School Health

CPR & AED Awareness for Your School

Cardiac Arrest

National CPR and AED Awareness Week is June 1st through June 7th! Now more than ever, it’s important to ensure that your equipment is up to date in case of emergency. According to the American Heart Association, cardiac arrest occurs in about 7,000 children outside of the hospital each year. In addition, there are also about 10,000 cardiac arrest events in the workplace every year. It could happen to any student or faculty member and making sure those in an educational environment are properly trained can save a life.

 

AED Maintenance & Accessories

Just as CPR (cardiopulmonary resuscitation) and AED (automated external defibrillator) certification needs to be renewed every couple years, batteries and pads for AED devices must also be maintained. Depending on model and life expectancy of the device, batteries and pads must be replaced every two to five years. For example, a Zoll AED 3 has both an electrode pad and battery lifespan of five years. This specific device even includes a warranty of eight years for the device itself and its battery. Be vigilant for any wear and tear of an AED, however, a service indicator light will appear if maintenance is necessary. Every AED is different, so always consult the owner’s manual for proper care and device use.

 

In preparation of an emergency, additional AED accessories, which include cases, wall mounted cabinets, kits, and more, can be used to extend device use and decrease upkeep. Not every educational facility requires the installation or availability of an AED device but being aware of AED locations is valuable in case of an emergency. For quick access, signage for AEDs should be placed in high traffic areas, such as hallways, main entrances, gymnasiums, auditoriums, cafeterias, and the nurse’s office. If unsure about proper care and display regulations, SH Connect, School Health’s AED compliance management service, helps schools ensure their AED Systems are compliant with local state and federal laws. This service and app can be accessed from anywhere with an internet connection, and it allows users to sort customizable reports to access information about their AEDs in order to ensure they are operating properly.

 

CPR & AED Training

CPR Certification through the American Heart Association costs about one dollar per student and only takes one class period to be trained. When a victim is given CPR immediately, their chances of survival double – or even triple. However, less than 40 states in the US require CPR training for high school students before they graduate. The CPR certification that students and faculty can receive will be valid for two years.

 

Along with CPR, an AED can further increase an individual’s chances of survival in a case of cardiac arrest. Those who receive a shock from an AED within the first minute of cardiac arrest, have a 90% chance of living through the event. While an AED can be an investment, the training certification through the American Heart Association is still a quick process and costs only slightly more than the cost of being CPR certified.

 

Stay Aware

National CPR and AED Awareness Week can help remind students and faculty how to prepare to save someone that experiences cardiac arrest. Applying CPR and maintaining AEDs might be a straightforward process but deciding which AED your school needs can be an overwhelming choice. School Health can assist with this impactful decision and can help find the correct device that would best fit your facility.

 

 

References

https://www.heart.org/en/news/2018/11/09/defibrillators-may-help-kids-survive-cardiac-arrest

https://cpr.heart.org/-/media/CPR-Files/Courses-and-Kits/CPRiS/CPR-in-Schools-Advocacy-Flyer-ucm_499702.pdf

https://cpr.heart.org/en/courses/cpr-in-schools-training-kits

https://cpr.heart.org/-/media/CPR-Files/Training-Programs/AED-Implementation/AED-Statistics-Infographic-English-ucm_501517.pdf

https://cpr.heart.org/en/courses/heartsaver-first-aid-cpr-aed-course-options

Athletic Training: An Athlete's Perspective

 

Playing college basketball became my goal when I was about 10 years old. I was scrawny, scared of contact, and honestly just not a good player, so I knew I had an uphill battle. I have been told thousands of times to push yourself to the limit to see progress, so that’s what I did from then, until the last time I left the floor. I achieved my goal, which really set the tone for my work ethic the rest of my life, but I beat my body to the ground. I played through injuries and didn’t tell anybody, and I overworked myself. I always told myself that it was the right thing to do because I’m supposed to “embrace the suck”-turns out I was just stubborn and didn’t want anything to halt my progress. But whether I knew it or not, it did. I don’t regret anything about my achievement, but I regret not taking care of myself and not listening to my athletic trainers throughout the duration of my career.

Fast forward to now and I find myself as a high school basketball coach. When I first arrived, I began to see a few players with my old habits, which is good and bad. The moment I noticed, I knew that one of my main priorities would be to keep them fresh, make sure they utilize our athletic trainers, and create an atmosphere where they can speak up if they are hurting. In my short time as a coach, I have learned that good communication between coaches, players, and athletic trainers is so essential, and I truly wish it was more present when I was a player. Since I am only about three years removed from being an athlete, that communication is still something that lacks in many athletic programs, and there is still major room for improvement. Good communication makes a player feel safe, respected, and most importantly, healthy.

Some of this poor communication stems from lack of trust, mostly between the coach and the athletic trainer. This is the something that bothered me a lot when I was a player, especially when I was at the college level. Concussion protocols are a great example. I have witnessed a coach get angry at an athletic trainer because they concluded that my teammate had suffered a concussion. It was not a hard fall, but concussion protocol is strict, as it should be. These actions enable a culture of fear for athletes because it does not allow the athletic trainer to do their job with confidence and makes the player think they should play through almost anything. A player’s health should always be prioritized over winning.

Communicating with your athletic trainers about what they need is also important. The high school level is often guilty of having underequipped athletic training rooms. While most high schools may not have the budget to have every piece of equipment imaginable, quality equipment for basic treatments should be a priority. Just because the athletes are young, doesn’t mean they don’t need any extensive treatment or rehab. Many young athletes can have their sport lead them to a free education, and even a career for the lucky few. The way an athlete is taken care of early on, effects the duration at which they can perform at an elite level.

Coaches, athletic trainers, and their departments should be doing everything they can to take care of their athletes and be a steppingstone to whatever their goal may be. Trust, good communication, and using your budget to ensure safe environments can reassure an athlete that they are in good hands. Working together to create a culture where safety is a priority can bring success to athletes, confidence for an athletic trainer, and better collaboration within the coaching staff.

School Nurse Day 2022: Lessons from School Nurses

 

School Nurse Day 2022: Lessons from School Nurses

Happy School Nurse Day! As part of National Nurses Week and School Nurse Day, we held a contest and asked you to share a lesson you’ve learned as a school nurse over the last two years. We have received over 2,000 entries so far! Below are just a few of the stories we received about patience, perseverance, and more.

I have been a nurse for 22 years, and the past 2 have been the most challenging in my career. COVID was a big part of it initially. It was new territory for all of us. The biggest lesson I learned was to ask for help! I could not do it alone anymore. I was drowning. I am the only nurse in my district and was the go-to for all things COVID. My co-workers truly stepped up and helped me both in my job, my mental health, and my physical health. Nurses can be very stubborn and even territorial. Asking for help is hard, but I have learned we ALL need help. And it’s healthy and advantageous, too! We can't do it alone. – Rachel P.

I have learned that children are amazing and resilient. I saw kids power through this pandemic with their heads held high as they navigated a new way to learn, attended school, and created new ways to communicate with their peers. They show up, they accommodate, and they succeed! – Jennifer O.

Over the last two years, I have learned that I have an important job that is not easy. I have also learned that I have a great support system and the best school nurse team. They are all amazing people and even more amazing school nurses! – Anna M.

