Problem: Write an article based on this summary: Sleep more. Follow a regular sleeping schedule. Avoid changing sleep medications or caffeine intake without a doctor's advice. Relax before going to bed. Improve your stress management skills. Keep a diary to track sleepwalking episodes. Try anticipatory awakening. Reduce your alcohol consumption.

Answer: Being overtired can trigger sleepwalking. The average adult needs at least eight hours of sleep per night. Children may require as much as 14 hours, depending upon their age. You can reduce fatigue by: Taking short naps throughout the day Going to bed earlier Reducing your caffeine intake, especially in the afternoon Drinking less liquids before bed to reduce the chance of needing to use the restroom If you go to bed and wake up at about the same time each day, you're less likely to experience sleep abnormalities at night. Work on turning out the lights at the same time each night. If you like to use your phone in bed, install a blue light filter and an app blocker that blocks your favorite apps at a certain time at night. This will encourage you to go to sleep instead of losing track of time. Stick to the same routine. If you want to try a new sleep medication, even an over-the-counter one, consult your doctor first. Sleep violence may be more likely to occur when a person tries new sleeping drugs or suddenly increase their caffeine intake. (Though since these incidents are rare, it's hard to say.) Stress and anxiety can trigger sleepwalking. Establish a routine of relaxing before bed, or practice good "sleep hygiene." This could include any of the following: Keeping the room dark and quiet Taking a warm bath or shower Reading a book or listening to music Keeping the room cool Putting away screens before bed Using relaxation techniques before bed, such as visualizing calming places, meditation, deep breathing, progressively tensing and relaxing each muscle group in your body, massage, or yoga. Develop healthy ways of coping with stress to prevent it from disturbing your sleep. Stress is frequently linked to sleepwalking. Find an exercise regimen that works for you. Your body releases endorphins which will help you relax and feel good. The relaxation will be most effective if you do something you enjoy. Try jogging, fast walking, swimming, or joining a community sports team. Keep close connections with friends and family. They can provide you with support and help you deal with the things that are causing anxiety. Join a support group or see a counselor if there are things you need to talk to about that you can't tell friends or family. Your doctor may be able to recommend support groups or counselors that would fit your situation. Give yourself time to pursue hobbies that you enjoy. This give you something enjoyable to focus on and distract you from the things that are stressing you out. This may require someone else in the household to keep a record of how often and when in the night it occurs. Make a sleepwalking diary so all the information is in one place. Look for patterns and triggers. For example, if the person sleepwalks more when stressed, then you know that stress can lead to sleepwalking incidents. If the person usually sleepwalks at the same time each night, they can be woken before that time to reduce the chance of sleepwalking. A loved one or alarm clock can do the waking. The person should be woken about 15 minutes before the typical sleepwalking time and should then stay awake for about five minutes. This disrupts the sleep cycle and may cause the person to go into a different sleep stage when falling back asleep, preventing the sleepwalking. Alcohol can cause sleep disturbances and may trigger sleepwalking. Avoid drinking alcohol before bed. Women and men over 65 should drink no more than one drink per day. Men under 65 should have no more than two drinks per day. Do not drink if you are pregnant, have been diagnosed with alcoholism, have had problems with your heart, liver, or pancreas, have had a stroke, or are on medications that may interact with alcohol.

Problem: Write an article based on this summary: Cover your braids with a silk or satin scarf at night to prevent frizziness. Wipe your braids with witch hazel 2-3 times a week to keep them clean. Wash your scalp with shampoo and water to prevent itchiness. Massage natural oils into your scalp once a week to keep it hydrated. Take the braids out within 2 months to prevent hair damage.

Answer: Tie the scarf around your braids at the scalp. If your braids are longer than the scarf itself, you can loosely pin the braids up before wrapping the scarf, effectively shortening them while you sleep, or leave the ends exposed. You can also sleep on a silk or satin pillow cover to keep your braid smooth and frizz free. Dab a damp cloth with witch hazel and wipe down the braids one at a time. This way, they stay clean without having to get too wet in the shower or bath. Box braids can feel incredibly heavy when wet and are prone to frizziness when they are soaked in water. Part the braids and clip them up, exposing your scalp. Wash your scalp one section at a time, being careful not to get water on the braids. You can try washing your scalp 3-4 times a week, rather than every day, so you do not risk getting the braids wet. Coconut oil, almond oil, and shea butter are good options. Using a cotton pad or cotton ball, or clean fingers, rub a generous dab of oil over your scalp in sections. Try to cover as much of your scalp as possible without getting any oil onto your braids. Box braids usually last for 6-8 weeks, but even if they still look great past that point, take them out so your hair stays healthy. Keeping your hair braided for too long can cause it to break away from the scalp, leading to long-term damage to your hairline and your scalp. Use your fingers to gently unravel the braids from the spot where the synthetic hair attaches to your real hair. Avoid using a fine-tooth comb when taking your braids down, as this can lead to rips and tears in your hair. Ask friends or family to help with the unbraiding process in order to cut down the time and effort needed. Throw away the extensions once you have removed them. Wait 3-4 weeks to put new box braids in so your hair can recover.

