The Atypical HUS Foundation

EDU and Rare Diseases

 

An IHP or Individual Health Plan is an extremely useful tool for individuals with special health issues, allowing a formal and organized format for school personnel to help maintain a healthy learning environment.

Click HERE to view a sample IHP,

with tips to draft your own customized IHP to share with school officials.

For additional information on school-related topics.

Global Genes Webinar and Rare Toolkit:

Click HERE to view an Aug 2015 webinar by Global Genes 

Click here for the Global Genes Toolkit on Rare Disease Patients & School

aHUS & Education - Click Here FMI on aHUS-specific Info

to include aHUS Resources for School Nurses:

School Nurse Resources, click HERE.

Education and the Rare Disease Patient

By Linda Burke,  M.S. Ed.

 

As the school bell rings in the fresh start to a new school year, children and adult learners diagnosed with a rare disease may be well prepared in terms of school supplies and a great attitude toward a new year of learning.  Consider another route toward helping rare disease patients optimize school success.  School age children with a rare disease should have an I.H.P. in place, with an I.E.P and a 504 plan in effect at their school.  No, it’s not alphabet soup on the school lunch menu but rather educational jargon asking if the child’s public school staff has met with the parents, determined the student’s needs and abilities through specialized testing and observations, and devised a plan to help the rare disease patient maximize this year’s school experience.

Are you a rare disease patient enrolled college or involved with learning opportunities provided by your workplace?  Adults with a chronic illness often deal with learning disabilities that can affect workplace issues, so read on to discover education issues and check out how the links here can provide a starting point to explore complexities that affect adult rare disease patients.

 

The P.E.T. Referral - Collaborating with Public School Staff on an I.E.P.

In an ideal world all school age children would have an I.E.P., or Individualized Education Plan, that not only noted their strengths and weaknesses in various academic areas but also indicated insight into how teachers could maximize the school experience for that child across the board.  Imagine the helpful framework available for teachers to begin the school year knowing the best options to ‘get through’ to a particular student and what teaching techniques and methods were less likely to be meaningful for that individual.  Invaluable information, really – not only saving time and effort for all parties but serving to bolster a positive learning attitude and lessen risks of frustration, too.   Such a pity that the effort , time, and expense  involved in creating an I.E.P. means that not every child has such a personalized learning profile to aid their teachers’ endeavors to build the best school program for each child.

What should parents do if their school-age child has been diagnosed with a rare disease?  Call or visit your child’s public school to request a P.E.T., or Pupil Evaluation Team meeting.   The team centers around input from parents and the child’s classroom teacher(s), and while medical issues mean input from the school nurse is vital, P.E.T. membership often fluctuates to include a need-based  range of specialists such as a speech or physical therapist, a special education coordinator, and the school guidance counselor.   The P.E.T. referral process begins when a concerned parent, teacher, or specialist notes the child might be having difficulty in the classroom.   Generally the classroom teacher fills in the P.E.T. referral form, which requires identification of specific concerns (in general learning issues or academic areas, but also regarding emotional or social concerns) and that outline issues that impact the school experience for the rare disease patient.  Gathering data regarding the student’s progress or academic problems may entail interviews (with parents or student), forms or surveys (completed by parents, teachers, primary physician or specialists), observation of the student, and analysis of the student’s performance ( tests, classwork, work completion, behavior, homework samples, etc.).

Parents are often given a form to fill in, which allows them to note specifics with general learning issues or particular academic areas, as well as emotional or social concerns that might impact the child’s school experience.  Perhaps it’s as simple as difficulties in a certain subject area, but often it’s much more complex such as short term memory issues or difficulties completing assignments/curriculum set for the grade level.   If school is in session, it’s likely that the child’s teacher would welcome a call or email to alert them to parental concerns about the child’s past learning history. If the student’s public school has a guidance counselor and a school nurse, those staff people can be wonderful  contact points for parents.   Use the biggest tool in any rare disease family’s repertoire – be proactive!

