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

2. 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.

3. 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

4. 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 , The Individuals with Disabilities Education Act (IDEA 2004)
Section 504 of the Rehabilitation Act of 1973, P.L
2001 No Child Left Behind
2015 Every Student Succeeds Act (ESSA)

5. 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.

6. 504’S
Federal mandate to provide services to students with disabilities or handicaps who may not qualify under IDEA
1973 PL , 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

7. 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)

8. 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

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

10. 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

11. 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

15. 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

16. 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

17. REFRENCES
Dychkowski, L. (2002). The Individualized Healthcare Plan - IHP: Tool or Toil? School Nurse News, 19(4),
Grabeel, J. (1996). IHP's Revisited. Journal of School Nursing, 12(4),
Gregory, E. K. (2006). Federal Laws Protecting Children and Youth with Disabilities. In J. Selekman, School Nursing: A Comprehensive Text (pp ). Philadelphia: F.A. Davis Company.
Kortsha, M. (2014). An Essential School Supply: the IHP. Exceptional Parent,
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 ). Philadelphia: F. A. Davis Company.