The lesson I have learned is that a smile, compassion, and care go a long way with kids. Kids can read our every emotion. Even when we think we can hide things, they see us genuinely. I know sometimes our bad days can reflect how we perceive things, even when we do not wish for others to know – especially our students. These young people are just so honest and innocent. They truly are the reason I do my job. The love they give us is unselfish and honest! – Julie K.

The last two years have taught me to be flexible and that the challenges that I have faced have been opportunities for growth. I have learned how to be relevant to my school while working from home, learned new computer skills, including virtual health rooms, as well as adapting to the ever-changing COVID restrictions once returning to in person schooling. I continue to incorporate these skills into my practice, even though we have returned to in person school. – Heather V.

I learned to expect the unexpected and to be adaptable. Sometimes we get into a routine, and the last two years has challenged me as a nurse and made me think outside the box. I learned about having compassion for students’ mental wellbeing. I learned to listen more to what my students had to say and to watch for the things they did not know how to express. Masks were a different way of life, but we learned to accept change. – Mary B.

Over the last two years I have learned to appreciate the concept and workability of teamwork. From the administration to the support staff, I have come to appreciate the value of listening more fully to every person on our school campus. Everyone has a voice, and we need to listen to each one. This helped us to make better decisions regarding the health and safety of our school. – MaryLou C.

School Nurses are truly healthcare heroes, and we thank you for your ongoing efforts to continue to keep students across the country healthy and safe. We know that the past two years have been difficult, but we are truly inspired by your perseverance, dedication, and passion to school nursing!

 

NATM 2022: Why Do You Love Being an Athletic Trainer?

 

NATM 2022: Why Do You Love Being an Athletic Trainer?

National Athletic Training Month may have come to an end, but we won’t stop celebrating you! We want to give a huge thank you to all the athletic trainers who joined the #SHNATM22 conversation on our Sports Medicine social media pages, showed off their AT spirit, and shared stories about why they love what they do.

We understand that the role of an athletic trainer has changed a lot in the last few years due to the pandemic. Besides providing essential care for athletes, many athletic trainers were also asked to be contact tracers for their schools or districts, help track immunization status among students and school staff, and so much more. Through these changes, many ATs continued to follow their passion to help athletes succeed on and off the field.

We recently asked you to share why you love being an athletic trainer. Check out some of the stories you shared with us on social media during National Athletic Training Month!

“I love being an AT for a lot of reasons, but one thing that never gets old is when an athlete in pain gets excited when something simple fixes their pain. I love being able to teach them easy ways to take care of their bodies that they can then take with them for life.  – wahisportsmed

I love being an athletic trainer when I see my students go on to become ATs… I especially love it when student-athletes come back and say that high school ATs work the hardest compared to the college and professional level ATs, because we cover all the sports and all the athletes – usually working with hundreds of athletes and giving them all the time that they need – heidi.s.bower

There are so many reasons why I love being an athletic trainer. I love when my student-athletes come back to visit me and tell me how I was the biggest mentor in their life while in high school. The most heartwarming memory I have is when my student-athlete’s mom hugged me and was so grateful for me saving her son’s life. I love my profession! – aperow24

A few years after I left grad school, I got a text from the parent of a previous student that said, “Just wanted to check in and see if this number was still yours. We miss you and hope you’re doing well.” We went back and forth catching up, and it was so nice to see the impact I made in my first year as an athletic trainer! – sarahw3317

I love being an AT for several reasons, but the biggest must be watching athletes return to play after sustaining an injury. The rehab process can be difficult and can diminish spirits. However, watching the athletes finally return makes it so special. I think I’m their biggest fan! – megcoughlin.11

Making memories and supporting athletes through their ups and downs is why I love being an athletic trainer. – Peter Sands

I think there are a lot of reasons that we all love being ATs, and that have made us stay in the profession. But I think my favorite part is the connections that I make with the athletes I work with and seeing them grow as they become more mature adults. I truly love helping teach these young adults how to properly take care of their body, both physically and mentally. It’s great knowing that I’m working in a profession that impacts so many young minds that are ready to enter the world. – megz0623

School Health supports athletic trainers across the country by providing the proper equipment and resources, so you can provide your athletes with the best care. As always, thank you for everything you do to help keep athletes safe on and off the field!

 

Getting Kids Excited about Nutrition

Getting Kids Excited about Nutrition

It seems the sight of children running around a playground is few and far between. Tablets, television and video game consoles are the new slides and swings, and it is taking a toll on children’s eating habits and physical health.

The inactivity of children has turned childhood obesity into a global epidemic and according to Benioff Children’s Hospitals, media use has been identified as a main contributing factor. Studies from Benioff states children between 8 and 18 spend about 6 hours and 43 minutes a day on media devices. Limited physical activity is an obvious reason excessive screen time is unhealthy, but the ads that come with the media they are consuming can be harmful as well. Children’s media often contains ads for foods that mostly have high sugar and high fat content.

Getting children away from their tablet completely is a tough task, but being able to limit screen time by finding something more entertaining is a big first step, and that first step can be at school.

School Health can provide your schools with equipment from Palos Sports that provides unique and engaging activities in gym class. The Zone™ 3-on-3 Scooter Basketball provides a unique and fun approach to basketball that keeps students moving and engaged. The Zone™ Alien Spaceship Battle is a fun alternative to bowling with more intense competition. These activities provide a fresh new experience for kids instead of a normal game of kickball or jump rope.

What a child replenishes with after physical activity is just as important as the activity itself. FamilyDoctor.org explains the lifestyle benefits for children that eat healthy as well as what these healthy habits can prevent.

As teachers, it is important to educate your students on the benefits of good nutrition, and work to introduce them to some healthy snacks. School Health provides numerous ways to educate children on what a balanced meal looks like. The MyPlate Real Plate is a teaching aid used at mealtimes to show food groups and portion sizes for each meal.

 School Health also provides nutritional snacks and drinks to give students and athletes after physical activity. Muscle Milk Genuine Protein Shakes include high quality proteins that help with workout recovery and building strength. The Clif Shot Bloks Electrolyte Chews are an edible option for workout recovery and protein, and also provide high energy for a low-calorie intake.

Helping your students understand what it takes to maintain a healthy lifestyle can be essential for their future and taking a fun and rewarding approach through games and engaging educational resources can make it easier for them to remember key components.

 

The Benefits and Needs of an Athletic Trainer

The Benefits and Needs of an Athletic Trainer

Every athlete knows that a sports season takes a major toll on your body. No matter how much an athlete tries to power through, their body can hit a wall in the dog days of a season. That wall is tough to push through, but with athletic trainers, it can seem like paper rather than steel.

Injuries are an inevitable part of a sports season. At Your Own Risk reports that 90% of student athletes sustain a sports related injury and 54% of student athletes play while injured. Getting banged up may be part of the thrill of the sport, but it is essential that every athlete is treated in the best way possible so they can continue to put their bodies on the line for their team.

Having an athletic trainer provide consistent aid for your athletes is especially beneficial when they are full-time. The University of Idaho discusses how a full-time athletic trainer can build a strong relationship with the athletes as patients. A full-time athletic trainer will be able to understand their bodies’ tendencies, which helps them understand how to treat them in the best way possible. The article also hits on more benefits of having an athletic trainer, such as being the only form of health care an underprivileged athlete may have, as well as providing risk management for a team’s everyday schedule. It is sometimes forgotten that an athletic trainer is a healthcare professional, meaning their opinions and knowledge are valid.

