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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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IEP, IHP, and Section 504 Primer for New School Nurses
Cynthia A Galemore1, Anne H Sheetz2
1Director of Health Services, Olathe Public Schools, Olathe, KS.
NASN School Nurse (Print)
|March 28, 2015
Summary
Key documents and acronyms are crucial for students with disabilities to receive necessary planning and services. School nurses play a vital role in understanding these legal and practice terms for student success.
Area of Science:
- Educational Law
- Public Health Policy
- Nursing Practice
Background:
- Students with disabilities require specific planning, services, and accommodations for school success.
- Federal and state laws, alongside nurse practice acts, dictate service eligibility and processes.
- School nurses are integral to implementing these services and require clear understanding of relevant terminology.
Purpose of the Study:
- To clarify essential documents and acronyms used in providing services for students with disabilities.
- To explain the legal framework governing these services.
- To provide historical context for these terms, aiding new school nurses.
Main Methods:
- Document analysis of relevant federal and state laws.
- Review of state nurse practice acts.
- Comparative analysis of key terms and acronyms.
Main Results:
- Identification of three critical document types and their common acronyms.
- Explanation of the legal basis for educational services for students with disabilities.
- Outline of the school nurse's role in the service provision process.
Conclusions:
- Understanding specific documents and acronyms is essential for effective support of students with disabilities.
- School nurses must be knowledgeable about legal mandates and terminology.
- This knowledge facilitates better planning, service delivery, and student outcomes.
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