Immunizations (“shots”) are also required for children to attend school. The same information is available in chart form at:
http://www.immunize.org/catg.d/when1.pdf and http://www.cdc.gov/nip/recs/child-schedulebw-print.pdf
Here is a text-only version of the current (updated September 2006) child immunization schedule:
http://www.cdc.gov/nip/recs/child-schedule-508.rtf
Please discuss your child’s immunization needs with your child’s medical providers. More information for families about “well-child” check ups can be found in the Mayo Clinic’s article “School-Age Check-Ups: What to know before you go”:
http://www.mayoclinic.com/health/childrens-health/FL00002
TRANSPORTATION ACCOMMODATIONS Due to your child’s physical condition, size, medical needs and/or behavioral challenges, some of the following may be needed:Transportation to/from schoolTransportation in a vehicle with climate control (air conditioning , heating)Transportation in a vehicle equipped with a lift or ramp and crash-tested wheelchair tie-downsTransportation in a vehicle equipped with a child safety restraint (car seat, booster seat, safety restraint vest or lap-shoulder belt) specific to your child’s needs „Z Aide or attendant to ride on the bus with your child Resources regarding transportation:
The American Academy of Pediatrics (AAP)
http://aap.org/family/carseatguide.htmhttp://aap.org/healthtopics/carseatsafety.cfm
(See sections on Children with Special Needs and on School Bus Transportation)The National Highway Traffic Safety Administration (School bus safety)
http://www.nhtsa.dot.gov/portal/site/nhtsa/menuitem.e71 2547f8daccabbbf30811060008a0c/
Equip for Equality-Fact sheet on transportation for students with special needs
http://equipforequality.org/resourcecenter/spec transportation.Doc
ASSISTIVE TECHNOLOGY
Many children and youth with special health care needs can benefit from assistive technology (AT). Accessing AT starts with an assistive technology evaluation as part of the IEP process.
The North Dakota Interagency Program for Assistive Technology has extensive resources about assistive technology (AT), both low tech and high tech, a statewide list of AT evaluators, notices of events, an onlinemanual on funding options (including accessing AT via the IEP), classified ads and more:
Contact NDIPAT at their Fargo office: (701) 365-4728 Local or 1-800-895-4728 Toll-free or in Bismarck: 1-888- 540-4728 Toll-free
Web: http://www.ndipat.org/
Other resources: The National Assistive Technology Technical AssistancePartnership (NATTAP) has extensive resources available on all types of AT, with detailed informationabout AT in school settings nationwide, including legal policy documents covering AT and IDEA:
http://www.resna.org/ taproject/goals/education/index.html
Of special interest is their resource on “School Liability for Family-Owned AT”:
http://www.resna.org/taproject/goals/other/funding/schoolliability.html
More family-oriented resources about AT and children with IEPs can be found at: Family Center on Technology and Disability
http://www.fctd.info/webboard/index.php
andEquip for Equality: Fact Sheet on assistive technology rights for students with IEPS.
http://www.equipforequality.org/resourcecenter/at specialedfactsheet.doc
Back-to-school checkups are especially important for children and youth with special needs who have IEPs(Individualized Education Plans) and 504 Plans (health plans). In order for your child to get “related services”included in their IEP or 504 Plan, you will need to give the school written prescriptions and letters fromhis/her doctor. These letters need to state clearly your child’s name, birthdate, diagnosis (remember thatthis is NOT the same as their “special education category”), which related services/accommodations yourchild needs in order to participate in their school program, how these services need to be delivered, and anyspecific details about equipment needed. Reminder to families and medical staff: decisions about related services and accommodations are separate from decisions about school placement.
This means that the family and the IEP team first determine what constitutes the “least restrictive environment” (LRE) for the student, and then further develops the IEP in regard to any needed related services/ accommodations which are required. delivered in any school placement; they are NOT tied to a specific program, building or location. For more information, and to learn about the Individuals with Disabilities Education Act or Section 504 go to:I n f o r m a t i o n a b o u t 5 0 4 P l a n s :
http://www.nhlbi.nih.gov/health/public/lung/asthma/guidf am.htm
IDEA Toolkit for families: http://www.ncld.org/content/view/915/456098/
M o r e I D E A r e s o u r c e s :http://nichcy.org/idea.htm
L a t e s t u p d a t e s o n I D E A :http://www.ed.gov/policy/speced/guid/idea/idea2004.html#tools
S e c t i o n 5 0 4 a n d I D E A :http://www.wrightslaw.com/info/sec504. index. htm
Information from Office of Civil Rights (OCR) on Section 504 and IDEA:
http://www.ed.gov/about/offices/list/ocr/504faq.html
Section 504 guide for parents:
http://www.schwablearning.org/articles.asp?r=777
THERAPIES AND ADAPTIVE EQUIPMENT
Some children and youth require related services in their IEPs which include therapies (for example: physical therapy, occupational therapy, speech therapy, feeding (oral/motor) therapy, behavioral therapy, vision therapy,auditory therapy ) All of these therapies require a doctor’s prescription, which must be updated yearly. Some children may also require adaptive equipment and/or environmental modifications in order to participate in their school programs.
