Children with specialized health needs in the special education setting: A statewide technical assistance approach

Sciarillo, William G.; Draper, Sheila; Green, Pauline; Burkett, Karen; Demetrides, Susan

doi:10.1097/00001163-198810000-00010

Cited by 6 publications

(6 citation statements)

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“…Obviously, the development and implementation of these plans cannot occur in a vacuum. The comprehensive care of SNC must be multidisciplinary and collaborative (Parette et al, 1994;Palfrey et al, 1992;Sciarillo, Draper, Green, Burkett, & Demetrides, 1988). There must be a coordinated approach participated in by both the educational and health care systems responsible for the well-being of SNC.…”

Section: Background and Significancementioning

confidence: 99%

SPECIAL NEEDS CHILDREN IN THE PUBLIC SCHOOLS: Perceptions of School Nurses and School Teachers

Esperat

Moss²,

Roberts³

et al. 1999

Issues in Comprehensive Pediatric Nursing

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Schools are faced with the challenges presented by special needs children (SNC) because the law requires that they must provide educational opportunities to all children--those who have no handicapping conditions as well as those who do, no matter how severe those conditions. The need exists for adequately prepared health care professionals in the school setting. Using a convenience sample of school teachers and school nurses, this investigation focused on the perceptions of school teachers and nurses regarding the challenges and demands of having these children in the public school. Two surveys were conducted to study those perceptions. Quantitative and qualitative data analyses showed that the needs of both groups of providers--school nurses and school teachers--can be summed up in three categories: information dissemination, communication, and resource integration. Infrastructure development involves the establishment of an effective information management system, effective use of such a system in establishing communications between all participants, and adequate administrative support to facilitate the development of the school providers' sense of competence in the care of SNC. A well-planned and adequately supported program goes a long way toward changing people's attitudes toward the inclusion of SNC in the classroom.

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Section: Background and Significancementioning

confidence: 99%

SPECIAL NEEDS CHILDREN IN THE PUBLIC SCHOOLS: Perceptions of School Nurses and School Teachers

Esperat

Moss²,

Roberts³

et al. 1999

Issues in Comprehensive Pediatric Nursing

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“…The passage of PL 99457 (1986) broadened the scope of the original act to include providing services for children, from birth to age 3 years, who are at risk for developmental problems. This amendment encouraged the development of early intervention services for infants and toddlers having special needs through home-and center-based programs (Sciarillo et al, 1988). Consequently, special educators, early childhood educators, SLPs, and occupational and physical therapists are providing services for children with complicated needs, including those requiring assistive technology (e.g., feeding tubes and tracheostomy tubes).…”

Section: The Team Approach: Its Challengesmentioning

confidence: 99%

Pediatric Feeding/Swallowing Teams

Lefton‐Greif

Arvedson

1997

Semin Speech Lang

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A team approach is advocated for the evaluation and management of children with impairments in deglutition. The complexity of their needs requires the coordination of evaluation and management efforts so that the impact of a child's feeding/swallowing impairment on general health, development, and overall well-being may be addressed. This article reviews the rationale supporting the use of a team approach, the organizational structures of teams, and the challenges of using a team model of service delivery to meet the needs of this population.

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“…To provide these services, nurses need advanced education and technical skills in complex health conditions (Cardoso, 1991;Christman, 1987;Pearl, Brown, & Myers, 1990;Sciarillo, Draper, Green, Burkett, & Demetrides, 1988), developmental disabilities, family-centered care (Bailey, Simeonsson, Yoder, & Huntington, 1990;Hanson, Lynch, & Wayman, 1990;Shelton, Jeppson, & Johnson, 1987), case management (Freedman, Pierce, & Reiss, 1987;Urbano, von Windeguth, Siderits, Parker, & Studenic-Lewis, 199 1). health care coordination, leadership and management skills, public policy (Counts & Boyle, 1987;Flynn, 1987;Keuhnert, 1991 ;MacPherson, 1987;Warner, 1991), legislation (Bailey et al, 1990;Sciarillo et al, 1988), and interdisciplinary team skills (Bailey et al, 1990;McCollum & Thorp, 1988;Rainforth & York, 1987;Snell, 1990). Expertise is also needed to fulfill legal and safety requirements for nurses in the training and supervision of assistive personnel (Baird & Ashcroft, 1984;Committee on School Health, 1987;Lehr, 1990;Mulligan-Ault et al, 1988;Wood, Walker, & Gardner, 1986).…”

mentioning

confidence: 99%

“…In addition, nurses need skills to serve as consultants in health care program development and evaluation in non-health care settings (Brandt & Magyary, 1989;Davis &r Steele, 1991). Additional support for education is expressed in Public Law 94-142, Public Law 99-457, Public Law 101-476, the Surgeon General's Report on Children with Handicaps and their Families, and the Office of Special Education and Rehabilitation Services (Betz, 1988;Hanson et al, 1990;McCollum & Thorp, 1988;National Information Center for Children and Youth with Disabilities, 1991;Sciarillo et al, 1988). Nurse specialists who work with persons with developmental disabilities and special health care needs and their families must be prepared to function in varied roles across settings and service systems.…”

mentioning

confidence: 99%

“…For example, in Maryland, a statewide technical assistance project was designed to assist school and related-services personnel in managing the specialized health needs of students with develop mental disabilities and handicapping conditions within the educational setting. This project was developed collaboratively with the Maryland State Departments of Education and Health and Mental Hygiene, and the Kennedy Institute for Handicapped Children, a university affiliated program (UAP) for persons with developmental disabilities in Boston (Sciarillo et al, 1988).…”

mentioning

confidence: 99%

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Graduate Nursing Education: Developmental Disabilities and Special Health Care Needs

Tommet

York

Tomlinson

et al. 1993

Issues in Comprehensive Pediatric Nursing

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As children and adults with developmental disabilities and special health care needs are integrated into home, school, and community life, nurses are being required to provide leadership, advocacy, and training in community settings to a much greater extent than in the past. To assess the school and community need for formal graduate preparation for nurses who work with individuals with developmental disabilities and/or special health care needs, 25 nurses in leadership positions representing urban and rural health agencies throughout Minnesota took part in a 5-hour focus group discussion. Analysis of data summarized from this process shows five features of the recommended curriculum necessary for advanced practitioners in this specialty area: (a) discipline-specific core competencies, (b) discipline-specific specialty competencies, (c) genetic competencies not specific to nursing but necessary to function in nursing roles, (d) interdisciplinary and intradisciplinary learning experiences, and (e) clinical experiences with preceptors. The authors recommend the development of interdisciplinary graduate programs designed to prepare nurses to assume leadership roles in school health, public health, home health care, and systems management that will affect public policy and, ultimately, promote change in the systems charged with responsibility to serve this population.

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Children with specialized health needs in the special education setting: A statewide technical assistance approach

Cited by 6 publications

References 0 publications

SPECIAL NEEDS CHILDREN IN THE PUBLIC SCHOOLS: Perceptions of School Nurses and School Teachers

SPECIAL NEEDS CHILDREN IN THE PUBLIC SCHOOLS: Perceptions of School Nurses and School Teachers

Pediatric Feeding/Swallowing Teams

Graduate Nursing Education: Developmental Disabilities and Special Health Care Needs

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