Special Health Care Paraprofessional Module

1. Special Health Care Paraprofessional Module Arkansas Department of Education Special Education Unit

2. Paraprofessional CompetenciesChildren with Special Health Care Needs • Understanding the legal basis for providing safe and health-related services to students. • Knowledge about prevention measures, medication administration, and treatment procedures to meet the special health care needs of students. • Ability to use infection control and universal precautions, basic first aid and proper lifting, carrying and transferring techniques.

3. Paraprofessional CompetenciesChildren with Special Health Care Needs (Continued) • Knowledge about the use and maintenance of assistive technology and adaptive equip- ment. • Ability to collect, report and document data related to the health care of students. • Ability to make educational environment barrier-free and accessible.

4. Paraprofessional CompetenciesChildren with Special Health Care Needs (Continued) • Knowledge about the development and implementation of emergency and disaster plans specific for students with special health care needs. • Knowledge about the safe transportation of students with special health care needs.

5. Paraprofessional CompetenciesChildren with Special Health Care Needs (Continued) • Ability to advocate for oneself in an appropriate manner which ensures the safety of the paraprofessional and student. • Knowledge about the confidentiality of student information.

6. Arkansas Department of Education’s Director’s Communication Memorandum Memo Number: ACC-00-027 Date 12/09/99 Subject: IHPs for Students with Special HealthCare Needs Regulatory Authority: Act 1565 of 1999

7. SPECIAL HEALTH CARE TERMS A. Students with Special Health Care Needs B. Chronically Ill C. Medically Fragile D. Technology Dependent E. Other Health Impairments

8. SPECIAL HEALTH CARE TERMS(Continued) 1. Term referring to a student with a condition that is long-term and results in decreased strength, vitality and alertness. Conditions may include: asthma, diabetes, rheumatoid arthritis, cancer, or epilepsy. B. Chronically Ill

9. SPECIAL HEALTH CARE TERMS(Continued) 2. Term referring to a student who requires a medically or mechanical device to compensate for the loss of a vital body function, including mechanical ventilation, tracheotomies, oxygen, and respirator. D. Technology Dependent

10. SPECIAL HEALTH CARE TERMS(Continued) 3. Student’s condition is such that the absence of immediate, health-related, specialty skilled care threatens his/her life or health. C. Medically Fragile

11. SPECIAL HEALTH CARE TERMS(Continued) 4. Term used in the educational setting to identify a student who requires special education and related services because of a health condition resulting in limited strength, vitality or alertness due to chronic or acute health problems that adversely affect a child’s educational performance. E. Other Health Impairment

12. SPECIAL HEALTH CARE TERMS(Continued) • Some examples of OHI are heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle-cell anemia , hemophilia, epilepsy, lead poisoning, leukemia and diabetes.

13. SPECIAL HEALTH CARE TERMS(Continued) 5. Students requiring an individualized health care intervention to enable them to participate in the educational process. A. Students with Special Health Care Needs

14. DOES THE STUDENT... • Have a medical diagnosis of a chronic health problem? • Receive medical treatments during or outside the school day? • Experience frequent absences due to illness? • Experience frequent hospitalizations?

15. DOES THE STUDENT…(Continued) • Receive ongoing medication for health problems? • Require environmental adjustments to classroom? • Require adjustments of the classroom schedule due to a health condition? • Require major safety considerations?

16. Components of a Health Care Plan • Required Components • Brief Medical History • Physician’s Order for Procedures • Standards for Implementation • Care Goals • Authorized person(s) responsible for the care actions/procedures • Equipment to be used • Person responsible for maintenance of equipment • Supervisor of the care actions/procedures implementation

17. Components of a Health Care Plan • Required Components(Continued) • Prescription for medication and procedures for administration • Physician’s ordered diet • Transportation plan/procedures • Classroom/School modifications (including adaptive physical education) • Equipment and supplies provided by parent • Equipment and supplies provided by school • Emergency procedures

18. Components of a Health Care Plan • Required Components(Continued) • Safety measures • Contingency plans: emergency, transportation and training • Substitute/backup staff • Authorization/signatures (all parties, including parent/guardian) • Effective dates

19. Components of a Health Care Plan • Optional Components • Student and family strengths • Academic achievement profile • Specialized training or education for staff • Student participation procedures • Other related information

20. Sample Health Care Plan

21. Case Study Health Care Plan for Jane Doe

22. Special Health Care Team: Student NeedsQuestionnaire

23. Student Needs Questionnaire • 1. Does the student have a health condition which will require inservice training?

24. Student Needs Questionnaire • 2. Does the student have a health condition which will require changes or modifications outside the classroom (lunchroom, playground, gym, bus)?

