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Integrating health-related needs into the IEP/504 Plan

Integrating health-related needs into the IEP/504 Plan. Cecily L. Betz, PhD, RN, FAAN Director of Nursing Training Director of Research USC University Center for Excellence in Developmental Disabilities Editor-in-Chief Journal of Pediatric Nursing.

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Integrating health-related needs into the IEP/504 Plan

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  1. Integrating health-related needs into the IEP/504 Plan Cecily L. Betz, PhD, RN, FAAN Director of Nursing Training Director of Research USC University Center for Excellence in Developmental Disabilities Editor-in-Chief Journal of Pediatric Nursing

  2. Individuals with Disabilities Education Improvement Act of 2004 • Beginning in 1997, IDEA recognized need for addressing transition planning into the IEP to better prepare youth for life after high school • Reaffirmed with IDEA 2004 • (IDEA, 1997, 2004)

  3. Individuals with Disabilities Education Improvement Act of 2004 • The transition process begins at age 16 or earlier as deemed appropriate by the IEP team • Transition planning includes assessment of the students’ current academic programs and how it supports their plans for the future. • The IEP team, youth and family identify activities to support achievement of future goals: • Instruction • Related services • Community experiences

  4. Key IDEA ProvisionsAge of Majority • Age of majority refers to the transfer of legal rights and protections for approving the IEP from the parents to the student • Age of majority varies from state to state • Requires that the student and family be informed at least one year before student reaches the age of majority of the transfer of legal rights • Informing youth and parents of legal transfer must be documented in the IEP • (IDEA, 2004)

  5. Key IDEA ProvisionsYouth IEP participation • Students are to be invited to their IEP if the purpose is related to addressing: • Postsecondary goals • Transition services needed • (IDEA, 2004)

  6. Key IDEA ProvisionsAgency representatives • Agency representatives are invited to the IEP if they are expected to provide or fund transition services • (IDEA, 2004)

  7. Key IDEA ProvisionsAgency responsibilities • If an agency does not fulfill their responsibilities as identified in IEP: • IEP team meets to identify other strategies • School to fund services • Revise the IEP • Agencies are not relieved of their responsibilities • (IDEA, 2004)

  8. Role of the School Nurse as IEP/504 Team Member • As an expert on health-related issues and a member of the IEP/504 team, the school nurse performs the following functions: • Assesses student’s health-related needs • Provides consultation to other IEP team members • Serves as the liaison between the youth’s specialized health care and IEP teams • Serves as an informational resource to IEP members • Advocates on behalf of the youth and family • (Zimmerman, 2006; Betz & Nehring, 2007)

  9. Individualized Health Plan (IHP) • Students’ plans of health care developed by school nurse requiring NURSING action • Focused on health-related needs ONLY • Plan includes • Monitoring of students’ special health care needs • Provision of treatment and medications including preventive care (infection control, exercise) • Health education • Supervision of health aides • Interagency and interdisciplinary coordination (reinforcement of self management treatment regimen) • Provision of health-related accommodations

  10. Integrating IHP into IEP • Identify academic accommodations needed to perform academically • Classroom • On the job training • Community • Monitor student’s physical status and stamina • Troubleshoot when rights and protections are not acknowledged • Serves as liaison between interagency teams • Identify nursing, related services needed to manage youth’s SHCN • (Betz & Nehring, 2007; NASN, 2005; Zimmerman, 2006)

  11. Integrating IHP into IEP • Nurse may need to act as self-advocate to demonstrate importance of participation as member of the IEP/504 Team • (Betz & Nehring, 2007; NASN, 2005; Zimmerman, 2006)

  12. Emergency Action Plan (EAP) • Developed by school nurse for educational personnel who come into contact with students’ who have special health care needs • Teacher • School Counselor • Coach • Janitor • Bus Driver • Cafeteria Worker

  13. Emergency Action Plan (EAP) • Lists emergency contact information • Parents • Health care providers • Specifies what educational personnel should do in Emergency Situations • Recognition of signs and symptoms of untoward reactions/complications • Initiation of emergency measures

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