A properly equipped athletic trainer is also imperative to making sure athletes feel secure. School Health provides athletic trainers with all the equipment needed to keep your athletes safe and healthy all season long.

The Mueller Protégé Athletic Training Kit and Medical Bag  allows athletic trainers to be game ready on the field or court. This medical bag can be purchased stocked with 3”x 3” gauze pads, cold packs, ointments and other items that provide trainers with all the equipment they need to prepare for any mid-game injury.

In case of a more serious medical emergency, emergency response equipment is essential for an athletic trainer to save an athlete’s life. The Zoll AED Pro provides immediate care for an unresponsive athlete by providing shocks and a CPR feedback pad For more options on supplies and more, take a glance at the Sports Medicine Supply List from School Health, to make sure your athletic trainer has what they need to perform.

Along with being medically equipped, keeping athletes hydrated is another main duty for athletic trainers, especially with spring sports right around the corner. The Gatorade G Series Performance Package provides powders, bars and coolers to make sure your high school athletes are always replenished after a break from the action.

Having athletic trainers fully equipped with the proper equipment raise their confidence in providing exceptional care, build trust from their athletes, and put athletes’ parents knowing their child is in good hands, thus making them an essential part of every team and school.

What Should You do in a Heat Illness Emergency?

 

During periods of training and conditioning, such as the fall pre-season, instances of heat-related illnesses and emergencies in student-athletes increase. Over the summer, periods of intense heat cause concern not only for sports teams, but also for those who do not use proper protection from the heat and the sun. According to Cleveland Clinic, statistics about student-athletes say that around 9,000 cases of heat-related illnesses occur per year. In football, these cases are 11.4 times higher than all other sports combined. It is important to be aware of the causes and symptoms of heat-related illness and stay prepared in case of an emergency.

According to the National Athletic Trainers’ Association (NATA), the most common definition of heat illness includes three categories: heat cramps, heat exhaustion, and heat stroke. However, there are also other classifications of heat illness, such as heat syncope.

Depending on the type of heat illness, symptoms may vary, but some indicators include:

  •  High body temperature (above 105 degrees Fahrenheit)
  •  Dizziness
  • Nausea
  • Heavy sweating
  • Cold, pale, and clammy skin
  • Fainting

What to do in an Emergency

Emergencies can and do happen, so having the proper plan in place is essential to prevent further harm or injury to an athlete. The first step is to recognize that the athlete is suffering from exertional heat illness. NATA states that a rectal thermometer is the only way to get a fast and accurate measurement of an athlete’s core body temperature. A temperature of 105 degrees Fahrenheit or above is an indicator of an emergency.

NATA also recommends the “cool first, transport second” method, meaning that if an athlete’s core body temperature is 105 degrees or more, sports staff must get the player’s temperature down to 102.5 degrees before they can be taken to a hospital. NATA says that the best way to quickly cool down the athlete is through a full-body cold water emersion. Cooling tubs or other water immersion devices are essential for this process. 

After a heat-related emergency occurs, athletes should work with their physicians to create a plan that will allow them to safely return to their sport.

 

Preventing a Heat-Related Emergency

Luckily, heat-related emergencies are highly preventable if the proper training and procedures are followed.

One of the best ways to reduce the risk of illness is through heat acclimation. In other words, allow your athletes to get used to the heat by slowly increasing the amount of outdoor exercise. It’s also important to monitor the temperature and humidity outside, pay attention to how long athletes are playing and practicing, and allow them to take a break or rest.

Athletic Trainers, Athletic Directors, and sports staff should always make sure that there are plenty of hydration options for their athletes as well. Ensuring that athletes are staying hydrated before, during, and after practices and events is key. Athletes can also enhance their performance and reduce the risk of illness by getting the proper amount of sleep and eating a balanced diet.

If you are looking for the right heat illness prevention equipment for your sports medicine program, School Health can help you find everything you need to keep your athletes safe. Contact us today!

 

Resources:

https://my.clevelandclinic.org/health/diseases/16425-heat-illness

https://www.hopkinsmedicine.org/health/wellness-and-prevention/heat-related-illness-and-young-athletes-3-important-things-parents-and-coaches-need-to-know

https://www.nata.org/sites/default/files/externalheatillnesses.pdf

https://www.cdc.gov/disasters/extremeheat/warning.html

https://www.nata.org/press-release/092115/nata-publishes-new-exertional-heat-illnesses-position-statement

https://schoolhealth.my.salesforce.com/sfc/p/#U0000000K0lZ/a/6f000000kIhW/JM.X5iuIb0ZfXlqOyZTX8PGRe0M9W_6pxt7vaAEgXdE

https://www.news9.com/story/5e35a40283eff40362be4ee1/oklahoma-teen-survives-heat-stroke-warns-others

https://www.nbcnews.com/health/health-news/extreme-heat-becomes-more-common-ers-turn-body-bags-save-n1274675

For Many Children, School is the Primary Provider of Health Care Screenings

For many children, school is the primary provider of health care screenings

The pandemic not only hampered learning, but for many disadvantaged students, also limited essential health services.

Though this fall may provide something that feels similar to a typical back-to-school routine, for many, it’s about much more than sitting in a classroom or having lunch with friends. For some children in the United States, school is the only setting where they receive consistent access to health care services - especially for underprivileged and rural households. According to the School-Based Health Alliance, more than 70% of students ages 12 to 18 in schools with clinics receive age-appropriate screenings and care for important childhood issues. Because of this, whether or not they realize it, many school employees serve as frontline healthcare workers.

School nurses often perform screenings to detect key health issues that may prevent children from excelling in the classroom. These include hearing and vision problems, as well as chronic conditions like asthma, scoliosis, or diabetes, and sometimes even dental issues. All of these conditions can create pain or distraction for students who may already be struggling to learn. Teachers are also typically among the first to recognize these challenges in their classroom students - and detection is the first step to creating a better quality of life (and educational environment) for these young students.

Health care commonly starts on campus

When it comes to pediatric and adolescent health services, a reality check is in order. Many primary care providers, including pediatricians, only offer appointments during weekdays, which can be a challenge for working parents. Lack of transportation is also an issue for many U.S. families, and for those in rural areas, doctor’s appointments can require overnight stays and substantial time away from home and school. School-based health centers (SBHCs) are uniquely positioned to provide more comprehensive medical services to school-age youth.  This type of care delivery is on the rise, but still only present in about 2,300 US K-12 campuses, leaving critical care delivery and important screenings to be provided in designated classrooms or small on-campus nurse’s offices.

Below are a few interesting statistics around health care delivery in a school setting:

●The Department of Health and Human Services estimates that 18 million children and adolescents have special health care needs or a chronic illness.

●While only 16% of adolescents receive any sort of mental health services, a startling 70-80% of those services are delivered in a school setting.

●Research has shown that 10% to 25% of childhood injuries (the leading cause of death and disability among children) occur while they are in school. And, acute episodes of chronic conditions such as asthma attacks, epileptic seizures, and cardiac problems can happen at any time, but are often managed by on-campus health professionals.

Protecting respiratory health is key in returning to indoor instruction

Our education system often functions as both a healthcare and social service provider, and staff do their best to make sure no student is slipping through the cracks. The COVID-19 pandemic completely eliminated on-campus learning, and for a substantial period of time, created a barrier not just to education, but to the health and safety of many students. School districts and state programs did their best to get meals to students who needed them - but healthcare provision was essentially halted. Now that students are returning to the classroom for the upcoming school year, school systems must do everything in their power to resume health services that protect quality of life for students and allow for optimum education delivery.

For rural and underprivileged populations, respiratory problems go beyond COVID complications. Studies have shown that complicating factors like wildfire seasons (in rural areas) and air pollution (typically higher in lower-income neighborhoods) can dramatically reduce lung health and immune functions. These challenges existed pre-pandemic, but as we return to traditional in-person learning settings, educational settings and school-based healthcare delivery must both consider the ongoing need for safe indoor air quality. This is especially a concern for smaller spaces where airborne pathogen transmission can more easily occur between students, staff, or healthcare professionals.  

Between COVID, allergy/flu seasons, and ever-present airborne pollutants, providing students and staff with pure, clean air is an important step in delivering safe and effective care in the school setting. To help, take advantage of products like the Celios G200 Advanced Air Purifier - equipped with one of the few filters on the market capable of capturing the SARS-CoV-2 virus.

Educators and their partners share a responsibility to do all we can to protect our students. As a nation, it’s our responsibility to recognize the invaluable role that our education system plays in keeping children safe. The ability to safely participate in an in-person learning environment is about far more than just academic success - for a large percentage of our country’s youth, it is quite literally the foundation for their health and well-being.

Mindfulness Practices For Ourselves and Our Students

Connie Morris - Budding Yoga

B.A., Elementary Education, M.A., Special Education (Autism), 200hr RYT, Certified Children's Yoga Teacher, Mindfulness Training

 

This past school year has been like no other. We have shown resilience, life-long learning, and stepped up even though we were not always sure where it would lead us! But we did it, with courage, love, and dedication. Now, it is time to relax and recharge as we get ready to return and be there for our students and families.

 

The idea of taking time for ourselves may seem like a luxury, even selfish, but nothing could be further from the truth. It is personal, a necessity and it is created through priorities and boundaries. It requires space, time, and opportunity. It is a mindset, a gradual rewiring of the brain, and begins with mindfulness and self-awareness.

 

Make it personal! Just like our students, we have different preferences, interests, needs and strengths. Begin by making a list of your priorities: what you need and want to do each day? Try not being judgmental about your thoughts, just list whatever you think of. Once completed, it is important to use your priority list as you create a self-care plan. When we talk about wellness, we need to consider the body, mind, and heart. Think about the word CARE. Each letter brings our focus to a necessary component of self-care: Centering, Arts, R&R, and Exercise.

 

·         Centering is about the heart, your very being. Breathing exercises, showing gratitude, mindfulness, yoga, meditation, prayer, journaling and stretching are activities that can center us and give us focus.

·         Arts brings out the creative side of us. Ideas such as healthy meal planning, cooking, painting, coloring, playing an instrument, gardening, sewing, writing, or photography can give us purpose and peace.

·         R&R is an aspect of our lives that cannot be overlooked. Sleep requirements should absolutely be considered here. In addition to sleep, allowing our body and mind to rest and relax can be accomplished in so many ways. Sitting by a tree or on a beach, listening to music, enjoying nature, taking a nap, reading, or doing a puzzle are a few relaxing ideas. Doing nothing is fantastic too, so consider the possibility of embracing simply being bored!

·         Exercise is any movement. Walking, running, swimming, dancing, sports and games, biking, hiking, jumping rope, calisthenics, and boot camps are just a few ideas.

Choosing activities in each area of wellness will help create a holistic plan. Making choices using your own preferences will allow for a more personal plan. Using your priority list will provide for a more successful plan. For example, if your priorities are walking, family time and healthy meals, why not walk to the store together and grab a few necessary groceries before cooking and eating? Take small steps, making slight changes throughout the day. Soon, you will grow new habits you will be sharing with your students and family.

 

To create more time for priorities, reduction of and/or elimination of non-priority activities may have to occur. Therefore, boundaries are incredibly important not only to set but to hold firm. As role models to our students, families, and coworkers, we need to take care of ourselves, too. Studies have supported stress is contagious, but so is a smile. Let’s commit to sharing smiles more often, caring for our own health as well as others, and finding mindful moments throughout the day so we can build a healthy and supportive school environment.

Access Angle: Accessible Parking Spaces

Gabriel Ryan, School Health Blog Writer and Contributor

 

Accessible Parking Spaces: “I’ll just park here for a minute!”

As businesses are re-opening across the country and people are increasing their activities throughout the day in the community, keep in mind that where you park matters. Parking in handicapped/accessible parking spaces with the International Symbol of Accessibility and without a valid disabled parking placard, disabled license plate, or if you are blocking access aisles (striped cross-hatched areas next to disabled space) can impact your wallet as well as create hurdles for people with disabilities. Sometimes people think, “I’ll just park here for a minute,” but that minute could turn into an expensive parking ticket! These tickets can potentially cost thousands of dollars and in some states the penalty can result in a suspended or revoked driver’s license. 

Did you know that handicapped parking regulations are a part of the Americans with Disabilities Act (ADA), which was signed into law by President George H.W. Bush on July 26, 1990? Bush described the law as, "the world's first comprehensive declaration of the equality of people with disabilities.” The ADA, Section 4.6, “Parking and Passenger Loading Zones” details the federal requirements as having designated parking within the shortest accessible route of travel to an accessible facility entrance.

Why does it matter?

Access to accessible parking spaces can be critical for members of our communities with disabilities who may not otherwise be able to easily gain entry to a business or venue. The distance between the parking area and the entrance is not the only reason these spaces are important for many people who rely on them. Often, the extra room in the access aisles provides the needed space to unload equipment such as walkers and wheelchairs or to completely open the doors for entering and exiting the vehicle. When these parking spaces are occupied, people who need the extra clearance to unload/exit the vehicle are left with the choice to find two consecutive open spaces, unload in a potentially busy high-traffic area or uneven surface, and sometimes leave the business or venue altogether and try again another day, if possible. 

 

Realizing that not everyone has seen how these accessible spaces are utilized by people who use wheelchairs, I decided to create a short video clip to demonstrate how I use the van accessible parking space. My van has a ramp that extends to just under four feet from the passenger side of the vehicle when deployed. Notice how the access aisle provides just enough space to maneuver onto the ramp. This video example shows how this space allows room to safely navigate entering and exiting a vehicle. It is common to see delivery trucks, cars, and motorcycles obstructing the access aisles. The number one item randomly placed in the access aisle or accessible parking space is the shopping cart. This may be from someone just not wanting to put the cart back where it goes, or it may have been left by someone with a disability not able to return the cart. Either way, obstacles like these could pose a risk or hazard, which could lead to catastrophic damage or injury.

 

Spread the word:

·         Accessible parking spaces are reserved only for those with valid placards and plates. Remember, the person with the disability must be in the vehicle.

·         Obstructions in the access aisle create barriers for people with disabilities.

·         Do your part, take back the cart! Return shopping carts to the store or cart return area if you are able to.

 

Accessible parking spaces are just one part of the extensive Americans with Disabilities Act Federal civil right law. For more information check out the Americans with Disabilities Act – ADA Update: A Primer for State and Local Governments publication.