25. Student Needs Questionnaire • 3. Does the student have a health condition which will require changes in or modifications of the classroom environment?

26. Student Needs Questionnaire • 4. Does the student have a health condition which will require safety precautions on the bus, playground, gym, etc.?

27. Student Needs Questionnaire • 5. Does the student have a health condition which would result in pain?

28. Student Needs Questionnaire • 6. Does the student have a health condition which would require a special diet?

29. Student Needs Questionnaire • 7. Does the student have a health condition which will require medication?

30. Student Needs Questionnaire • 8. Does the student have a health condition which will require rehabilitative treatment?

31. Student Needs Questionnaire • 9. Does the student have a health condition which will require regular contact with a doctor?

32. Student Needs Questionnaire • 10. Does the student have a health condition which will require training someone else (fellow student, classroom teacher, paraprofessional)?

33. Student Needs Questionnaire • 11. Will the student require an adapted health education program?

34. Student Needs Questionnaire • 12. Will the student require special equipment for learning because of a health problem?

35. Student Needs Questionnaire • 13. Will the student require assistance of a personal nature (toileting, feeding, positioning)?

36. Student Needs Questionnaire • 14. Does the student have to take medication?

37. Student Needs Questionnaire • 15. Does the student require health maintenance care (immunizations, exercise, dental care)?

38. Student Needs Questionnaire • 16. Does the student require health related procedures?

39. Student Needs Questionnaire • 17. Are there any other needs? • What are they?

40. UNIVERSAL PRECAUTIONS

41. Universal Precautions Section 1 Barrier Precautions Section 2 Cleaning and Decontaminating Spills or Other Body Fluids Section 3 Recommended Contents of Body Spills Kit

42. When Should We Wash Our Hands? • Before and After Contact with Student • Before and After Contact with Equipment • After Using Gloves

43. YANKEE DOODLE Oh, Yankee Doodle went to town, a-riding on a pony; He stuck a feather in his cap and called it macaroni. Yankee Doodle keep it up; Yankee Doodle Dandy, Mind the music and the step and with the girls be handy.

44. Guidelines for the Handling of Body Fluids in the School Environment

45. Disposable Gloves Procedures • Maintain supply of latex and/or disposable gloves of various sizes in accessible locations. • Do not reuse gloves. Use fresh gloves for each student and task. • Slip each hand into a clean glove, pulling it over the finger for a good fit. Pull glove over wrist as far as it will go.

46. Disposable Gloves Procedures (Continued) • Remove the first glove by turning it inside out as it is pulled over the hand. Grasp the glove in the remaining glove hand. • During removal of second glove, avoid touching the outer surface. Slip fingers of the ungloved hand under the glove and pull it inside out, effectively sealing the first glove inside.

47. Disposable Gloves Procedures (Continued) • Dispose of the used gloves in a lined waste container. • Wash your hands thoroughly, following the hand-washing procedure.

48. Basic Guidelines in PreventingExposure & Transmission ofInfectious Disease • Avoid direct contact with body fluids. • Encourage student to do own care. • Wear gloves. • Have first aid & other supplies available. • Playground staff to carry first aid supplies.

49. Basic Guidelines in PreventingExposure & Transmission ofInfectious Disease (Continued) • Do not eat or touch your mouth or eyes while giving first aid. • Remind students to avoid contact with the blood and body fluid of other people. • Wash hands after helping student with a tissue. • Clean up and dispose of waste and contaminated products.

50. “Crash Course in First Responder” • First Aid Kit • General Rules of Thumb • In An Emergency... • Pressure Points • Fainting, Seizures, Diabetes • Diabetic Emergencies