1. The Critical Role of Nurses in Secondary Transition Individual Education Programming

2.  What is the Center for Change in Transition Services (CCTS) and how can CCTS support nurses?  What is secondary transition?  How do school nurses support the IEP team?  What is in a postsecondary goal and how do I help the IEP team write these?  How can school nurses support students’ self-management of treatments and interventions?  How do school nurses ensure that the transition services guide the student towards healthy daily living after high school?

9.  If not addressed, health issues may undermine student success through…  Decreased participation in school  Increased illness and absence  Decrease in functional abilities  Poor lifestyle choices

10.  Sharing health information  Relevance of health to outcomes  Importance of adult providers  Health-related postsecondary goals and services

11.  Observations of student  Health records  Informal conversations  Articles, books or internet sources

12.  Disability and health diagnoses  Relevant information on diagnoses  Health care providers

13.  Student’s health knowledge  Student’s self-care function  Family expectations for independence

14.  Daily physical activity (especially if lung condition, over weight, diabetic)  Healthy diet (especially if diabetic, over- or under-weight)  Avoid alcohol, tobacco and other harmful chemicals (especially if lung condition, prescription medications)  Practice abstinence or safer sex (especially if pregnancy a risk, or immunity compromised)

15.  Self care for menstruation, bowel or bladder programs  Self care for bathing, tooth-brushing and flossing  Hand-washing before and after meals, toileting, self management of medications or treatments.

16.  Has adult health care provider(s) and communicates concerns and questions directly.  Knows desired effects and side effects of meds, when to take them, how to order them.  Manages health condition without prompt during school day, or asks for assistance (e.g., staying hydrated, changing position, checking skin or asking others to do so).

17.  Student taking seizure med which causes drowsiness or poor balance.  Student’s irritability or uncooperative behavior as a sign of poor blood glucose control.  Boys with Fragile X syndrome predisposed to decreased eye contact, anxiety, hyperactivity.  Student with high sensitivity to environmental stimuli made anxious by noise, bright lights.

18.  Effects of dust or fragrances on breathing for student with asthma  Effects of sounds in a warehouse or other large space on person with hearing impairment  Risks of crowded environment for student with decreased immunity  Risks of injury from machinery for student who has seizures or uses medications that cause drowsiness

19.  After graduation, John will manage his own asthma medications, including ordering refills and using both routine and rescue medications as directed.

20.  After graduation, Amy will manage her self catheterization program so she can attend daily classes at community college without interruption.

21.  After graduation, Ramon will independently attend an appointment with his new adult health care provider and discuss his ADD medications.

22.  Ensure age-appropriate assessments include areas and issues necessary for living a healthy postsecondary life  Help develop postsecondary goals regarding healthy eating, exercise and daily living habits as needed  Provide transition services to support the student’s self-management of treatments and interventions.  Provide transition services to support the student’s postsecondary goals for accessing needed health and medical care. o

23. Got Transition? at: http://www.gottransition.org/ New website of the National HealthCare Transition Center. The plan is for the Center to implement and disseminate health care transition best practices in primary care medical homes and specialty settings for youth and young adults with special health care needs. Learn more at: Center for Children with Special Needs at Seattle Children’s Hospital at: http://cshcn.org/teens Page on Teens includes information addressed to teens on self advocacy, moving to adult health care, keeping track of medical information, planning for the future, communication with others.

24. Seattle University’s Center for Change in Transition Services (CCTS) at: www.seattleu.edu/ccts – The goal of this website is to improve post-school outcomes for students with disabilities in Washington State. CCTS is funded by the Office of the Superintendent of Public Instruction’s federal resources. CCTS provides training on Secondary Transition to school personnel across the state. Their training materials can be viewed or downloaded from their website and are helpful in linking you to resources within the state and across the nation Adolescent Health Transition Project at: http://depts.washington.edu/healthtr/school/iep.html. -- AHTP provides resources to promote good health as an important part of being successful in work, school and other activities. Information here supports families, schools and health care providers enable youth and young adults with disability or chronic illness to plan for healthy living.

26. www.seattleu.edu/ccts Email: ccts@seattleu.educcts@seattleu.edu CCTS phone: (206) 296-6494 AHTP http://depts.washington.edu/healthtr Email: healthtr@uw.eduhealthtr@uw.edu