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THE PARENT-SCHOOL CONFERENCE AGENDA

c. 1993 v. 1997   

Section 504 of the Rehabilitation Act of 1973 prohibits discrimination on the basis of disability. 

Students in regular or special education are entitled to the related services and program and policy modifications that enable them to attend school and benefit from their instruction. 

Disability is defined as any physical or mental impairment that affects one or more body systems or substantially limits one or more major life activities, for example, breathing.

US Department of Education regulations implementing S. 504 require schools to follow procedures to safeguard parents' rights, to ensure that decisions about a child's needs and how they will be met are fair and appropriate, and to ensure that schools and parents act as equal partners in planning and decision-making.  (The Civil Rights of Students with Hidden Disabilities under Sec. 504, U.S. Department of Education - Office for Civil Rights.)

Parent/Staff Agenda

Identify the child's special interests, strengths and talents.  (The child's health should not be the exclusive theme of any staff or parent discussion.)

Identify the child's condition, summarized health history, current health status.

Identify the child's treatment, treatment routines, variations in treatment, and treatment goals for all health conditions.

Identify the child's level of knowledge about his/her condition, self-care goals, appropriate tasks for self-care.

What are the child's medication, equipment, and devices?

How will medication be administered, monitored, supervised, and documented?

Any special words or terms that the family and student use to talk about child's condition, medication, other needs...

What do parents and the student want classmates and their parents to know?

What are the child's feelings about his/her condition?

What are the siblings' feelings? Are there other sibling issues?

What special emergency plans and procedures are necessary?

Who is the parents' liaison?

Plan for ongoing teamwork and communication. Teacher and parent need to discuss observations and guidelines if child's condition, medication or other aspects of treatment affect the child's:

Administrative/Staff Concerns

How do school routines, policies, staff roles and responsibilities match student's needs? What adjustments or changes are necessary in staffing, training, equipment or equipment maintenance to reduce risk to a child's health, safety and education?

What communication and curriculum planning will reduce disruption to learning and peer relationships during periods of frequent or intermittent absence, variable stamina, temporary restrictions, treatments, illness or hospitalizations?

What is the teacher/administrator's/ school nurse's relationship with student's physician(s)?  Who is the parent's school contact?

How will medication/treatment be administered and health monitored?

When should the teacher/school nurse consult/inform the parent or physician(s) about a change in student's health status?

What special emergency provisions are necessary?

What planning should be done with local rescue team and nearest emergency treatment center?

What places, materials, supplies, events or situations require special caution or guidelines to ensure preventive measures are implemented and that staff have appropriate knowledge of child's needs?  Consider: