. Because of the redesign, these courses allowed students to complete prerequisite and college-level content at the same time and increased their likelihood of completing the college-level course by 2.3 to 4.5 times. High schools that serve students who are not on track to graduate — often referred to as acceleration schools —prioritize how much students have learned over how much time they have spent in a classroom and embrace student-led, project-based instruction. Outcomes vary, but some of these schools, including OPPortunity Academy Hartford, have higher graduation rates than traditional high schools in the same town or state. In math, skills build on one another. In order to accelerate the process, Teach to One provides a personalized learning model that ensures that students have the opportunity to gain math skills at the right moment for them. This approach requires creating a custom math curriculum using a specialized algorithm for each child, focusing on the most needed prerequisite skills while exposing students to grade-level content. Research on the approach is mixed, but Joel Rose, founder of the organization that created Teach to One, asserts that if enough time is spent meeting kids where they are, it will ultimately accelerate learning. These approaches are different, and context is critical to their success, but there are common threads across these and other successful strategies. Reorganize and focus instruction. Requiring students to follow the same curriculum and learning progression tethers them to a growth trajectory that will at best run parallel to grade-level standards. Instead, acceleration must reorganize and focus future instruction. Successful efforts resist the pressure to cover everything and instead condense material, reduce redundancies in learning progressions and integrate grade-level and prerequisite skills. Focus on strengths. Research shows that embracing individual strengths and using those to personalize instruction and identify necessary accommodations will maximize learning and pique student interest. Twice-exceptional students — children who are both gifted and have a disability — have been a test case in this approach. Models that improve outcomes are those that prioritize student strengths when designing a learning plan and incorporate accommodations to fill gaps as necessary. Prioritize active learning and deep engagement. Engaging, rigorous content that is aligned to student interests matters greatly and can dramatically improve learning outcomes. Students meet expectations and dedicate more effort when the material is compelling and relates to their life. Challenging content is essential, and some acceleration models offer project-based learning that requires students to engage with their community or apply new skills and knowledge to solve real-life problems, usually over a long period of time. Age matters. Schools must tailor models for student age and development. Research shows that reteaching unlearned content is effective in early elementary grades and is necessary to layer skills for more advanced standards. However, in older elementary grades and beyond, a focus on remedial content is detrimental. Older students fare much better when schools foster critical thinking, self-regulation and self-motivation to help with new grade-level content retention. Teachers hold the key. Educator knowledge is a critical component of all models. Any wide-scale acceleration effort will reimagine education, and teachers will need tools and resources to ensure that they implement the strategies consistently and appropriately. Research shows that any school improvement model must include adequate professional support and growth. Changes in education implementation will fail unless educators receive high-quality professional development and opportunities for collaborative problem-solving. Accelerating learning won’t be easy. For decades, parents, teachers, advocates and policymakers have fought to improve special education and change students’ learning trajectories, but there are still significant achievement gaps between students with disabilities and their peers. The same is true for other marginalized populations. Regardless, we cannot let schools return to “normal” after the COVID-19 pandemic. This is an opportunity to reimagine instruction and adopt approaches that forever change learning progressions for all students. Let’s learn from what works as schools adopt policies and curriculum for the 2020-21 academic year and apply that to rethink what is possible for 7.1 million students in special education. Lindsay E. Jones is president and CEO of the National Center for Learning Disabilities, an organization whose mission is to improve the lives of the 1 in 5 children and adults nationwide with learning and attention issues. You can find NCLD’s “Planning for Equity and Inclusion: A Guide to Reopening Schools” here.
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- 7 Proven Health Benefits of Blueberries
It is not a last generation detergent for washing dishes, but its effect is similar: it removes grease. In this case, that of the body, which is what favors the onset of cardiovascular diseases and diabetes. It is the blueberry, a fruit that, like other berries, can be used for much more than complementing pastry recipes. Its properties make it a superhero since, in addition to reducing fat, it helps destroy microbes, fight infections and prevent the formation of tumors. Don't you dare to eat it? Blueberry, ally to fight fat Polyphenols in blueberries slow down fatty tissues You may be wondering: "How is it that such a small fruit can be so beneficial to health?" The answer lies in chemical compounds that are very abundant in blueberries and many other fruits called polyphenols. Their contributions to health have been the subject of study and the results of the same presented at a congress of Experimental Biology of the American Nutrition Society, held in Washington, United States. The researchers observed that the effect of polyphenols at the molecular level reduced the differentiation of unspecialized cells into adipocytes (fat cells). In other words: they slowed the formation of fatty tissue. One of the most promising aspects of this work is that the more polyphenols, the greater the effects. Thus, the lowest dose produced a reduction of only 27% in fat content, but this percentage rose to 73% when the highest ratio was applied. However, those responsible for the study warn that the results are still preliminary and it is necessary to confirm its effects in humans. The power of blueberries to fight fat was already known, as well as what polyphenols represent, but it is not yet known exactly how it is produced, what dosage is recommended or which people can benefit the most. Other properties of blueberries Blueberries contain antioxidants: Nutrition specialists are very aware of the preventive role of these plant components. They claim that eating blueberries reduces the oxidation that occurs in the body through metabolic processes, which leads to the aging of cells. In people with metabolic problems (diabetes, hypertension, obesity), this progressive deterioration is much more pronounced, which is why experts recommend including a series of foods rich in antioxidants, such as blueberries, in the diet. It is paradoxical that despite its virtues, its consumption is not very widespread. Eat them fresh, juiced and add them to desserts, mixed with plain yogurt and even as a special touch in salads. Should we ingest them in greater quantity? Most nutritionists believe that it makes no sense to obsess over foods that become fashionable after studies illustrating their benefits. It is much more important to try to eat a balanced diet that is high in fresh vegetables and fruits. Experts add that polyphenols are a large family and are present in almost all berries and red fruits. Blueberry smoothie - 2 Cups of blueberries - 3 tablespoons of hemp seeds (hemp) - 1 tablespoon of chia seeds - 1 tablespoon of organic cocoa powder - 1 tablespoon of pure abjeas honey or coconut sugar - 1 cup of ice - 2 cups of water or coconut water Place all the ingredients in the blender and blend until you get a smoothie. Here's an interesting factor about why blueberries are so high in antioxidants: They have thin rinds. Thin-walled fruits tend to have higher antioxidants, since they need a higher amount of these to protect themselves from the environment. Keep that in mind the next time you go grocery shopping. The interesting thing is that the properties of these substances are increased by joining other compounds such as vitamin C, present in citrus fruits, tomatoes, turnips, potatoes (potatoes), sweet potatoes (sweet potato), strawberries and melon (known as cantaloupe in English), or the carotenes that you will find in carrots, squash, mangoes, apples and peaches (peaches), as well as green leafy vegetables. Both vitamin C and carotenes also act as antioxidants. The benefits of blueberries are not limited to fighting fat, but also act by fighting microbes and preventing the formation of tumors. And besides, they are delicious! Blood travels from the heart in arteries, which branch into smaller and smaller vessels, eventually becoming arterioles. Arterioles connect with even smaller blood vessels called capillaries. Through the thin walls of the capillaries, oxygen and nutrients pass from blood into tissues, and waste products pass from tissues into blood. From the capillaries, blood passes into venules, then into veins to return to the heart. BP Zone Blood Pressure
- What is the biggest contributor to diabetes?
