Educational Professionals

When a family receives a CMV diagnosis, it is often the first time they have heard of the virus - and honestly, it can be the first time some professionals hear of it as well. Stop CMV is working to raise awareness and provide information about CMV and the impacts it can have on a child as they grow and develop. Whether you are hoping to find information to share with a family or are looking to learn more yourself, Stop CMV provides current medical research and tested strategies for helping CMV-affected children, as well as first person insight to how to best support these children and families in their day to day lives.

How common is congenital CMV and why haven't I heard of it?

According to the Centers for Disease Control and Prevention (CDC), CMV is the most common congenital (meaning from birth) viral infection in the United States. 1 in 150 children is born with congenital CMV in the United States. Each year, 30,000 children are born with congenital CMV, causing 400 deaths and leaving 8,000 children with permanent disabilities. More children will have disabilities due to congenital CMV than other well-known infections and syndromes, including Down Syndrome, Fetal Alcohol Syndrome, Spina Bifida, and Pediatric HIV/AIDS.

Congenital CMV infection is more common that the combined metabolic or endocrine disorders currently in the United States core newborn screening panel, yet infants are not routinely tested for CMV infection. Congenital CMV cannot be accurately diagnosed if the infant is tested more than 2-3 weeks after birth. If children born with congenital CMV are undiagnosed and go on to develop any medical problems or developmental disabilities, it is impossible to trace the origin of the issues to congenital CMV. Because congenital CMV goes unrecognized, undiagnosed, and untreated, chances are you have worked with a child born with congenital CMV probably more often than you realize.

What are the outcomes for children born with congenital CMV?

Children born with congenital CMV have a widely diverse outcome, and it is difficult to predict with certainty the future of a child. However, we have some guidelines to help understand the present and prepare for the future with a child born with congenital CMV. They are not all inclusive, because all children are unique individuals, but hopefully you will find them helpful... more info

Should I be worried about catching CMV from a child born with congenital CMV?

No. CMV is a very common virus in healthy young children, not just those who are born with congenital CMV. It is estimated that up to 70 percent of healthy children between 1 and 3 years of age may have CMV. Healthy children who get CMV from their peers will not experience the same outcome as those children infected during pregnancy; they will not become deaf, disabled, and will suffer no long-term medical effects from their exposure to CMV.

Most children born with congenital CMV will shed the virus through the toddler and preschool age. It is not necessary to determine if a child still has the active virus because it does not appear to influence or predict problems. Additionally, children born with congenital CMV pose no threat to their peers and no more of a threat to those at risk for CMV infection (including pregnant women) than would any other child.

Daycares, preschools, schools, therapists, churches, and community members should not require a child to be tested for CMV shedding before being accepted into a program. Screening of children for CMV infection is not recommended, and infected children should not be excluded from school or other settings. No one should not discriminate against a child born with congenital CMV.

Standard hygiene practices are advised for all persons caring for children.

What preventative measures can I take against CMV?

Considering that CMV is present in saliva, urine, tears, blood, mucus, and other bodily fluids, frequent handwashing with soap and water is important after contact with diapers or oral secretions. This is especially important if you are around a child who is in daycare, playgroup, or interacting with other young children on a regular basis.

Here are a few simple steps you can take to avoid exposure to saliva and urine that might contain CMV:

• Wash your hands often with soap and water for 15-20 seconds, especially after changing diapers, feeding a young child, wiping a young child's nose or drool, and handling children's toys
• Do not share food, drinks, or eating utensils used by young children
• Do not put a child's pacifier in your mouth
• Do not share a toothbrush with a young child
• Avoid contact with saliva when kissing a child
• Clean toys, countertops, and other surfaces that come into contact with children's urine or saliva

Educational Considerations

Hearing Loss/Impairment

Hearing loss or deafness does not affect a person’s intellectual capacity or ability to learn. However, children who are hard of hearing or deaf generally require some form of special education services in order to receive an adequate education. Such services may include:

• regular speech, language, and auditory training from a specialist
• amplification systems
• services of an interpreter for those students who use sign language
• favorable seating in the class to facilitate lip reading
• captioned films/videos
• assistance of a notetaker, who takes notes for the student with a hearing loss, so that the student can fully attend to instruction
• instruction for the teacher and peers in alternate communication methods, such as sign language; and counseling