Parents are a vital part of their child’s educational team, and the P.E.T process recognizes the valuable input they have about their child’s learning styles, needs, and abilities.  Once the P.E.T. referral form is completed and returned to the school’s front office (or other designated place), legal timeframes mandate that the school explore these concerns.  Parents will be invited to attend a formal P.E.T. meeting with their child’s teacher(s), school counselor, special services coordinators, school nurse and other appropriate school staff  to discuss comments on the P.E.T. form. 

This pool of varied information helps school personnel determine the next step. Ideally, strategies specific to the student have already be utilized to help the child become more successful in school so the P.E.T., collaborating among school staff and parents, meets to discuss the data.  This P.E.T. meeting might call for specialized testing in particular areas of concern that remain a bit unclear, since factual information often drives access to programs and services in the public school system.  At that point, the parent participant in the P.E.T. meeting is requested to approve any testing deemed necessary to complete the child’s learning profile, and the child would be tested for a specific learning disability or other impairment to help determine if any educational modifications are necessary or if the child qualifies for special services (such as OT, speech therapy, etc.).  Note that even if the P.E.T.’s review indicates the presence of a disability, this doesn't automatically guarantee that a child will receive services. To be eligible, the disability must affect functioning at school.

Together, as indicated by the name’s designation of ‘Team’, parents and school staff will ponder the child’s issues and decide what further testing might be needed to clarify matters with measurable, factual tests of abilities (such as a comprehensive academic overview, a Test of Written Language, reading surveys, speech or PT evaluations, etc.).  Parents will be asked to formally sign a document noting that agreement to have their child tested in the specific, agreed-upon areas.   After a specialist privately meets with the child to conduct these particular tests (during the student’s school day, with no cost to families), parents will be notified of another P.E.T. to review the findings.

At this second meeting of the P.E.T. team, expect that specialists will review any testing and how the information was gathered.  School staff will explain the data to parents and to their P.E.T. associates, indicating how these findings may impact the child’s school experience.  Within a collaborative environment that should encourage questions, school staff should offer their opinions about how the data suggests  specific courses of action that that teachers and parents can utilize to help maximize the learning environment and structure learning for that child.  Sometimes the P.E.T. merely suggests alternative teaching strategies within the classroom but more often discussion centers on changes in programming likely to benefit the student.  As a full participant in the P.E.T process for their child, parents should remember that specific health issues (usually through an IHP or Individual Health Plan) should be a component of the P.E.T’s discussion process for any rare disease patient, and included in the documents parents sign noting agreement for special services or modifications.

 

Note:  *Public schools are bound by this legislation, but private schools fall under a different regulatory set of expectations.  Contact your particular private school directly to ascertain what federal and/or state regulations apply to them. 

*Federal regulations offer educational opportunities for a wider age range than you might expect – ages 3 to 21, in most cases.  Adult rare disease patients should check the Individuals with Disabilities Education Act (http://nichcy.org/laws/idea ) and other links below regarding IDEA, since regulatory issues can impact the concerns of rare disease patients in the workplace and in post-secondary educational opportunities

 

 

Why the learning disability info?  Do all rare disease patients have these issues?

Patients diagnosed with a rare disease can have varied and complex symptoms with disease involvement that are not merely limited to physical issues treated in a medical setting.  Learning disabilities (LD) are neurological disorders that can make it difficult to acquire certain academic and social skills.  Not just differences or difficulties with learning, learning disabilities affect the brain's ability to receive, process, store, and respond to information.   Learning about LD issues may help parents maximize learning opportunities for their child, but also holds potential for adult rare disease patients to improve their own success in learning and life. (FMI see http://www.ncld.org/ld-basics/ld-explained)

 

 

Adults with learning disabilities can experience personal, social, and emotional difficulties that may affect their ability to be successful throughout their lifespan.  After high school graduation, choices abound in areas of college or other educational opportunities, the workplace, and options such as the military.  Since learning disabilities are neurological disorders that can impact a person's ability to function in the workplace or at school, rare disease patients with LD issues can face stumbling blocks to successfully  acquire certain academic, work, and social skills due to the brain's ability to receive, process, store, and respond to information.