Type 2 diabetes is a growing epidemic both in the United States and around the world. Almost 10 percent of American adults have type 2 diabetes and 25 percent have prediabetes; These numbers only continue to rise, with a surprising third of U.S. adults projected to have diabetes by 2050. Conventional medicine falls short The conventional medicine approach to treating type 2 diabetes, long focused on a “wait and see” mentality and drug therapy, is not working to stem the tide of these epidemic numbers, nor are preventive strategies emphasized. Keep reading this article to learn why functional medicine, which has a science-based approach to preventing and treating disease that focuses on diet and lifestyle changes, is the most effective first-line strategy for managing type 2 diabetes. Understand what type 2 diabetes is Type 2 diabetes is a chronic disease that affects the way the body metabolizes sugar. It is characterized by a progressive loss of sensitivity to insulin, the pancreatic hormone that regulates blood sugar levels. In the early stages of type 2 diabetes, the body produces more insulin to try to overcome the reduced sensitivity to insulin; however, in the long run, the pancreas cannot produce enough insulin to maintain blood sugar levels, resulting in high blood sugar or hyperglycemia. Hyperglycemia induces oxidative stress, which, in turn, contributes to many of the complications of type 2 diabetes, such as kidney, nerve, retinal, and vascular damage. What causes the appearance of type 2 diabetes? The question of why a person develops type 2 diabetes has been debated and explored for decades. For many years, dietary fats were blamed for causing the disease. Later, obesity was thought to be the culprit (obesity and diabetes share many of the same underlying causes, they are often collectively referred to as: " diabesity "). However, it is now clear that type 2 diabetes can occur in the absence of obesity. Today, we understand that we cannot blame a single factor for the onset of diabetes. Rather, the disease process is driven by a complex web of diet and lifestyle factors, oxidative stress, and genetics. The Western diet, full of refined carbohydrates, fructose, and industrial seed oils, is an established risk factor for type 2 diabetes. Wherever the western diet goes, type 2 diabetes follows. For example, hunter-gatherer populations such as Aboriginal Australians are often healthy by eating their traditional diets. However, when they are displaced and moved to urban settings, they replace their traditional diets with a Western one and develop diabetes at record speed. However, diet is not the only contributing factor: a sedentary lifestyle, inadequate sleep, chronic stress, intestinal dysfunction, and environmental toxins also play a role. They cause oxidative stress, damage pancreatic beta cells (responsible for producing insulin), and induce cellular resistance to insulin, setting the stage for severe metabolic dysfunction. Type 2 diabetes and blood sugar levels To successfully manage diabetes, it helps to have a basic understanding of the science behind blood sugar. When you eat carbohydrates, they are broken down in your gut into monosaccharides, or simple sugars, the most basic unit of carbohydrates. One of these monosaccharides, glucose, is subsequently absorbed from the intestine into the bloodstream, where insulin transports it to the cells. In type 2 diabetes, several factors have caused cells to become less sensitive to insulin, causing excess glucose to build up in the bloodstream (the state of hyperglycemia or high blood sugar). Blood sugar measurements are essential to assess the progression and severity of type 2 diabetes. Why doesn't a conventional medicine approach work all that well? The conventional medicine approach to type 2 diabetes is fraught with problems. Under the conventional system, professionals wait until people have full-blown type 2 diabetes before starting treatment. Little is done to alter the course of the disease in the prediabetic stage when the body responds best to changes in diet and lifestyle. Medications used to treat type 2 diabetes have serious side effects. Sulfonylureas, biguanides, thiazolidinediones, and meglitinides are just a few of the classes of drugs used to treat type 2 diabetes. They are associated with liver and kidney dysfunction, nausea, fatigue, dizziness, rashes, weight gain, and hypoglycemia (low blood sugar). Conventional Diabetic Diet Guidelines Are Outdated The American Diabetes Association dietary guidelines for type 2 diabetes have long promoted a relatively high carbohydrate intake while demonizing dietary fats. However, abundant research indicates that not only does this dietary approach not work for type 2 diabetes, it may actually make the condition worse. Functional medicine: an effective way to prevent, treat and control type 2 diabetes Unlike conventional medicine, the Functional Medicine approach emphasizes prevention and treatment through changes in diet and lifestyle. 1. Adjust the quantity and quality of carbohydrates It is well established that a diet high in starch and low in fiber increases the risk of type 2 diabetes. Despite this fact, mainstream health experts continue to recommend a high-carbohydrate diet for type 2 diabetics to achieve best results. The Canadian Diabetes Association recommends that diabetics get 45 to 60 percent of calories from carbohydrates, while the American Dietetic Association recently rescinded its endorsement of high carbohydrate intake for diabetics and remains reluctant to recommend low carbohydrate intake. in carbohydrates. Despite such an effort, a growing body of scientific research indicates that low-carbohydrate diets are superior to high-carbohydrate diets for treating type 2 diabetes. A recent systematic review and meta-analysis of 18 randomized controlled trials found that reducing dietary carbohydrates leads to significant improvements in HbA1c, triglycerides, and