ON THE FRONT LINES: Q&A ON INCLUDING STUDENTS WITH SPECIAL MEDICAL NEEDS

Q: What accommodations should schools be making to meet the medical needs of students with disabilities or chronic illnesses?

The list of accommodations made for students with disabilities and/or chronic illnesses should be tailored to the particular and unique needs of each student.

The multidisciplinary team for each school is responsible for development of an Individualized Education Plan or a 504 Plan that specifies the needs of each child and also the ways that the schools will meet those needs. The information that the medical community has about a student may be critical to the development of appropriate plans.

Furthermore, the student's teachers, as well as the multidisciplinary team, have the responsibility of monitoring each student's progress in relationship to the plan. The information that the medical community can provide may be critical for this function as well.

It is difficult to specify particular needs those students with disabilities and/or chronic illnesses may have--each child is different! The key to effective accommodations for medical needs is clear communication between those in the medical and educational communities.

Q: How can schools, physicians, and parents collaborate effectively?

The key to effective collaboration is clear and consistent communication among the health care providers, the family, and the school personnel. Build upon the common areas of concern, that is, the successful development of the child, and discuss problems in communicationy as they arise.

Successful collaboration requires persistence. Seeking to understand each other and continuing to communicate, even when it seems one-sided, are key components of this persistence. Understanding the concepts and vocabulary as well as some of the cultural aspects of each other's world will help one to continue to communicate even when the communication doesn't appear to be reciprocated. If the professionals and family members are able to focus on the needs of the child, successful collaboration and communication will occur. This effective and collaborative stance will enhance the child's chances of successful school experiences.

Q: How can teachers promote peer acceptance of a child with special medical needs?

First of all, everyone involved with the child must be supportive of his or her participation in school. This requires a partnership among the child, the family, the teachers, other school personnel and the health care team.

This means that the entire team should be aware of the potential impact on peer acceptance and make a plan to deal with them. The impact of a disability or chronic illness can range from simple absence to physical changes.

Here are some specific strategies for encouraging peer acceptance:

Explain and allow discussion of the illness before treatment and before the child's return.

Answer questions the children may have.

Update the class at least weekly on the child's progress.

Encourage and provide opportunities for maintaining contact with the child.

Encourage and provide opportunities for visits to the classroom if possible.

Provide educational materials so that the child can remain involved.

Have another period of discussion with the class shortly before the child returns to school.

Collaborate with the family to decide what information should be shared.

Consider involving a health team member in the discussion.

Have a welcome-back activity for the child on the day of return.

Monitor peer responses and interactions with the child after the child's return.

Mr. Kline is a co-author of "The Educator's Guide to Medical Issues in the Classroom."

Copyright (c) 2002 by Paul H. Brookes Publishing Co., Inc. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.