Keep students and staff safe at school

Keep Students and Staff Safe at School

Students are currently going to school in a variety of settings, whether that is at home, in person, or a mix of both. However, as districts slowly welcome their students back to full in-person learning, it is important that schools are adequately prepared to keep their students safe in case of an emergency.

Traumatic Bleeding and Stop the Bleed

From 2013 to 2019, there were 549 incidents of gunfire on school grounds. Unfortunately, this number shows how important it is for districts to be prepared in case of a tragic event. In general, uncontrolled bleeding is the leading cause of preventable death in trauma patients. Providing students and staff with the proper training to respond to these situations is key not only for incidents involving gunfire, but also for other instances where traumatic bleeding can occur. The American College of Surgeons’ Stop the Bleed program is a great initiative that trains people on what to do in case of an emergency. You can shop Stop the Bleed kits, tourniquets, and more here.

Cardiac Arrest

According to the American Heart Association, cardiac arrest occurs in about 7,000 children outside of the hospital each year. This, coupled with new COVID-19 research showing that the virus has the potential to affect the heart, means that schools need to be prepared with the proper equipment in case of a cardiac emergency. As schools open, it is imperative that they check their AEDs and AED accessories for signs of wear.

  • Verify that AED batteries are working and have not expired.
  • Check the service indicator light.
  • Check for any wear and tear on the AED.
  • Ensure that AED pads and accessories are not expired.
  • Consider adding additional AEDs and signage in high traffic areas such as hallways, main building entrances, gymnasiums, cafeterias, auditoriums, and nurse’s office.

Fire Prevention, Burn Treatment, and Weather Emergencies

The National Fire Protection Association states that from 2014-2018 fire departments responded to an average of 3,230 structure fires in schools per year. The organization also found that school fires mostly started in bathrooms or locker rooms. After being closed throughout much of the last school year, it is imperative that schools check that their fire systems, including fire alarms, fire extinguishers, cooking equipment and water-based protection systems and sprinklers, are still fully functional. When it comes to weather-related emergencies, it is important for schools to have working weather monitors to stay informed on severe weather as well as a well-rehearsed plan of action in case of a tornado, or other event.

In addition, make sure your building has:

  • Working exterior lighting with timers or motion sensing capabilities
  • Working intrusion alarms, ventilator openings, and roof hatches
  • Trees, bushes, and other plant life trimmed to keep areas around the building clear
  • Trash receptacles stored away from buildings
  • Monthly fire drills with students and staff so that everyone knows all evacuation procedures
  • Proper equipment to for fire prevention and fire treatment
  • Proper emergency evacuation equipment

School Lockdown

In the United States, firearms are the leading cause of death in children and teens, according to Everytown. The organization also states that so far in 2021, there have been 18 incidents of gunfire on school grounds across the country. In 2020, there were 67 incidents. In light of these numbers, schools need to have a lockdown plan in place, regularly practice lockdown drills with students and staff, and have the necessary lockdown supplies and emergency equipment on hand.

Drug Deactivation

In a 2017 survey from the Substance Abuse and Mental Health Services Administration, 2.2 million adolescents between the ages of 12-17 were illicit drug users. In case of an overdose emergency at school, the National Association of School Nurses states that it is the responsibility of the nurse to respond and give medication like Naloxone, or other drug deactivation assistance, since they would be the first health professional to come in contact with a student experiencing an overdose emergency.

Accidents and Injury

Accidents and injury can happen at any time, so schools need to be prepared with the proper supplies like first aid kits and accessories, including blankets and emergency lighting. Common cause of injuries at school include bullying, slipping and falling, playground accidents, food poisoning, school bus accidents, and sports injuries.

Check your first aid kit for:

  • Working flashlights and/or two-way radios with good batteries.
  • Check the expiration dates and packaging on any antibiotics or ointments in the kit.
  • Replace any supplies in your kit that looks like it has been used up.

It is impossible to predict an emergency, but it is possible to be prepared. By having the proper emergency procedures in place as well as the necessary equipment and supplies, schools can ensure the safety of their staff and students if an emergency occurs.

Visit our School Safety Center to see our full selection of emergency equipment and resources.

 

 

Important Links

https://everytownresearch.org/maps/gunfire-on-school-grounds/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2887168/

https://everytownresearch.org/report/the-impact-of-gun-violence-on-children-and-teens/

https://www.schoolhealth.com/blog/equipment-guidelines-and-recommendations-for-reopening-your-facilities/

https://www.heart.org/en/news/2018/11/09/defibrillators-may-help-kids-survive-cardiac-arrest

https://www.nasn.org/advocacy/professional-practice-documents/position-statements/ps-naloxone

https://www.nfpa.org/News-and-Research/Data-research-and-tools/Building-and-Life-Safety/Structure-fires-in-schools

https://www.usfa.fema.gov/coronavirus/planning_response/covid19_fire_safety_school_reopening.html

https://blog.nationwide.com/school-fire-safety-checklist/

https://www.parkerlawfirm.com/library/common-ways-children-are-injured-in-school-accidents.cfm

https://www.mayoclinic.org/first-aid/first-aid-kits/basics/art-20056673

https://www.weather.gov/grb/schools

 

A Collection of Stories from the School Nurse

A Collection of Stories from the School Nurse

While this past year has been full of uncertainty and setbacks, you have continued to do what you have always done best: care for our nation’s youth by making their health and safety a top priority. In a year of forced split-second decision making, juggling day-to-day duties, and taking on more roles not only in your schools, but in your communities, you continue to amaze us with your hard work and dedication.

On behalf of all of us at School Health, we thank you for your essential role in supporting students’ mental, physical, and emotional health and putting them on a path to success. While School Nurse Day and National Nurses Week may be over, we continue to celebrate YOU all year long.

This year for National Nurses Week, we invited school nurses to help us shine a light on the positives and share a heart-warming or inspiring story. We received over six hundred entries containing stories of why you chose to become a school nurse, students and staff members who inspire you, colleagues you felt should be recognized, and more. In our efforts to spread the positivity, we wanted to share some of the stories we thought would be sure to bring a smile to your face.

 

Our winning entries:

 

Marcia says,

“I have been a school nurse for the past 23 years. I love caring for all the students, but I have a special relationship with the students with Type 1 Diabetes. I am their advocate while they are at school and help them manage their diabetes numerous times a day. I was especially inspired one year when I found out that two families had open enrolled into our small school district. Each family had a child with diabetes, and they had heard from others about the 'school nurse'. They came to my school district because other parents had bragged about the care their children received from me. I never expected people to open enroll into my district because of me. I am humbled and grateful to be able to help these students access education at a high standard.”  

 

Anelis says,

“Simply put I have the best of both worlds. I work at a Middle School and High School as a school nurse during the week and on weekends I work at Saint Francis Hospital all while having a family and two boys. No matter what may be going on in my personal life, going back to work has helped me both mentally and emotionally.”

