Provide training by the certified school nurse-RN to willing teachers, classroom aides and secretaries for proper administration of medications, monitoring and/or emergent care and monitoring for side effects Create an individualized health care plan for management of acute and chronic phases When it is known that students with CF attend the same school, place them in separate classrooms unless they are siblings Assign each student with CF a specific drinking fountain to use and provide medications in different locations within the same building Utilize the Guidelines for Management of CF at Assign the students with CF tables, lockers, etc., as far away from the student with CF’s assigned table or locker as possible…” Promote good communication between parents, hospital, home and school on school assignments Shorten the school day as directed by medical provider Adapt physical education activities Apply standard universal precautions, correct disposal of fluids Recognize need for privacy for vest, chest percussion and postural drainage and “good coughing” Educate and peers Assist student and family with community services/supports as needed Guidelines for CF can be found at Example for Deaf/Hard of Hearing/Hearing Impairment: A student was diagnosed with a substantial hearing impairment. Therefore, he/she has both a hearing loss and a mild speech impediment. He compensates through both lip reading and sign language. Academic abilities test in the average range. Possible Accommodations and Services: Allow for written direction/instructions in addition to oral presentation Ensure delivery of instruction facing the student to allow lip reading Provide visual information as primary mode of instruction Allow for provision of certified sign language interpreter services Seat in a location with minimal background noise Provide assistive technology to write/draw requests when needed Provide post-secondary or vocational transition planning Assist student and family with community services/supports as needed Example for Deafness/Hard of Hearing/Hearing Impairment during Co-Curricular/ Extracurricular Activities: A parent is hearing impaired and requests, access to school sponsored activities including co- curricular and extracurricular events. The District accommodations by providing certified educational interpreter services for the student to participate effectively in co-curricular and extracurricular events.
Area of Concern Accommodations Inappropriate responses in class often blurted out; answers given to questions before they have been completed Seat student in close proximity to teacher so that visual and physical monitoring of student behavior can be done by the teacher. State behavior that you do want (tell the student how you expect him to behave). Agitation under pressure and competition (athletic or academic) Stress effort and enjoyment for self, rather than competition with others. Minimize timed activities; structure class for team effort and cooperation. Inappropriate behaviors in a team or large group sport or athletic activity (difficulty waiting turn in games or group situations) Find the student a responsible job (e.g., team captain, care and distribution of the balls, scorekeeping, etc.); consider leadership role. Have student in close proximity to teacher. Frequent involvement in physically dangerous activities without considering possible consequences Anticipate dangerous situations and plan for in advance. Stress Stop-Look-Listen. Pair with responsible peer. (Rotate responsible students so that they don’t wear out!) Poor adult interactions Defies authority Sucks up Hangs on Provide positive attention. Talk with student individually about the inappropriate behavior (What you are doing is…, A better way of getting what you want or need is…). Frequent self-putdowns, poor personal care and posture, negative comments about self and others, low self-esteem Structure for success. Train student for self-monitoring, reinforce improvements, teach self- questioning strategies (What am I doing? How is that going to affect others?) Allow opportunities for the student to show his/her strength. Give positive recognition. Difficulty using unstructured time – recess, hallways, lunchroom, locker room library, assembly Provide student with a definite purpose during unstructured activities (The purpose of going to the library is to check out…, the purpose of…is…). Encourage games and participation (organized school clubs and activities). Losing things necessary for task or activities at school or at home (e.g., pencils, books, assignments before, during and after completion of a given task) Help student organize. Frequently monitor notebook and dividers, pencil pouch, locker, book bag, desks. A place for everything and everything in its place. Provide positive reinforcement for good organization. Provide student with a list of needed materials and their locations.
Area of Concern Accommodations Poor use of time (sitting, staring off into doodling, not working on task at hand) Teach reminder cues (a gentle touch on the shoulder, hand signal, etc.). Tell the student your expectation of what paying attention like: (You look like you are paying attention when…). Give the student a time limit for a small unit of work with positive reinforcement for accurate completion. Use a contact, timer, etc., for self-monitoring. Resource: Anchorage School District – Attention Deficit Disorders, Suggested Classroom Accommodations for Specific Behaviors