 

For Additional Information about Learning Disabilities, visit these Resources: 

Interactive LD Checklist:  From Preschool Age (to be filled in by adult)  to High School and  Adult Surveys  (Note:  If you or your loved one displays these signs, seek additional information or help.  http://www.ncld.org/checklists-a-more/checklists-worksheets-a-forms/ld-checklist-of-signs-and-symptoms

Learning Disabilities in Adulthood:  See http://www.ncld.org/ld-basics/ld-explained/ld-across-the-lifespan/learning-disabilities-in-adulthood-the-struggle-continues

Learning Disabilites in the Workplace:  See http://www.ncld.org/college-aamp-work

Post-High School Options and LD Issues:  Seehttp://www.ncld.org:80/college-aamp-work/post-high-school-options

 

 

Who is an “individual with a disability”, and how might a rare disease be an “impairment” considered under the Section 504 definition?

As defined by federal law: “An individual with a disability means any person who: (i) has a mental or physical impairment that substantially limits one or more major life activity; (ii) has a record of such an impairment; or (iii) is regarded as having such an impairment” [34 C.F.R. §104.3(j)(1)].  Certainly, the diagnosis of many rare diseases falls within that legal definition.

An impairment as used in Section 504 may include any disability, long-term illness, or various disorder that “substantially” reduces or lessens a student’s ability to access learning in the educational setting because of a learning-, behavior- or health-related condition.  For some rare disease patients obvious limitations may be a wheelchair or surgical implant, but recognize that many ‘rare’ patients are subjected daily to other substantial limitations such as adherence to medication protocols and other aspects particular to that patient (dietary or fluid restrictions, vision or balance issues, fine or gross motor difficulties, seizure activity, cardiac concerns, transplant issues, etc.).  Many rare disease patients have issues that fall within the parameters of the legal definition; therefore, they or their parents can request  a review of educational options through the P.E.T. process as an individual with a disability who has a physical impairment that substantially limits one or more major life activities. [“It should be emphasized that a physical or mental impairment does not constitute a disability for purposes of Section 504 unless its severity is such that it results in a substantial limitation of one or more major life activities” (Appendix A to Part 104, #3)]. 

Many rare disease patients in public schools have conditions or disorders that are not readily apparent to others, while other students have conditions with more obvious and easily identified issues such as specific learning disabilities or medical conditions such as diabetes, epilepsy and allergies. Not visibly apparent, issues such as heart disease, fine motor difficulties, or vision issues may not be obvious when looking at the learner.   However, if they substantially limit the rare disease patient’s ability to receive an appropriate education as defined by Section 504, they may be considered to have an “impairment” under Section 504 standards. As a result these students, regardless of their intelligence, will be unable to fully demonstrate their ability or attain educational benefits equal to that of non-disabled students (The Civil Rights of Students with Hidden Disabilities under Section 504 of the Rehabilitation Act of 1973—Pamphlet).

What’s a 504 plan?

The 504 plan seeks to remove any barriers that exist for children with disabilities to safely persue and freely participate in the same opportunities as their peers.  Meant to ensure academic success and full access throughout the learning environment, a 504 plan makes the most effective accommodations for the child’s specific circumstances (with compliance monitored through Civil Rights laws).  Through the P.E.T. process, the '504 plan' can be implemented for any student with a physical or emotional disability, or recovering from chemical dependency problems, or who has an impairment that restricts one or more major life activities.  In the case of an rare disease patient, medical issues affecting "major life activities" can range from easily identifiable concerns such as mobility issues to less obvious concerns such as developmental delays and impaired immune responses.

