From. the Nurse i Dear IFHS Staff, The following information is regarding student's that have diabetes, seizure disorder or severe allergies. Please take time to read over the information and the first aide provided. Please check all your students for medical alerts in Power School. Diabete: 1 Diabetic students are allowed to carry their own glucometer (blood sugar monitor) and test as needed. Students are encouraged to carry snacks with them or keep some in thelr lockers and/or backpack. If they are not feeling wel, please send them accompanied by another individual tothe health ofice/office for ther safety. Blood sugars that are too high or too low can decrease their alertness and/or cause confusion. Ifyou suspect there is @ problem NEVER send the student atone. Diabetic students usually test before meals, before/after exercise and when they are feeling high or low. Please allow them time to perform their diabetes management tasks (blood sugar checks, snacks, insulin pump maintenance, etc) as needed. Allow diabetic students to have a snack f needed. | keep snacks and juice in my office as well. | frequently vist other school in the strict so if |am not here and a student needs a snack please ask an administrator and they can get a snack from my coset Diabetic students count carbohydrates to calculate their insulin dose, if a student eats at school and needs alunch menu | have them available in my office. If am unavailable please contact parent/guardian for any concerns. Diabetic students should have access to bathroom and water as needed, Diabetes urinate more frequently and have ‘increased thirst when their blood sugars are high. ‘The Student Is Having A Low Blood Sugar Reaction, What now? know the Symptoms: Nervousness, sweating, hunger, trembling, weakness, headache, confusion, decreased level of consciousness. Low blood sugar level is usually below 70. Call Parent and Schoo! Nurse. | am not always in the building, but | can be reached on my cell 208-745-0369. Please call me for anything ‘Treatment: Provide supervision. Have student check blood sugar. if they can safely swallow, they can have 10-35 grams of fast acting carbs (example: % can regular soda, 4 02 of juice, 4-5 lifesavers/hard candy, or 3-4 glucose tablets, glucose gel) | keep juice, glucose gel and glucose tablets in my office. Recheck: If no improvement after 10 minutes, give another 10-15 grams of carbs, up to 3 times, Recheck each time, {not responding: In severe situations (example: unable to swallow, having convulsions, or becomes unconscious) eal 914, ‘ond notify parents. ‘The Student Is Having A High Blood Sugar Reaction. How can you help? Know the symptoms: shortness of breath, fruity breath, nausea, vomiting, fatigue, sleepy, blurred vision, dry mouth, frequent urination, dehydrated, headache, possible unconsciousness. High blood sugar level is usually above 240. Uv the student is alert and able, allow him/her to follow diabetic management plan. Call Parent and Schoo! Nurse. The school nurse can assist and/or administer insul ‘management plan or direct telephone orders from physician. Allow student free access to the bathroom. Encourage the student to drink water or sugar-free drinks. Encourage them to rest. St» th the student. Have them check blood sugar levels about every 15 minutes if possible. lf the student is vomiting, lethargic, unconscious or is acutely il, and parent and/or school nurse cannot be reached, Call sun. per the students individual diabetes See AttachmentCouncil tor Exceptional Children Code of Ethics Professional special educators are guided by the CEC professional ethical principles, practice standards, professional policies in ways that respect the diverse characteristics and needs of individuals wit and their families. They are committed to upholding and advancing the following py 1, Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background, 2. Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals ‘with exceptionalities and their families. 3. Promotingmeaningful and inclusive participation of individuals with exceptionalities in their schools and communities. 4. Practicing collegially with others who are providing services to individuals with exceptionalities. 5. Developing relationships with families based on mutual respect and actively involving families and individuals with exceptionalit educational decision making. 6. Using evidence, instructional data, research, and professional knowledge to inform practice. 10, exceptional ciples: Protecting and supporting the physical and psychological safety of individuals with exceptionalities. Neither engeging in nor tolerating any practice that harms individuals with exceptionalities. Practicing within the professional ethics, standards, and policies of CEC; upholding laws, regulations, and policies that influence profes- sional practice; and advocating improvements in the laws, regulations, and policies. Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities. Engaging in the improvement of the profession through active participation in professional organizations. Participating, the growth and dissemination of professional knowledge and skill. Ciel br Excaptonal Chin. (2048) What very Spal Esuatorst Know: Pofesne ties and Starts. Argon, VA CEG 1Seizures: Please keep in mind, that anyone can have a seizure. It's important to be familiar with basic seizure first aid and seizure protocol Solzure Protocol: ‘Assists! lent to the floor and remove any objects around student to prevent injury. Never restrain sturtent or place ‘anytiir in his/her mouth Note Ue of onset, duration and types of movement (jerking, stiffness, drooling, etc.) Note it in the seizure log (if you don’t have the seizure log, just write it down on a piece of paper) Notify parent and school nurse all 911 for * For soirure lasting more than § minutes 1 4040 a5 no history of seizures * Hadta a!land/or hit head % Uncon ous or nat able to arouse after seizure is over * bifficulty breathing, Seizures continue one after another See Attachment Severe Ali. 4 Anyone can |. + reaction to anything at anytime. Some may even have a reaction to something they have been exposed to or eaten before, Reactions can vary from very mild (local rash) to life threatening anaphylaxis (swelling of airway), ‘Common Signs/Symptoms: * Swett» and/or itching of mouth and face "5 'Jor itching of tongue a > lips and around mouth + Roviw v (0 face and body ‘+ pifficw'»y breathing (hoarseness, wheezing, tightness in throat, hacking cough) + Anxiou. or seared feeling Treatment eae ‘evelops rash or hives with no symptoms of breathing difficulty send to Nurse's Office “a ony breathing difficulties minister Epi-pen if student has one (can provide training) + Dots Istudent to Nurse's Office or Front Office unaccompanied + See Attachment Please let «if you have any questions or concerns. Barak Deol! gee, RW