 

Linda says,

“I have been an RN for 45 years and a school nurse for Twin Springs Elementary for the past 10 years.  This job has been the most rewarding and challenging of any job I have had. I absolutely love the children/students. I have grown so close to a lot of them and followed their success through high school.   I hurt when one of them hurt, and I cry and worry over ones that I know need help. They make me laugh everyday here at school. One day I had a little 1st grader come in complaining with his belly hurting. I did his vitals, checked him over and was asking a few questions. He was very serious answering me. I asked him if he had been to the bathroom that day and he said 'yes'. I asked him if he did #1 or #2. He said  'I did #2 but my poop melted!' I almost fell in the floor laughing. The girls in front office came to see what was going on that we were laughing so hard. When I told them they started laughing. My little fellow picked up on all the laughing and started laughing hard too. Then he suddenly jumped up holding himself and said 'OPPS! I think it melted again in my pants.' Everyone got really quiet and left so I could clean him up. This is just one of the things that have made me laugh while working with these children.   Stuff like this happens all the time. They are so honest with their words and actually I understand everything they come up with. I have a journal that I started when I started school nursing with stories like this. I can't ever see me doing anything else but school nursing.”

 

Shelly says,

“A lot of people think school nurses only give out medications and band aids, but school nursing goes beyond that.  A few months ago, one of my frequently seen students came in needing a band aid. Before my student returned to class, I noticed his shoes were untied and encouraged him to tie his shoestrings so he would not get tripped up and fall. He dropped his head and stated he did not know how to tie his shoestrings. I was shocked. A fourth grader did not know how to tie his shoestrings. He continued to say that his mother did not teach him and his great grandmother, with whom he still currently lives with, ties his shoes. I told him to sit down, and I pulled a chair up to sit with him. I asked him to give me his shoe. I placed his shoe in my lap and talked to him as I tied his shoe. I untied it, placed his shoe in his lap and instructed him to try. The first few times he could not get it. I took the shoe back and talked explaining again how to loop the strings and hold them. It clicked!! He was able to tie his shoe. He then untied his shoe, placed it back on his foot and then tied the shoestrings on both shoes. He smiled, stood up and stated thank you. The next morning, I received a call from his great grandmother. She was crying and told me thank you for taking the time to be a friend and not just a school nurse. She continued to say that when he arrived home after learning to tie his shoe, she stated the first thing he told her was, ‘Granny look what Miss Shelly taught me today.’ She said his eyes were glowing with pride that he could do something for himself. Needless to say, when one takes a few moments to go the extra mile we never know just how we might change a life with a small random act of kindness.”

 

Michelle says,

“After 8 years of working in a level one trauma ER, I had my son. When they say having a baby changes everything, well it is true! Once I had my son, every child I took care of was my own. This revelation lead me to school nursing; where else can I be around healthy and sometimes unfortunately sick kiddos? This career path has been the most rewarding because I see how important my work in school really is. It’s more than covering up boo boos and ice packs. It’s about the whole wellbeing of every single child in my school (mental health, socio-economic, physical, and health education). My job does not end with the students, it also includes my staff (principals, teachers, custodians, nutritional services etc). I love what I do.”

 

Amy says,

“I am an LPN at a school district in Northern MN. I chose to talk about a person who has helped me become the nurse that I am, and doing what I love. I started here as a substitute Nurse, and eventually got the opportunity to get a permanent position in 2009. I started at the elementary level and this is my first year working with grades 5-12. I am not good at interviewing and dislike being put in a position where I have to talk about myself, therefore, I did not interview well. However, the LSN at that time took a chance and hired me due to my experience. Her name is Karen. She has been the person who inspired me to become what I am as a nurse. She taught me skills, compassion, positivity, confidence and all the things you need not only in school nursing, but also a nursing career. She always had a smile on her face, the kids, and staff loved her. She did her job with such passion and loyalty always showing compassion and remaining positive and she always had a smile in doing so. She taught me knowledge and aspects of nursing that I would've never known. She mentored me and saw me through any difficult situation that arrived with a calmness that made any situation easier for all that may have involved. She was open and there for me to call with questions, concerns, or sometimes, frustrations. Karen retired 3 years ago and I miss her dearly here at work. Nobody could replace her and her ways. I know she is enjoying her retirement with her hobbies: hiking, skiing, swimming, loving on her kids and grandchildren, relaxing, and enjoying her life even more. I will never forget the impact she had on me and how much she influenced me. I use the skill she helped build in me and use them every day on and off the job. Karen is the type of nurse who I would want to care for my kids, my parents, or myself. She is truly one amazing nurse and one amazing person.”

 

Guylaine says,

“When it was time to pick our clinicals, we had the option of doing Public Health instead. I had reflected a lot on how poverty and social economics affect health ,and that was nearly 37 years ago. I chose public health and did part of the 3 months in a low income school in Quebec city, Canada. I felt it was my calling then, working with families and students. I remembered checking everyone’s ear drums; designing a plan for a little guy who had weight issues, meeting his family in his home and getting his parents on board. Although I went on to work in hospital, I came back to school nursing after my own children were in school. It had taught me so much, and the bonds with the staff and families are everlasting. Kids still come to me years after to say hi!”

 

 

More heartwarming and inspiring stories from our collection of story submissions:

 

Denise says,

“I had stepped out of the health office and while I was out, a kindergartner came to see me for a complaint of a headache. The secretary told the little one to get an icepack from the freezer in my office.  Icepacks are the cure-all for this age group! As I was walking back into my office, the little one was exiting and holding my frozen dinner to his forehead. ‘Nurse Denise, I had a headache so got an icepack!' My heart was full at that very moment.”

 

Andria says,

“With everything that children face today, I feel extremely blessed to be a school nurse. Everyday can be a new challenge for a child and many of times all a child needs is a listening ear and a shoulder to lean on. Advocating for students is a great honor and the most rewarding. I cannot imagine leaving this position because every day I see how appreciative the kids are with whatever little help I can offer.”

 

Cheryl says,

“Today, a second-grade teacher in my building not only made a homemade treat for me to thank me and recognize School Nurse Day, but she encouraged each of her students to create a 'card' for me. She then brought them to the health room and had each child hand me the 'card' they had made. It gave me goose bumps and brought tears to my eyes. Each child had created a picture of a school nurse with words of thanks and encouragement written on it. The comments ranged from thank you for giving us band aids to thank you for keeping us safe. This has been an extremely difficult year for all of us, especially my students and staff, and especially since we have been in the building in person since August 2020. The mitigation measures that everyone has had to implement and endure have been incredibly taxing. The gesture of this teacher and her students reminded me of how much I appreciate each of them and how much we can accomplish when we work as a team. Our building has not had to close at all this year due to Covid. We are very proud of that fact!”

 

Sarah says,

“As I sit at my desk in the elementary health office where I have worked nearly 24 years, I look at ‘thank yous’ that I have received this school year. One is from a student who I assisted with an anxiety attack, some are from students who needed help with clothing or fundraising so they could go to camp this summer. One is from a staff member who needed my help during a seizure. A parent sent a thank you to me for keeping our school a safe place after I worked most of a Sunday doing Covid contact tracing.  Another was from a student and her mother thanking me for spending some time conversing with the student while she ate in my office during a stressful time. School nursing is a challenge in its own way.  School nurses are often the only medical person in their buildings and are faced with many decisions daily. We deal with students and staff that have varied physical and mental health issues; some as simple as a skinned knee and others as complex as assessing a post heart transplant student. We are on the frontlines and must be knowledgeable and compassionate. Some days are extremely stressful. The ‘thank yous’ I receive keep me going and help me realize that I am making a difference.  School nursing is more than band aids!  It is being persistent when a child is having headaches, until their parent follows through and a brain tumor is found. It is educating staff and students about seizure disorders, artificial eyes, diabetes mellitus, EpiPen’s and anaphylaxis. It is giving and receiving smiles as you go down the hall and greet students by name. It is tube feedings, medication administration, and catheterizations so a student can be in school. It is hearing, 'you are an amazing nurse and now I know I am going to have a great school year'. I would encourage any nurse to enter the school nursing field.  It is challenging, but so rewarding.”