Children who are hard of hearing will find it much more difficult than children who have normal hearing to learn vocabulary, grammar, word order, idiomatic expressions, and other aspects of verbal communication. For children who are deaf or have severe hearing losses, early, consistent, and conscious use of visible communication modes (such as sign language, fingerspelling, and Cued Speech) and/or amplification and aural/oral training can help reduce this language delay... more info

Vision Loss/Impairment

Children with visual impairments should be assessed early to benefit from early intervention programs, when applicable. Technology in the form of computers and low-vision optical and video aids enable many partially sighted, low vision and blind children to participate in regular class activities. The law also requires that schools provide accessible instructional materials to all students who need them—this can include large print materials, books on tape/CD, and braille books... more info

Cerebral Palsy

A child with CP can face many challenges in school and is likely to need individualized help. Fortunately, states are responsible for meeting the educational needs of children with disabilities.

For school-aged children, including preschoolers, special education and related services will be provided through the school system. School staff will work with the child’s parents to develop an Individualized Education Program, or IEP. The IEP is similar to an IFSP in that it describes the child’s unique needs and the services that have been designed to meet those needs. Special education and related services, which can include PT, OT, and speech-language pathology, are provided at no cost to parents.

In addition to therapy services and special equipment, children with CP may need what is known as assistive technology. Examples of assistive technology include:

• Communication devices, which can range from the simple to the sophisticated. Communication boards, for example, have pictures, symbols, letters, or words attached. The child communicates by pointing to or gazing at the pictures or symbols. Augmentative communication devices are more sophisticated and include voice synthesizers that enable the child to “talk” with others.
• Computer technology, which can range from electronic toys with special switches to sophisticated computer programs operated by simple switch pads or keyboard adaptations.

Tips for Teachers

• Learn more about CP. The resources and organizations listed organizations listed at the end of this publication have a lot of information about CP to offer.
• This may seem obvious, but sometimes the “look” of CP can give the mistaken impression that a child who has CP cannot learn as much as others. Focus on the individual child and learn firsthand what needs and capabilities he or she has.
• Tap into the strategies that teachers of students with learning disabilities use for their students. Become knowledgeable about different learning styles. Then you can use the approach best suited for a particular child, based upon that child’s learning abilities as well as physical abilities.
• Be inventive. Ask yourself (and others), “How can I adapt this lesson for this child to maximize active, hands-on learning?”
• Learn to love assistive technology. Find experts within and outside your school to help you. Assistive technology can mean the difference between independence for your student or not.
• Always remember, parents are experts, too. Talk candidly with your student’s parents. They can tell you a great deal about their daughter or son’s special needs and abilities.
• Effective teamwork for the child with CP needs to bring together professionals with diverse backgrounds and expertise. The team must combine the knowledge of its members to plan, implement, and coordinate the child’s services... more info

Severe/Multiple Disabilities

People with severe or multiple disabilities may exhibit a wide range of characteristics, depending on the combination and severity of disabilities, and the person’s age. There are, however, some traits they may share, including:

• Limited speech or communication
• Difficulty in basic physical mobility
• Tendency to forget skills through disuse
• Trouble generalizing skills from one situation to another
• A need for support in major life activities (e.g., domestic, leisure, community use, vocational)

A variety of medical problems may accompany severe disabilities. Examples include seizures, sensory loss, hydrocephalus, and scoliosis. These conditions should be considered when establishing school services. A multi-disciplinary team consisting of the student’s parents, educational specialists, and medical specialists in the areas in which the individual demonstrates problems should work together to plan and coordinate necessary services... more info

Autism/ASDs

Early diagnosis and intervention are very important for children with an ASD. As we’ve mentioned, under IDEA children with an ASD may be eligible for early intervention services (birth to 3) and an educational program appropriate to their individual needs.

In addition to academic instruction, special education programs for students with ASDs focus on improving communication, social, academic, behavioral, and daily living skills. Behavior and communication problems that interfere with learning often require the assistance of a professional who is particularly knowledgeable in the autism field to develop and help implement a plan which can be carried out at home and school.

The classroom environment should be structured so that the program is consistent and predictable. Students with an ASD learn better and are less confused when information is presented visually as well as verbally. Interaction with nondisabled peers is also important, for these students provide models of appropriate language, social, and behavioral skills. Consistency and continuity are very important for children with an ASD, and parents should always be involved in the development of their child’s program, so that learning activities, experiences, and approaches will be most effective and can be carried over into the home and community... more info