RESUMEN
Students with special health care needs present challenges to persons involved with their education, but school staff are accepting the challenge to create safe, nurturing, and stimulating environments for these students. This article proposes guidelines for school staff working with students having special health care needs. The guidelines evolved from the authors' experiences and are child-related, family-related, and school-related. Discussion of each guideline includes illustrations of issues arising from them. Considerations for implementing the guidelines are presented and include discussion of school policies and procedures and state laws and regulations related to school staff working with students having special health care needs.
Asunto(s)
Enfermedad Crónica , Promoción de la Salud , Desarrollo de Programa , Servicios de Salud Escolar/organización & administración , Enseñanza/métodos , Niño , Conducta Infantil , Urgencias Médicas , Humanos , Padres , Rol del Médico , Servicios de Salud Escolar/legislación & jurisprudencia , Estados UnidosRESUMEN
The educational relevance for students with profound disabilities of being at risk for poor nutrition and the potential problems caused by the nontherapeutic effects of some medications were examined, examples of their significance presented, some reasons for their occurrence discussed, and some suggestions for instructional personnel offered. Two classroom-based cases were included that described the resolution of a nutritional and a medication problem, including the role of the teacher and health-related personnel.
Asunto(s)
Trastornos de la Nutrición del Niño/etiología , Educación de las Personas con Discapacidad Intelectual , Discapacidad Intelectual/tratamiento farmacológico , Grupo de Atención al Paciente , Psicotrópicos/efectos adversos , Niño , Trastornos de la Nutrición del Niño/rehabilitación , Preescolar , Insuficiencia de Crecimiento/etiología , Insuficiencia de Crecimiento/rehabilitación , Femenino , Humanos , Discapacidad Intelectual/complicaciones , Discapacidad Intelectual/rehabilitación , Masculino , Evaluación Nutricional , Psicotrópicos/administración & dosificación , Factores de RiesgoRESUMEN
An evaluation of the effects of the ABLE (Analyzing Behavior State and Learning Environments) model was presented. Eight teachers received training on observing behavior state and relevant environmental variables; analyzing potential effects of nutrition and medications; identifying strategies for individual students; and participating in a process to generate classroom-based intervention strategies based on their observations. Results showed that teachers were able to reliably implement the model, which produced significant increases in occurrences of the preferred alert and active states and significant decreases in nonpreferred states, such as sleep, drowse, daze, and crying/agitated. Additional findings indicated that the teachers were satisfied with the training procedures and found the model to be relevant and appropriate for students with profound mental retardation. Case studies were briefly presented.