IHP’s Who, What, Where and When Susan Rothman RN, MPM,MSN,NCSN Parkway School District 2017

Disclosure I have taken every precaution to ensure that this presentation will be evidence- based or based on the best available evidence and free from bias and promotion.

OBJECTIVES Identify students who may require an IHP Understand the differences between an IHP, IEP, 504 plans and EAP Develop an IHP to accurately meet the student’s needs

HISTORY 1965 Elementary and Secondary Education Act of 1965 1974 The Education Amendments of 1974 1975 the Education or all Handicapped Children’s Act 1990 Americans with Disabilities Act 1990 1997 IDEA Amendments Federal Law P.L. 105-17, The Individuals with Disabilities Education Act (IDEA 2004) Section 504 of the Rehabilitation Act of 1973, P.L. 93-112 2001 No Child Left Behind 2015 Every Student Succeeds Act (ESSA)

IEP Individualized education plan must be present when a student receives special education services. Must include specific statement of the disability that requires services, amount of services required, specific goals, any related services, long range vocational goals by age 14 and transition to work or continuing education plan by age 16. Must state when plan begins, frequency and where it will take place and the duration Team includes- parents, professional school personnel, sometimes the student Strategies are developed to help the student learn. Based on test results, professional testing and evaluations. Academic in nature. Health service needs that allow them to benefit their educational program should be part of the plan. IHP.

504’S Federal mandate to provide services to students with disabilities or handicaps who may not qualify under IDEA 1973 PL 93-112, Section 504 of the Vocational Rehabilitation Act of 1973 – antidiscrimination act in the workplace initially Provides for equal opportunities to access and participate in school programs and extracurricular activities (levels the playing field) No federal funding attached Components Description of the nature of the concern Description of the basis of the determination of the disability How the disability affect a major life activity Description of aids, services, accommodations needed Review and reassessment date Participants names/titles and case manager

IHP Individualized health care plan Complex health care needs – needs daily nursing care Nurse driven To include treatments of assessments with the focus on the level of care to be provided by the school personnel. Utilizes the Nursing Process Fluid document-changes as student’s needs are met or change Do not have to have one for every student with some disorders (asthma)

IHP components Demographics of student and family Medical history Assessment of what the problem is. Develop a Nursing diagnosis- It explains how the patient is dealing with a medical diagnosis-the patient’s response Create goals to minimize or eliminate the problem Implementation- how will this be accomplished Evaluation- determine effectiveness and success of the plan

Outcome Identification/goals NURSING PROCESS Assessment Nursing Diagnosis Outcome Identification/goals Implementation Evaluation

GOALS S  Specific-good goals are clear and specific. To general they will be hard to accomplish M  Measurable- must be able to measure your progress forward so you will know when you reach it. A   Action Plan – set a action plan that tells what your are going to do. R   Realistic- make sure your goals are not to hard or to easy. T   Time limit- think about what you want to accomplish and by when

EAP/EVP EAP are doctor and nurse driven EVP are nurse driven These are the allergy/asthma/seizure plans Information contain in these plans may be included in IHP’s and 504 plans These should be given and reviewed with teachers, support staff and placed in sub binders

SCHOOL NURSE ROLE Utilize the nursing process to help students maintain and improve optimum health so they may participate in their educational program Assert our role as a student advocate Stay current on skills and knowledge Maintain communication with physicians, parents and the team. Screen and perform health assessments as needed for evaluation Identifying and evaluating students who may be eligible for services under section 504 Function as member of the multi-disciniplinary team

Summary IEP’s 504’s IHP’s Educational based on a disability Evaluated yearly Involves a team to determine if student qualifies Special Education curriculum modified grades special placement Educational or health related Must have a handicap that alters a major life function – seeing, hearing learning, walking Does not need an IEP for services Generally gen ed curriculum Can be temporary Looks at accommodations needed to achieve goals May only need re-evaluated every 3 years, or change in status of disability or change of placement Involves a team- RN may be case manager Copies given to teachers involved Usually included in the IEP Based on Nursing Process Interventions by be in both IEP and 504 plan Nurse driven Fluid document Re-Evaluate yearly Share on “need to know” basis

REFRENCES Dychkowski, L. (2002). The Individualized Healthcare Plan - IHP: Tool or Toil? School Nurse News, 19(4), 24-28. Grabeel, J. (1996). IHP's Revisited. Journal of School Nursing, 12(4), 28-30. Gregory, E. K. (2006). Federal Laws Protecting Children and Youth with Disabilities. In J. Selekman, School Nursing: A Comprehensive Text (pp. 301-321). Philadelphia: F.A. Davis Company. Kortsha, M. (2014). An Essential School Supply: the IHP. Exceptional Parent, 26-27. McDowell, B. B. (2015). Individualized Healthcare Plans: the Role of the School Nurse Position Paper. Zimmerman, B. (2006). Student Health and Education Plans. In J. Selekman, School Nursing: A Comprehensive text (pp. 177-203). Philadelphia: F. A. Davis Company.