Problem: Write an article based on this summary: Understand that every child has the right to an education, regardless of disability status. Respect your student's privacy through confidentiality. Support a "least restrictive environment. Evaluate approaches and interventions on an individualized basis.

Answer:
In the United States, the Individuals with Disabilities Education Act (IDEA, enacted in 1975) and the Americans with Disabilities Act (enacted in 1990) are federal laws that require public schools to provide a free and accessible education for all individuals. The laws cover children who meet eligibility requirements in one of thirteen areas, whose disability negatively affects his or her educational performance, and who requires special educational services as a result of their disability. Autism spectrum disorder is a qualifying diagnosis. Not only must the state provide a free education for all individuals, but that education must meet their unique individual needs, which can differ from neurotypical children (that is, children who have no brain-related disabilities). Every child who qualifies for special education services must have an Individualized Education Plan (IEP), which specifies what accommodations a student requires because of his or her diagnosis. Reasonable accommodations for a child receiving special educational services can vary widely. Some students may only need extra time to take tests or assistive technology like a laptop, while others may require a paraprofessional, small group instruction, or curriculum modification. It is a teacher's responsibility to accommodate a student's IEP without singling out the child or disclosing his or her diagnosis to the rest of the class without permission. Students with special needs often have medical diagnoses, treatment plans, and medications included in their educational records, which are all protected under their right to privacy under the Individuals with Disabilities Education Act. This makes you legally liable if you disclose their private information without the consent of their parents. Generally, the student's right to privacy is limited by a "need to know" basis. Faculty and staff (coaches, playground monitors, cafeteria staff, etc.) might need to know about an autistic child's condition in order to understand their communication skills, limitations, special interests, outbursts, or other aspects of their disability. If you are unsure about your district's confidentiality procedures, talk with the district special education coordinator. Consider arranging a topical workshop for teachers to learn about these procedures. If you need to initiate a class- or school-wide policy to protect the interests of a child with special needs (for instance, instituting a peanut-free policy at a school where a child is allergic), notify the families of the policy and indicate that it is to protect a student with a special need. However, do not mention the affected child by name. Autistic students and their classmates all benefit if the other students understand an autistic classmate's diagnosis, but for privacy reasons the teacher cannot disclose that diagnosis to the class. Many proactive parents will take it upon themselves to discuss their child's autism with the class; plan a meeting with the parents early in the school year to let them know that your classroom doors are open to them if they want to do this. " IDEA mandates that students with disabilities are entitled to the "least restrictive environment" in education, which means their learning environment should be as similar to their non-disabled peers as possible. The least restrictive environment for a given student will vary, and is determined and written into the IEP by a team of people including the parents, medical team, and the school district's special education department. The IEP will generally be re-evaluated annually, which means the least restrictive environment for a given student may change. In many cases, this means that autistic children should be educated in regular classrooms rather than in a special education classroom. This can vary depending on the student's diagnosis and IEP, but in general, autistic students are placed in regular classrooms as much as possible. This practice is called "mainstreaming" or "inclusion". In these situations, it is the responsibility of the teacher to make accommodations in the classroom for autistic children. Many of these accommodations will be specified on the student's IEP. But educated teachers can also adapt their teaching strategies in ways that will support the learning processes unique to autism, while simultaneously respecting the learning needs of the remaining neurotypical students. In addition to a student's IEP, adaptations that are made for autistic students should be evaluated and implemented based on the individual student's needs. Get to know the student as an individual. While stereotypes are common, every autistic person is unique, and will have different needs. As a teacher, you must become aware of each student's ability in each discrete educational area by assessing their current standing. Knowing a student's current strengths and weaknesses will help you develop a plan to develop practical interventions. This is true in academic subject areas, as well as social and communication skills.