Often, families will consult with therapists working with their child and ask for a “letter of medical necessity” to share with the doctor in order to get the needed prescriptions ready for the IEP meeting.Some examples of adaptive equipment and environmental modifications include: air conditioning in the classroom and school building (as well as on the school bus), ramps, fragrance-free regulations, modificationsin level of lighting or sound proofing, and more. More information is available from:
Related services:
http://nichcy.org/pubs/newsdig/nd16txt.htm
School accommodations:
http://www.taalliance.org/publications/ALL15.pdf
School health services: legal information:
http://www.uchsc.edu/schoolhealth/respages/servicesmillenium.htm
“The final word on School Health Services:
http://www.whittedclearylaw.com/CM/Publications/publications20.asp
ADMINISTRATION OF MEDICATIONS OR MEDICAL TREATMENTS DURING THE SCHOOL DAY
Some children and youth with special needs may require medications and/or medical treatments during the school day. It is very important to have complete documentation updated by your physician as needed to include in your child’s IEP. You will need to submit information such as:Name of medication's), dosage schedule and reason for the medication Whether or not you permit your child to self-medicate (some school districts have rules about this)
Any equipment or special procedures needed to administer the medication A written plan for dealing with medical emergencies related to your child’s conditionAny medical tests that may need to be done during the school day (for example, testing blood sugar)Any medical treatments that must be done during the school day with complete information about the procedure, personnel need equipment and emergency plan If your child requires a “school nurse” for the administration of medications and/or treatments, and whether this needs to be an RN (registered nurse) or LPN(licensed practical nurse). You will need to supply the required medication's) and equipment, following yourschool district’s guidelines for packaging, quantity, storage, refills and back-up plan. Some common related services that your child may need to have included in their IEP include:
SCHOOL LUNCH ACCOMMODATIONS
Children whose families chose for them to participate in the School Lunch Program (whether they are eligible for a free lunch, reduced price lunch, or pay the full price for their lunch) are entitled to receive medically necessary accommodations, which can include a modified lunch (how the food is prepared and/or what food is served) and accommodations to allow the child to eat the food (special seating, an aide for feedings, special equipment, for example). Children who have medical needs, but not an IEP for special education needs, are also eligible for School Lunch Program accommodations. This includes, for example, children with food allergies, children with diabetes and children with other medical conditions affecting what/how they eat, as documented by their doctor.
The U.S. Department of Agriculture has a manual on accommodations in the School Lunch Program, available for free download: General information about the School Lunch Program:
http://www.fns.usda.gov/cnd/lunch/
Manual on School Lunch Program accommodations:
http://wwwGuidance/special dietary needs.pdf
Forms to be completed by the child’s physician and submitted to USDA Manual):
Eating/Feeding Evaluation and InformationForm (p.
http://www.fns.usda.gov/cnd/Guidance/specialdietary needs.pdf
Children who do not participate in the School Lunch Program, but who require accommodations to allow them to consume lunches brought from home are eligible to have these services/ supports included in their IEP/504 Plans, with required documentation from their doctors and therapists. For example, a child’s goals in oral motor development can include related services to be pro vided during the lunch period at school and delivered in the lunchroom. For more information about special education rights, laws and training for families, you can contact Utah Parent Center (801) 272-1051
TOILETING ACCOMMODATIONS
Some children and youth with special health care needs may require toileting accommodations in order to participate in their school programs. It is against the law to discriminate against persons who are not toilet trained. There are not any state or federal laws which require any person of any age to be toilet trained inorder to participate in any school or community programs (including day care and child care) . These accommodations can include, for example, specialized equipment - grab bars, accessible bathrooms, special toilet seats, a mechanical lift for transferring, a curtain instead of a door on the toilet stall.
Other accommodations can include a private area for diaper changes, private area for catheterization or ostomy care, assistance from an aide or other personnel, schedule changes to accommodate need for access to the toilet.If needed, toilet training goals can be incorporated into a child’s IEP. Please note that if a student uses any disposable supplies, such as diapers, wipes, or catheters, cont. it is the responsibility of the family to provide these items. If your child has a latex allergy, you will need to ask the doctor to document this in writing and request that staff assisting your child use vinyl gloves only. All school programs and personnel are required to adhere to Universal Precautions at all times. More information on these topics is available at:
“Latex allergies and schools”:
http://www.schoolhealth.org/article.cfm?contentID=35
Universal precautions learning module:
http://www.theeducationteam.com/education/universalprecautions.htm
Educating children and youth about universal precautions:
http://www.ericdigests.org/2000-3/disease.htm
Toileting at school for children with autism:
http://www. bellaonline.com/articles/art17322.asp
Toilet training as a school goal:
http://www.medhomeportal.org/issues/index.cfm?issueid=19&diag id=95&menu id=21
Toileting procedures and toilet training in a state school code (Massachusetts):
http://www.doe.mass.edu/lawsregs/603cmr18.html?section=03
Amber Tatro Supreme Court decision (clean intermittent catheterization as a related service):
http://caselaw.lp.findlaw.com/cgibin/getcase.pl?court=US&vol=468&invol=883 