The rare disease patient may experience a combination of minor or severe impairments that affect major life activities to include difficulties with walking, seeing, hearing, speaking, breathing, working, caring for personal needs, performing daily tasks and - of course -learning.  The process for a student to be identified for a '504 Plan' is quite basic:  a referral is made by school staff or the parent (or other interested adult), a 504 plan meeting is held, information is gathered, a plan for the student is discussed and developed, and a review date is set.  (See http://www.theparentaladvocate.com/what-is-a-504-plan.htm )

Expect to collaborate as part of the team to determine needs and the plan to accommodate those identified, specific needs.  While participants in the 504 process may include the student, and must involve the parent or guardian as well as the classroom teacher, expect the inclusion of a range of professionals.  Potential participants to help form a successful 504 plan may include the school counselor, a special services coordinator, the school principal, and pertinent support staff (perhaps speech, OT, or PT staff).  Since rare disease patients may face a myriad of underlying health issues, make certain that the school or district nurse is present at any meeting where educational plans or programs are discussed or considered.  (The National Association of School Nurses online network is a wonderful interactive source of general information for school nurses, viewable at http://www.nasn.org/MemberCenter/DiscussionLists/SCHLRNL .)

For a great article that spells out an overview of the 504 plan and I.E.P. in clear but brief terms, check out this link by the Executive Director of Kentucky Education Rights, Dennie Baldwin http://www.edrights.com/iep_504.htm

FMI about 504 planshttp://www.ncld.org/at-school/your-childs-rights/iep-aamp-504-plan

 

IDEA-the Individuals with Disabilities Education Act    

IDEA was originally enacted by Congress in 1975 to ensure that children with disabilities have the opportunity to receive a free appropriate public education, just like other children.  Recognizing that, in many cases, supports must be provided to a child with a disability to enable him or her to be educated in the general education environment, including participating in extracurricular and nonacademic activities and settings, IDEA mandates what the law calls 'supplementary aids and services'. 

These aids and services often play in a vital role in supporting the education of individual children with disabilities within the regular educational environment, providing accommodations and modifications to studies, teaching methods, or how the child’s progress is measured.  While important "supplementary aids and services' include direct services and supports to the child, don't forget other aspects such as support and training for staff who work with that child.  (The I.E.P. falls under IDEA and is more concerned with providing educational services, supported by required documentation of measurable growth, as opposed to the 504 plan).

Since its history, IDEA has included a strong preference for children with disabilities to be educated alongside their peers without disabilities, to the maximum extent appropriate. That’s why a student’s placement in the general education classroom is the first option the Pupil Evaluation Team (P.E.T.) will consider (71 Fed. Reg. 46588). Expect these and similar questions to be the focus of any placement discussions at a P.E.T. meeting.  Can the child be educated satisfactorily in the general education classroom? What aids, services, and supports does the child need to make this possible? Naturally, the P.E.T. will consider what information is already available for that child (schoolwide achievement tests, class tests for reading/writing/etc. and any state testing normally done by grade levels) and what further testing should be done to ensure that the P.E.T. has specific, factual data that gives a clear view of the child's abilities and needs.

IDEA requires that public schools review the child’s placement annually, use IEP (Individualized Education Plans) recommendations to implement educational programs and services, and meet several requirements.  Additional requirements in the law include such stipulations as:

  • Unless the IEP requires some other arrangement, the child is educated in the school that he or she would attend if nondisabled. [§300.116(c)]  Close to Home  [§300.116(b)]
  • When looking at placement options, consideration must be given to any potential harmful effect on the child or on the quality of services that he or she needs. [§300.116(d)]
  • A child with a disability may not be removed from education in age-appropriate regular classrooms just because he or she needs modifications to the general curriculum. [§300.116(e)]

(FMI about IDEA see http://nichcy.org/laws/idea)