cholesterol, while reducing patients' diabetes drug requirements. Importantly, the definition of a ' low carbohydrate diet ' varied between the studies included in the review; If the definition had been stricter, a greater beneficial effect of this type of diet could have been observed. How much do you need to reduce your carbohydrate intake to control type 2 diabetes? While the answer to this question varies from person to person, people with blood sugar regulation issues generally benefit from limiting carbohydrate intake to 10 to 15 percent of total calories. In addition to adjusting the amount of carbohydrates, the quality of carbohydrates that are consumed must also be changed. Instead of refined carbohydrates such as pasta and bread, it is recommended to eat moderate amounts of starchy tubers (sweet potatoes, cassava, beets, and kohlrabi), apples, whole fruits, and moderate amounts of whole dairy, if tolerated and not available. lactose intolerance. Determine the types of carbohydrates that are functional for you While methods for measuring blood sugar in the clinical setting have their place, they do not reflect how the body responds to glucose in food. To better understand which carbohydrate-containing foods our body tolerates best and which cause unhealthy blood sugar swings, you will need to test your blood sugar at home. And for this, there are many new products that help measure blood sugar without extra punctures, such as the Freestile Libre system, a patch that constantly measures glucose. Check your blood sugar level first thing in the morning after fasting for at least 12 hours. Drink some water right after you get up, but don't eat or exercise before the test. The measurement you get at this point is your fasting blood sugar level. 1. Check your blood sugar again just before lunch. 2. Eat a typical lunch and test your blood sugar one hour, two hours, and three hours later. Don't eat anything during this three-hour period after lunch. 3. Record your blood sugar results, along with what you ate for lunch. 4. Repeat this practice the next day. The blood sugar measurements you collect will tell you how the foods you usually eat affect your blood sugar levels. 5. On day three, go through steps 1 and 2. However, in step 3, instead of eating your typical lunch, consume 60 to 70 grams of fast-acting carbohydrates, such as an eight-ounce boiled potato or a cup of cooked white rice. Fast-acting carbohydrates break down quickly and release glucose into our system. Just for the purposes of this test, avoid eating fat or protein with the potato or rice because it will delay glucose absorption. 6. After this carb-rich meal on day three, record your blood sugar results. The goal here is to ensure that your blood glucose does not steadily rise more than 140 ng / ml one hour after a meal, but instead drops steadily to 120 ng / ml two hours after eating and returns to baseline three hours after lunch. When it comes to fasting blood sugar, measurements at 80 ng / ml are the best. However, if you see some readings in the 90 ng / ml range, you shouldn't be alarmed. If all other biomarkers (fasting insulin, fasting leptin, fructosamine, and triglycerides) are normal, this is not a cause for concern. Age must also be taken into account when evaluating blood sugar; a fasting blood glucose reading of 90 ng / mL is relatively normal for a 70-year-old, but can be more concerning when repeatedly observed in someone in their twenties, and even above 100 ng /mL. 2. The ketogenic diet An increasing number of people are experimenting with the ketogenic diet for the treatment of type 2 diabetes, with some very positive results. The ketogenic diet is a very low carbohydrate, moderate protein, and high fat diet that makes the body depend on fatty acids and ketones for fuel, rather than glucose. The studies indicate that a ketogenic diet has significant benefits for type 2 diabetics found that a ketogenic diet improves HbA1c, promotes weight loss, reverses kidney damage and improves blood lipids and cardiovascular health in type 2 diabetics. This diet has proven to be so effective that an entire company, Virta Health, has made a ketogenic diet the cornerstone of its new approach to treating type 2 diabetes. 3. Eliminate gluten from your diet In recent years, multiple studies have examined the effects of gluten on type 2 diabetes. We know that celiac disease is more common in people with poorly controlled diabetes than in the general population; This finding suggests that gluten may contribute to the development and progression of diabetes. Furthermore, animal models with type 2 diabetes indicate that a gluten-free diet increases the functional capacity of beta cells, the pancreatic cells responsible for producing insulin, and improves glucose tolerance. How does gluten contribute to diabetes? The answer lies in the damaging effects of gluten on the intestinal barrier. Gluten increases intestinal permeability, causing leaky gut and systemic inflammation; These two factors have been found to precede type 2 diabetes. Removing gluten from the diet restores the integrity of the intestinal barrier and reduces inflammation, thereby improving insulin resistance and potentially reversing the course of diabetes. 4. Eat more protein Protein is a powerful tool for managing type 2 diabetes. Increased protein intake improves blood sugar control and satiety (the feeling of fullness) and preserves lean body mass in diabetics. According to research, a protein intake of 20 to 30 percent of total calories is best for optimizing type 2 diabetes control. There are still some concerns that a high protein intake can cause diabetic kidney disease. However, this myth has been refuted several times; a high protein intake does not compromise kidney function in people without pre-existing kidney disease. 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- What is the fastest home remedy for urinary tract infection?