 

Courtney says,

“This year, for Black History Month, I decided to make a bulletin board titled 'Black History Month: Name that Nurse'. The board highlighted multiple African American nurses, even going as far back as Harriet Tubman. I had no idea that she had practiced as a nurse! I included a picture of each nurse with an excerpt summarizing some of their contributions to healthcare. Being an African American nurse myself, and knowing how much of a minority we are in the nursing field (only 9.9% of nurses are African American), it is extremely important for me to try and change that. I displayed the board outside of my office, which is a high traffic area, went over it with some students as they passed, and even was a guest in a classroom to teach on the topic. My school does not have a very large population of African American students, but I had multiple come to me after, telling me that they want to be a nurse, too. This is the greatest part of my job as a school nurse, to be able to reach and inspire our future generation. I pray that I am a role model to these students, and that one day people of color will no longer be such a minority in the nursing field.”

 

Krista says,

“I am a middle school nurse; it's been a very tough year. Today I was called into a classroom and the class all thanked me for being a nurse and gave me a handwritten note. Money cannot buy that kind of gratitude. So thankful for wonderful teachers and students but so ready for summer!”

 

Kelly says,

“I would like to nominate my coworker Megan Thompson. She stepped into the role as school nurse recently and does an amazing job! She puts her students’ safety and needs as her utmost priority. She is so patient, kind, loving and knowledgeable. Her students love and appreciate her. She has worked incredibly hard to learn the ins and outs of school nursing and works hard to improve the school nursing process. I work side by side with her and she encourages me to be my best nurse.  I nominate her for this award because she is a bright shining light for our school and deserves to be recognized.” 

 

Irlean says,

“I became a nurse to honor my mother who passed away of a malignant brain cancer after surgery and left eight children ranging from age 11 months old to 17 years old. I was left to take care of six children and i was only sixteen years old. I believed that if i became a nurse that I could make a difference in patient's lives. As I look back on over 52 years of nursing, I believe and know in my heart that I have made a big difference in many many patient's lives. God has truly blessed me in allowing me to honor my mother and to be a part of the nursing profession which is the finest of arts.”

 

Linda says,

“There are so many stories over the past 17 years as a school nurse. I wish I would have wrote them down as they happened. Like any job there are good and bad reflections. My most special yearly times are seeing the high school seniors graduate. Working in a smaller district, I see students from preschool all the way through high school. Most staff do not continue with the students their entire school career. I flash back continually when I attend graduation each year. That is my most special moment to have gone through all these years with students from start to finish. Oh so many memories!”

 

Patti says,

“I had been working from home this year as the district COVID Coordinator so had not been in the buildings to see the kids that I would routinely see other years. I had to go in and do some training in our special education/DCD room and when I walked in, one of the kids came up and hugged me and said 'I missed you'. Not only did that bring tears to my eyes from that one student, but just seeing the other special education/DCD students and their smiles and fist bumps made me not only miss them but miss my 'normal' job and being in the buildings and working directly with these kids. I work with all kids but there is something a little more inspiring and uplifting with this group of kids...they are an inspiration!”

 

Sheena says,

“I work in an ESE school in Florida. Our students range in age from 3 years old to 22. Each day brings a new experience and a need to improvise and create ways to get the job done. After I get my students off the bus, I start with feedings, changes, walking, and all the other little jobs that come up. I work mostly one on one with my students. We have many unique issues at an ESE school which makes each day a challenge, but it is such a joy to share each students’ accomplishments with them. I plan on being here for many more years.”

 

Masha says,

“Gosh there are too many funnies to share. As school nurses we see and hear so much on the daily. I have been a school nurse the past 7 years and enjoy it every bit. Folks that do not work with children, truly do not have an understanding for them. Yes, you may have kids of your own, but being able to help, shine a light, brighten a future, hug, love on, or just make a child smile makes it all worth it. I wish you all a Happy Nurse's Week and thank you for what you do to help keep all our children healthy and happy.”

 

Diane says,

“Thank you for the privilege of sharing All Saints Catholic Academy's success story about our incredible school nurse Mrs. Susan Fuller! Mrs. Fuller is a super hero to all of us at ASCA . She brings to us her expertise as a medical professional, knowledge and planning skills in assisting our Administrative team in setting up our school re-opening last August, and empowering our daily COVID-19 protocols and compliance regimen making it possible for All Saints Catholic Academy to stay in school, five full days a week, and in person for the past 160 days. She makes important decisions every day to care for each and every student and staff member of our school. Her priority is the safety, health, and wellbeing of everyone at ASCA and she has, once again, stepped up and cared for our school like a true super hero.  ASCA loves and appreciates Mrs. Fuller and we have had a successful, healthy, learning experience this entire school year because of her.”

 

Shelly says,

“School Nursing is one of the most under rated jobs I've ever worked...but it is the most rewarding job I have ever worked! With the last year of unknowns, the school nurses in our district have banded together and worked relentlessly to get kids back to the classroom. Extra hours of quarantining staff and students, lots of tears from frustrated or scared parents with so many unknowns. We did not back down to the challenge. We met the Covid challenge head on with courage and determination to be the Best School Nurses we could be! I have 22 amazing collogues that I now consider friends that I am proud to work with in my District. So with all the negative impacts that Covid created, I'm very thankful that a positive work relationship with all these amazing nurses came out it!”

 

MaryAnne says,

“I became a school nurse 13 years ago after I was speaking with the school nurse at my children's school. There was a need for substitute nurses and she asked me to fill in. Once I started, I found I really loved working with school age children! I had yet to work with children in my career to date and found them to be fun, engaging, curious and wonderful! So much has changed over the years as a school nurse. I always hope to show and provide, hope, love and inspiration every day. I have found joy in this career that is so diverse and at times difficult. Being a nurse is meaningful and to be fortunate enough to work with children has been a blessing I have cherished. I thank the nurse who asked me to join the ranks of school nurses everywhere!”

 

Kimberly says,

“Almost thirteen years ago I received a call from a parent of a student in my sons class asking me if I would be the school nurse for her son. Honored, but informed her that I was still employed at the hospital and was not aware of an opening. She began telling me that her son was just diagnosed with Type 1 diabetes and she had witnessed the way I care for my patients at the hospital. She stated she her son would be safe at school in my hands. As a result of her wishes I applied and got the job and have not looked back! Nothing is more rewarding than knowing you were able to help a student with their health needs and allow them to remain safe at school!”

 

Janice says,

“I became a school nurse so I could be on the same schedule as my own children. Well, I'm hooked and have been one for 21 years now! There are lots of stories that stand out, but one stands out to me. When I first started, I had a special needs boy that needed a liver transplant. He was 5 or 6 years old and lots of days I just held him because he was so weak and tired. His parents were very supportive and always tried to push him to be his best. He could only make partial days most days and he would come crawl up in my lap and wait for dad to come. Well finally he got a liver and made awesome progress. I gave him a small stuffed bear when he had surgery (I really had forgotten about it). I saw his mom a few weeks ago and asked about him. His is now 22 or 23 and doing great. She told me that he still sleeps with that bear. Tears came to my eyes. To think just a small gesture can make a difference in a life. My name is Janice and the kids at school call me Nurse Janice. But, he being special needs and very young when we met called me ‘Jurse Nanice’. He still calls me that and so do his former teachers, paras, and his family. I was able to attend his transplant party and still see him occasionally. But I never knew about the bear until now. You just never know the impact you can have on a child. It only takes a few minutes to let them know they can do it and they have your support. His contagious joy and enthusiasm blessed me more than he will ever know. Kids need to know their school nurse has their back.”