FMI about placement, see http://nichcy.org/schoolage/placement/overview

NoteFor infants and toddlers, Part C of the Individuals with Disabilities Act (IDEA) ensures services to small children with developmental delays or who have been diagnosed with a physical  conditions such as aHUS that might be impacted with a probability of developmental delays. (FMI see Part C of IDEA at http://idea.ed.gov/ ) Of particular interest to parents of young aHUS patients, these Early intervention services (EIS), are concerned with meeting the needs of infants and toddlers in the skill areas that babies typically develop during the first three years of life:  physical (reaching, rolling, crawling, and walking); cognitive (thinking, learning, solving problems); communication (talking, listening, understanding);  social/emotional (playing, feeling secure and happy);  or, self-help (eating, dressing).  Early intervention services will be essential in helping the child grow and develop, since aHUS children sometimes experience developmental delays due to their illness, surgury, or complications of their rare disease.  (For more information on EIS, see http://nichcy.org/babies/overview )

FAPE in the LRE:   (Free Appropriate Public Education ) in the (Least Restrictive Environment)

Under IDEA, schools are required to educate all children with disabilities When you encounter the term FAPE in edu-speak, a "Free Appropriate Public Education" refers to special education and related services that are provided at public expense, under public supervision and direction, and without charge.  This mandate is part of IDEA and requires that school districts provide access to general education and specialized educational services.  Available to individuals from  age 3 to 22, FAPE includes an appropriate preschool, elementary school, or secondary school education that meets state and federal regulatory requirements in compliance with an Individual Education Plan (I.E.P.)

 All students in special education must be educated with their peers to the greatest extent possible, while still providing FAPE, since students with disabilities tend to have more success in an educational setting where they have interaction or contact with the children in their typical peer group..  The LRE requirement was intended to prevent unnecessary segregation of students with disabilities but if their behavior is not appropriate within that LRE, restrictions Behavior Intervention Plan (BIP) would address concerns surrounding the child's placement.   In some cases a BSP (Behavior Support Plan) would be used to maintain appropriate behavior within a least restrictive environment, but. this plan would have to be merged with the IEP and implemented by trained staff to ensure a successful learning environment

Think of the least restrictive environment (LRE) as ranging on a spectrum from full inclusion with children of similar age (where inclusion is education's 'gold standard', considered current best practice) to home instruction mandated by the child's circumstances. The goal is to provide a free and appropriate public education (FAPE)  within the least restrictive environment (or LRE) in which the child can make progress, meant to ensure that children are not unnecessarily removed from the regular classroom or isolated from other non-disabled children of their age.

(IDEA) requires that all children with disabilities must be educated in the least restrictive environment (LRE) that is appropriate for them. The spirit of this requirement is to ensure that children are not unnecessarily removed from the regular classroom or isolated from other non-disabled children of their age. LRE decisions are made based on children's learning needs and vary from child to child. IDEA also requires that schools provide a full continuum of services ranging from regular classrooms with support to special classes, and special school placements as needed.

For more details on FAPE, see http://www.ncld.org/at-school/your-childs-rights/laws-protecting-students/what-is-fape-and-what-can-it-mean-to-my-child

For more details on LRE, see http://nichcy.org/schoolage/placement/placement-lre

This article was created by Linda LG. Burke, an educator with children affected by the ultra-rare disease atypical Hemolytic Uremic Syndrome.  Contact her at linda@atypicalhus.org

 

 

 

Additional Links:    Early Childhood to Adult Learners

 

The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21 by providing leadership and financial support to assist states and local districts. http://www2.ed.gov/about/offices/list/osers/osep/index.html?src=mr

Serving the nation as a central source for information on disabilities, the National Dissemination Center for Children with Disabilities provides a wealth of information and resources for early intervention of babies and toddlers as well as children from ages 3 to 22 years old.  Check the 'State Resource Sheets' that connect parents with the disability agencies and organizations for their particular state. 
http://nichcy.org/

U.S. Department of Education (Office of Special Education Programs) – IDEA:  Individuals with Disabilities Education Act  This site was created to provide a "one-stop shop" for resources related to IDEA and its implementing regulations, with access to cross-referenced content from other laws (e.g., the No Child Left Behind Act (NCLB) and the Family Education Rights and Privacy Act (FERPA), etc.).  Among a variety of other information sources, you’ll find video clips on selected topics, links to OSEP's Technical Assistance and Dissemination (TA&D) Network and a Q&A Corner where you can submit questions.
http://idea.ed.gov/explore/home

The National Center for Learning Disabilities' (NCLD) focuses fostering success for all individuals with learning disabilities in school, at work, and in life.  Below are some excellent resources regarding the impact of learning disabilities on all ages.

