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This chapter is structured for teaching young learners with other health impairments in special education. Under the Individuals with Disabilities Education Improvement Act (IDEA, 2004), other health impairments represent chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder (ADHD), diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia and adversely affect a child’s educational performance. The chapter is organized around definitions, prevalence, etiologies, intervention strategies, and teaching considerations for selected disabling conditions in this disability category.

The treatment and care of persons with a disability should and must be all encompassing. With the expansion of the knowledge that proper dieting can make a difference in the individual’s development and quality of life, attention must be focused on using proper food intake to remediate the negative impact of a disability. Food is related to proper healthcare; therefore, we must include proper nutrition in working with learners with exceptionalities. We must add to the list of treatments not only educational intervention, social interaction, and independent living, but also food intake. This chapter looks at the dietary needs of several disabling conditions, and addresses how particular dietary food selections help in their development and their ability to learn integration, playing skills with others, and working independently when called on to do so. Therefore, for the purposes of this chapter, we focus on exceptionalities such as cognitive disability, autism spectrum disorder (ASD), Down syndrome, attention deficit hyperactivity disorder (ADHD), muscular dystrophy, and cystic fibrosis.

The post-Cold War period allowed the U.S. nuclear legacy of ecocide to be declassified and made public. The policy of nuclear secrecy, evident in Russia (see Mironova et al., this volume), was not merely an eastern practice. Western nuclear releases were kept equally under wraps. In England, for example, the Windscale disaster was not fully disclosed until 1987.¹ Likewise, releases from the Hanford Nuclear Reservation, in Washington State, and other U.S. nuclear sites were kept undercover until the same period. The irony was that Americans learned of many of the nuclear skeletons in their closet around the time that Russians learned of theirs (see Mironova et al., this volume). It would appear that glasnost was contagious.

Street closure following an earthquake makes life-saving and rescue work more difficult, especially in congested urban areas. After the great Chi-chi earthquake, recovery and reconstruction work became necessary. In particular, we have to investigate the street network damages and other effects. Considering the road improvement plan, not only malfunction recovery but also a comprehensive evaluation should be considered in future urban planning. The reliable street network against earthquakes is the central concern of this survey.

This study attempts to implement a case study survey of damaged areas, and analyze the effecting factors on street closure. We also try to evaluate the road function against earthquake integrated with the street-damaged characteristics. Using a discriminant model of street closure, some design guidelines for future transportation planning decisions are proposed.

Nan-tou City network has 365 links and 66.6% of them are less than 6 meters in width. Ton-shi Town network has 248 links and 35% of them are less than 6 meters in width. The same definition of street closure (impassable by vehicles) of ‘street width less than 4 meters’ was applied to these two case studies. This research considered several street network alternatives, the inaccessible nodes for all alternatives and analysis in order to determine a more reliable street network for increased safety. Results of both surveyed areas suggest that when we decrease the interval distance of the 8-M street, the percentage of the differences of inaccessible nodes will also decrease.

The Chi-chi earthquake did great harm in the disaster area. Fortunately we find the street damages of our surveying area were not too severe to maintain their functions in times of earthquake. However, it is still meaningful for a transport planner to evaluate the reliability of residential streets because the main target of planning a residential street network is to restrain through-traffic in this area to ensure safe and comfortable conditions for pedestrians while meeting residential access requirements.

A pandemic causes abrupt and unanticipated disruptions in many facets of society. A lot of authorities have quickly turned to online teaching methods. The best methods for online teaching have become a hot topic of discussion due to this urgent fast transmission. It was difficult to teach physiology to medical and paramedical students online because of concerns about how to give the students an effective interactive online teaching practice and how to guarantee successful outcomes. Therefore, three approaches have been individually applied to medical and nursing students for the first time in the physiology department of the Faculty of Medicine in Rabigh, King Abdulaziz University. Through online lectures and assignments, the strategies attempted to capture the students’ interest and interaction. The second-year nursing students were given a mind map project to complete after the lecture. The third-year medical students used a crossword puzzle game to test the students’ understanding. The third-year medical students were presented with short stories to better comprehend the physiological processes covered in the lectures. Overall, the three instructional strategies received positive feedback from the students. Incorporating such cutting-edge and imaginative educational approaches, in conclusion, could significantly aid in managing the pressures that arise during pandemics.

To outline the experiential nature of hidden mental illnesses (or “invisible disabilities”) in sport and physical cultures. A sociological account is given of how people living with a hidden mental illness or disorder manage their identities in physical culture.

The chapter begins by addressing the role of social stigma as a barrier to sport and exercise participation for young people living with hidden mental illnesses. From there, and venturing beyond typical sociological tropes about social stigma, the chapter presents ethnographic findings from a study of people living with epilepsy and their tactical uses of a range of physical cultures to craft their selves in innovative ways.

People living with so-called simple or nonmajor “hidden/invisible” disabilities are often overlooked as a differential needs population with sport and health zones. The people in this study identify how the desire to be mobile, self-expressive, and authentic through the physical activity pursuits is important yet unavailable to them in a wide range of sport, leisure, and health fields because of the ways in which these places privilege particular types of brain and bodies. Through their own self-styled physical cultural involvements, however, these people challenge the dominance of sport-based model of health promotion in broader culture and disrupt dominant ideological frames that privilege the normative, rational, calculating, and predictable brain in athletic zones.

The importance of identifying persons who may not participate in sport and physical culture due to perceived and felt stigma is highlighted. In addition, developing creative strategies and programs for these populations is underscored.