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9: Integrating Health Care and Educational Programs
Study Questions
- What steps can teachers take to prevent injuries in their classrooms?
- What are universal precautions as related to integrating health procedures in the classroom? How can a student be taught universal precautions?
- What can teachers do to be certain that classroom emergency evacuation procedures can be carried out for students who use mobility devices?
- How can school personnel be prepared for a wide range of emergencies?
- What are some of the most common medical problems of children with severe and multiple disabilities?
- What causes nutritional problems? Anemia? What are the signs of a nutritional problem? How can nutritional problems and anemia be treated and prevented?
- What causes dehydration? What are the signs of dehydration? How can dehydration be treated and prevented?
- What causes skin irritation and pressure sores? What are the signs of skin irritation and pressure sores? How can skin irritation and pressure sores be treated and prevented?
- What causes a respiratory infection? What are the signs of a respiratory infection? How can respiratory infections be treated and prevented?
- What causes asthma? How prevalent is asthma in children? What are the signs of an asthma attack?
- What causes ear infections (otitis media)? What are the signs of an ear infection? How can ear infections be treated and prevented?
- What are contractures? How can contactures be prevented or their progress slowed? What can teachers do in the classroom to help prevent contractures?
- Which types of medications do students with severe and multiple disabilities commonly take?
- Why is it important for teachers to understand the reason for and potential side effects of their students’ medications?
- What guidelines should school personnel follow when receiving medications? When storing medications?
- What can schools do to ensure proper administration of medications? What specific type of information should be noted about each medication?
- What are the “Five Rs” of medicine administration?
- What common problems can occur when administering medications?
- How can students be taught to participate in the administration of their medications?
- According to Irving Independent School District v. Tatro, what criteria, if met, obligate a school to provide health care procedures in school?
- Are there national guidelines regarding which health care procedures can be delegated to non-medical school personnel?
- What type of information should be covered in a school system’s guidelines for performing health procedures?
- What should be covered in health care procedure training?
- When might a health care procedure not be delegated (i.e., can only be performed by a nurse or other medical professional)?
- What is tube feeding? What are the basic guidelines all personnel should be familiar with to ensure safe and correct tube-feeding management?
- What is clean intermittent catheterization (CIC)? What are the basic guidelines all personnel should be familiar with regarding CIC?
- What is an individualized health (care) (IHP) plan? What type of information do IHPs contain?
- What are the four levels at which a student can be taught a health care procedure? What factors influence the level at which a student is taught?
- Using task analyses, how can students be trained to perform their health care procedures?
- How do motor or sensory limitations affect students’ school performance? How can teachers address these limitations?
- How do communication limitations affect students’ school performance? How can teachers address these limitations?
- When determining the content of the communication system, why is it important to consider vocabulary addressing health needs?
- How do fatigue and endurance affect students’ school performance? How can teachers address these factors?
- How do general health factors affect students’ school performance? How can teachers address these factors?
- How do experiential deficits affect students’ school performance? How can teachers remain aware of these deficits?
- How does neurocognitive functioning affect students’ school performance? How can teachers address this?
- How do psychosocial and environmental factors also affect school performance?
- How can team members work together to successfully integrate health care and educational programs?
- What types of information regarding a student’s condition(s) can and should be shared among team members?
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