Learning Disability Concerns, at school (or in the workplace)? The Interactive LD Checklist can be utilized for preschool age through high school and with specialized adult surveys  
http://www.ncld.org/checklists-a-more/checklists-worksheets-a-forms/ld-checklist-of-signs-and-symptoms

Learning Disabilities in Adulthood
See http://www.ncld.org/ld-basics/ld-explained/ld-across-the-lifespan/learning-disabilities-in-adulthood-the-struggle-continues

Learning Disabilities in the Workplace
See http://www.ncld.org/college-aamp-work

Post-High School Options and Learning Disability Issues
See http://www.ncld.org:80/college-aamp-work/post-high-school-options

Information regarding the Americans with Disabilities Act, with links to associated topics of interest  (such as Employment, Education, and Healthcare) as well as an overview of rights/laws. 
http://www.ada.gov/

Child Development – A Developmental Milestone Chart.  This developmental milestones chart is includes normal expectations of developmental milestones for children at birth through adolescence, in terms of physical, cognitive, and social development.  Developed by The Institute for Human Services for the Ohio Child Welfare Training Program, its content was adapted from “The Field Guide to Child Welfare Volume III: Child Development and Child Welfare” by Judith S. Rycus, Ph.D., and Ronald C. Hughes, Ph.D. (Child Welfare League of America Press 1998).  Download the pdf at http://uppua.org/pdfs/CW%20II%20Handouts/Effects%20of%20Abuse%20and%20Neglect%20on%20Child%20Development/Development_Chart_for_Booklet.pdf

Sensory Processing Disorder Checklist.  Many children with special health needs may have sensory issues (muscle coordination or overly/under-sensitive to certain sounds, smells, tastes, visual input) that affect functioning in both home and school environments. This simple checklist for parents is a good starting point to begin discussion with physicians, therapists, and school personnel.  From the Book:  The Out-of-Sync Child by Carol S. Kranowitz (1995)
http://www.sensory-processing-disorder.com/sensory-processing-disorder-checklist.html

Grahamtastics Connection:   A non-profit program that provides laptops and Internet access to connect chronically ill children to their world, particularly vital for those missing school due to hospitalization or treatment schedules.   http://www.grahamtastic.org

The National Association of School Nurses (NASN)   Parents of children diagnosed with a rare disease often rely on the school nurse as a vital member of their child's care team.  Enlist the aid of the school nurse for assistance with such areas as creating an IHP (individualized Heath Plan) or 504 plan (for children with special health care needs).  School nurses are positioned to offer valuable insight into how chronic illness might impact the P.E.T. (Pupil Evaluation Team) process.     The National Association of School Nurses offers SCHLRN-L, an online discussion group that promotes networking among school nurses to share information, insights, and resources http://www.nasn.org/MemberCenter/DiscussionLists/SCHLRNL .  
Members of the National Association of School Nurses (NASN) recognize that there are students whose healthcare needs affect or have the potential to affect safe and optimal school attendance and academic performance.   The professional school nurse can create an Individualized Healthcare Plan (IHP), in collaboration with the student, family, educators, and healthcare care providers. For more about the role of an IHP, visit http://nasnupgrade.winxweb.com/PolicyAdvocacy/PositionPapersandReports/NASNPositionStatementsFullView/tabid/462/ArticleId/32/Individualized-Healthcare-Plans-IHP-Revised-2008

 

 

For Hundreds of Resource Links to Inform and Support Patients, Families, and Professionals, we’ve created the Rare Disease Resource list. 

Looking for speech, occupational or physical therapy resources? Patient assistance programs or laws pertaining to those affected with a chronic disease such as aHUS?  These and MORE…click below!

