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Transitioning the child fed by gastrostomy into school
J S Isaacs1, B D Davis, M J La Montagne
1Sparks Center for Developmental and Learning Disorders, University of Alabama, Birmingham 35294.
Journal of the American Dietetic Association
|July 1, 1990
Summary
Nutritionists can support special needs children with gastrostomy feeding in schools. A collaborative approach helps these children transition to school, ensuring routine feeding and improved nutritional status.
Area of Science:
- Pediatric Nutrition
- Special Education
- Interdisciplinary Healthcare
Background:
- Public Law 99-457 expanded school nutrition services for children with special needs, including those dependent on gastrostomy feeding.
- Nutritionists can now serve as consultants to special education teachers, integrating nutrition into the classroom.
Observation:
- A multidisciplinary team (nutrition, nursing, special education) supported a multihandicapped, gastrostomy-fed preschooler's transition to school.
- The child's family experienced isolation due to feeding challenges, viewing them as barriers to school enrollment.
Findings:
- A nutrition care plan addressed oral feeding readiness, meal adequacy, and classroom gastrostomy feeding mechanics.
- Behavioral management of rumination was key to improving the child's nutritional status and feeding.
- Interventions were adapted from home/clinical settings for the classroom environment.
Implications:
- Successful school enrollment was achieved with gastrostomy feeding integrated as a routine activity.
- Transition programs facilitate the expansion of nutritionists' roles into the educational setting.
- This model supports the inclusion of medically fragile children in mainstream education.