Having urinary tract infections can be very stressful and lead to even more serious health problems, so knowing how to treat them in time can make a big difference, there is a natural way to combat urine infection with cranberries, which thanks to its properties can provide rapid relief. It is necessary to have a correct diet in conjunction with the supply of abundant fluids in order to alleviate infections. When you suffer from a urine infection, it is also very important to know which are the foods to avoid, for example the consumption of green tea, along with coffee and alcohol are the first to be put aside if we suffer from urinary tract problems. When we suffer from urine infection we are facing a disease that is common, especially in women of all ages, but even more so in adulthood. This problem in the urinary system turns out to be somewhat painful, leading to an altered emotional state and in many cases preventing adequate rest, since it usually causes insomnia and even affects the development of daily activities, so a treatment for the infection of urine is more than necessary. The remedies or treatments that we can take at home should not replace the tests that we must carry out and the consultation with a specialist, since in this way the true cause can be identified and the condition treated, however, on many occasions the prescription of antibiotics and its consumption can lead to liver problems and even not be the cure for urinary infections. Therefore, we must make an effort to prevent cystitis or urinary infection and use a natural treatment that is effective for us. Causes of urine infection Each of the ducts of our kidneys, from the urethra to the kidney itself, is very important that they are kept in adequate conditions, both in their operation and the permanence of an acidic environment in order to avoid the formation of bacteria. Among the main causes of infection that occurs in the urinary tract we can find factors such as: • The pregnancy. • The use of contraceptives. • The presence of diabetes. • Prostatitis. • Not emptying your bladder properly. • Presence of kidney stones. • Surgery that affects the urinary tract area. • Lack of hygiene or improper hygiene All the aforementioned conditions are usually the cause of the formation of bacteria in the urinary tract, including also their inflammation due to obstruction. What are the symptoms of a urinary infection? • Discomfort and pain when urinating, accompanied by a burning sensation in the area. • L urinary incontinence • A slight or sharp pressure is usually felt in the pelvis • The color of the urine may become cloudy and bleeding may occur in some cases. • Elevation of body temperature. • Pain in the lower back Natural treatment for urine infection There are a series of natural solutions that we can deal with when a urine infection occurs, and it is with the use of natural antibiotics, these foods are ideal to counteract the bacteria that cause infections. You can know other ingredients that you can use together also to obtain the benefits of natural antibiotics. Garlic with parsley Both garlic and parsley are foods that we can consider as antibiotics due to their antimicrobial properties. These foods are easily incorporated both in meals and in juices, such as parsley juice or the use of garlic milk, for example. The use of parsley both in juices and juices is the most appropriate way to take advantage of all its benefits since it can be easily used raw without losing its properties, you can also mix it with fruits to create an acid effect. Use of lactobacilli The use of lactobacilli can help improve the body's natural defenses , you can find them more commonly in fermented yogurts and in dietary supplements, these considered "good bacteria" present in these foods can be ideal to treat urine infection by helping us generate antibodies , at the same time can help improve other health problems such as diarrhea in children, lung infections, herpes and lower high cholesterol, among other beneficial contributions. Red cranberry The cranberry is one of the ideal foods to deal with urinary infections due to the presence of the antioxidants that compose it, among them we can find those such as carotenoids and anthocyanins. With its antibiotic and antiseptic effect, it can directly attack the germs that cause infections, in addition the presence of vitamin C in blueberries helps us to raise our defenses by enhancing our immune system. Diuretics The use of diuretics is essential to keep the urinary tract clean and clear, helping to eliminate foreign bodies that can cause infections. There are many foods that can be used as natural diuretics, you can incorporate cucumber, asparagus, watermelon, apples, pears, grapes and pineapple into your dishes, these fruits can also act as anti-inflammatory when combined properly. The importance of preventing urinary infections 1. Keep your body hydrated, it is the best way to prevent infections. 2. Add the aforementioned foods to your diet, the contribution of vitamin C is ideal to avoid infections. 3. Hygiene care for intimate parts should be daily and done in the right way. Learn more about tips for proper hygiene of intimate parts. 4. Avoid using poor quality toilet paper. 5. You should never leave your intimate garments wet after exercising, a bath is recommended. 6. Wash newly purchased undergarments before use. 7. Do not retain urine, holding back the urge to urinate is not advisable. Preventing urine infections does not require much effort, and can save you a great number of problems and the loss of time in recovering from normal state of health. 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