Rare Disease Resource List

 

 

 Education and the Rare Disease Patient 

Author:  Linda Burke,  MS Ed

Parent of Two Children diagnosed with the Ultra-Rare Disease Atypical HUS

Founder, www.atypicalhus.org

 

Background:  K-8 Classroom Teacher  (Grades 7 & 8, Math and Science)

Professional Certification, Maine:  “K-8 Classroom Teacher” and  “School Administration”

Questions or Comments?  Email:  Linda@atypicalhus.org

 

IN REGARD TO MEMBERSHIP REQUESTS

To ensure proper processing of your membership, please make sure to set your email filters to accept emails, from info@atypicalhus.org.

The Atypical HUS Foundation is an all-volunteer organization. Please allow at least 72 hours for an email response confirming your membership request.  If you do not receive an email, please check your spam folder or email directly to info@atypicalhus.org

Membership is open to patients, family, friends, caregivers research and medical personnel.

WELCOME - JOIN US!

The Atypical HUS Foundation encourages patients and investigators to share information and explore options/resources as we work together to gain insight into this rare complement disorder. By increasing contact opportunities with researchers and medical personnel interested in helping the aHUS community, our stories foster a better understanding of atypical hemolytic uremic syndrome.

Sharing information, inspiration and support for one another, we seek to gather together people and knowledge as we strive to improve the lives of patients and families dealing with a diagnosis of aHUS.


NEW DIAGNOSIS OF aHUS?
Be proactive! Get the medical basics of aHUS, what lab values to monitor, and areas of concern...check out the "aHUS Bootcamp" and "About aHUS" tabs at the top of this page!
If your doctor has never treated a case of aHUS, please print out our 'Doc to Doc Registry' and ask him/her to contact a physician versed in the complexities of aHUS and new options for 2011 genetic testing and treatment.

************************

NOTE: Our 'Send a Message" function on each Member's page allows for private discussion of personal content. As with any social network, be cautious about giving personal contact information (home email info, phone number) until you have an established relationship with another person, organization, or associated website.

 

Did you know...

CFH (Serum Complement Factor H) is a regulatory protein. The secreted protein product of CFH consists of 20 repetitive units named "short consensus repeats" or SCRs (each approximately 60 amino acids). In patients with aHUS the last 5 "pearls" in the twenty pearl strand protein, SCR16 - SCR20, should bind to protect cells but do not- they are defective in one or more of the last 5 SCR locations. If they cannot bind or stick to the kidney to protect that tissue, the platelets clump into clots that affect the glomeruli of the kidney -potentially causing acute renal failure.
  
• • • • • • • • • • • •
  
It is estimated that there are about 2 cases of aHUS in the U.S. per 1,000,000 of population, and about 60% of aHUS patients are diagnosed as children. The condition is potentially life threatening, and either can be chronic or can recur at intervals.
  
more factoids...

Help us fight the battle

Your donation of $295.for an aHUS pearl bracelet will directly fund research to help aHUSpatient and their families. Each bracelet has an appraised value of $925, and is offered with your gift of $295. Note:  For shipping outside the USA, please add $25. to cover international shipping costs.

(Note: Bracelets do not qualify as tax deductible donations under IRS regulations.)

Normally, aHUS pearl bracelets to be made-to-order and as such expect a 4 to 6 week window before your custom bracelet is shipped.  In a rush?  Contact info@atypicalhus.org with your request and details.

 

 Donations of a specific dollar amount are welcome-every dollar will help aHUS research efforts supported by The Atypical HUS Foundation at www.atypicalhus.org.


Donations may be made via credit card or Paypal. If you prefer, checks made payable to The Atypical HUS Foundation may be mailed to:

The Atypical HUS Foundation
C/O Deborah Lewis
PO Box 333
Barnhart, MO 63012


For pearl bracelet orders, please allow extra time for processing checks. Questions about aHUS donations? Please email info@atypicalhus.org

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