 

Kelly says,

“This is my first year as a school nurse. After working in a hospital and being on a COVID floor for 8 months, I decided I wanted to take my covid skills and apply it to school nursing. School nursing made me remember why I loved being a nurse in the first place. A school nurse is someone who gives comfort in all ways during the school day, and the impact is truly felt. COVID came and changed the way we look at nurses today, and I am so grateful I can be a part of children’s’ lives when they need it the most. Happy Nurse's Day to all my amazing nurse colleagues! You are all amazing, wonderful people!”

 

Christine says,

“Hugs from Mrs. Sheils! Over the years I have been known to crochet aghans. My students start in K and then go through until Grade Four. Many have special places in my heart and before they leave I found out their favorite color. I work to complete the blanket before the end of the school. I am not really sure how many I have made and given away but I do know that with each blanket comes one of my hugs.”

 

Angela says,

“We had a family move to our district from another country very close to the holiday season. They spoke little to no English and were living in tight quarters with family. The child came to school every day excited and wanting to learn, never complaining about his less than ideal living conditions. During the holidays, I, with the generous help of staff and community, organize a clothing and toy drive. We sent home gift cards to this child's family. After the break we received a hand written note thanking us for changing the child's and family's holiday completely. They thanked us and said that the unexpected gift brought joy and comfort beyond their expectations. I felt extra pride in my staff and community that day. We changed his life in ways we may never know.”

 

Thank You School Nurses! 

Access Angle: Cat Tongue Grip

Gabriel Ryan, School Health Blog Writer and Contributor

I recently had the opportunity to try out Cat Tongue Grips, a non-slip, non-abrasive, solution for keeping a grip on things. This product line includes adhesive grips for phones and laptops, grip tape rolls/strips, and small grip pads. This company’s mission is to help everyone “get a better grip”. I was impressed to learn more about their perspective of Cat Tongue Grip products and how they have helped people with disabilities, such as Paralympian Chris Waddell. Cat Tongue Grips products are not made with natural rubber latex, they are waterproof, flame resistant, can be easily cut to custom sizes, and more. Additionally, these products come in a variety of colors and design options.

Here are a few ways I have used the Cat Tongue Grips. I have cut small strips of Cat Tongue Non-Abrasive Grip Tape and placed it on the handle of my hand-held shower sprayer for an easier grip. The 8” x 12” clear Non-Adhesive Gription Pad has been handy to use on my wheelchair tray as it is small and grippy to keep items from slipping around. The Non-Abrasive Grip Kit includes 26 small, adhesive-backed, pre-cut grips. I tried out a few small pieces on the back of my TV remote, on a dimmer and rocker light switch that I use the most in my home, and on a tablet stand that holds my iPad in place. I have found that Cat Tongue Grip products are useful for keeping things in place. Another benefit I found is that they provide helpful visual and tactile supports. The pre-cut grips in black can serve as a bold visual cue, while the clear color easily blends into the surface color it is adhered to. The texture is great for providing tactile feedback to know my hand is in the right location of the grip, for example, when using it on a light switch in low light. As Chris Waddell mentions in the Cat Tongue Grip product video, “once you start using this product you start to think about other applications” for its’ use. As someone who uses non-skid material daily, I couldn’t agree more!

Athletic Trainers Share Their Stories About How a Fellow AT Influenced and Inspired Them

Each March we celebrate the hard work and dedication that our Athletic Trainers put into their roles. While this past year has been full of uncertainty and change, each of you have made an impact in the lives of your athletes, students, staff, and communities. As schools work toward a full return to play, we owe you all a huge thank you for your continued support and dedication to your roles as Athletic Trainers. We wish you all a happy National Athletic Training Month!

 

This National Athletic Trainer Month,  we invited you to tell your story about how a fellow Athletic Trainer inspired and influenced you or made innovations in the field. We then randomly chose one entry per week to win a prize. Our grand prize winners both received Therabody Theragun Elites! You can read the winning entries below:

 

The winner of our first prize was Tiffany from Grapevine High School.

Tiffany nominated Kamden saying, “Kamden has taken a small 4A school and brought new innovations to it when taking over. He was promoted to be the head athletic trainer going into a COVID year, which has been tough on all of us. As he was being promoted, they also eliminated an athletic trainer position from the school. So, he's had to navigate through being a new Head Athletic Trainer, while downsizing, in the middle of a pandemic. During this time, he has built even more trust from his community. He even managed to secure enough sponsorship to purchase a SideLinER for his school, making it only one of two schools in the area to have one. This advancement is huge because these privacy tents are becoming the gold standard of care. Ensuring his student athletes in a small rural community are receiving the same care as the student athletes in bigger schools is a win for the entire community.

The winner of our second prize was Leslie from Impact Baseball.

Leslie nominated Charlene saying, “I want to nominate a fellow colleague and friend of mine, Charlenne Medina. Charlenne has impacted the athletic training community by participating in the California Athletic Trainer's Association and in the Far West Athletic Trainer's Association and has advocated for licensure and placement of  athletic trainers 's at secondary schools. In the  athletic training community, she has worked with youth sports to collegiate athletes, while also fulfilling the roles of a preceptor in the CSULB Athletic Training program. Outside of her work as an Athletic Trainer, she also assisted and helped firefighters in the California fires last year by providing First Responder services as an EMT. after certification, she assisted in her EMT program to help other students learn new skills. She is a hard worker and has inspired many, including myself, to take our profession further. She deserves to be recognized for all she has done in her early career!”

The winner of our third prize was James from Conway High School.

James nominated Lorin saying, “My nominee is Lorin, a Retired Athletic Trainer and Athletic Director at Pioneer High School in Ann Arbor, Michigan. Lorin gave me my first job out of college and inspired me to become a volunteer leader within my state, district, and National Athletic Trainer Associations. While I only worked with Lorin for two years before leaving for another job, her activism and volunteer spirit gave me the confidence and knowledge to become a leader myself and I am forever grateful for her mentorship, influence, and continued friendship some 30 years later.”

The winner of our fourth prize was Nicole from Mountain View HS.

Nicole nominated Jessica saying, “Jessica is the most amazing athletic trainer I have ever had the experience of working with here at Mountain View High School. She helped to pilot a program that would offer physical therapy treatments to our student athletes during their study hall classes. This program decreased student absences and recovery time for students and teachers within the school building. She keeps open channels of communication between the students, parents, coaches, teachers, counselors, and the school nurse to facilitate and initiate concussion protocols so the students can return to learning and participating in activities in a timely manner. She answers her cell phone day and night to ensure that our students receive the best care in all of the nation. Jessica decided to pursue her Doctor of Osteopathic Medicine in the last couple of years and had to take a break from being the athletic trainer at our school.  She currently works at Northside Hospital Sports Medicine and will hopefully finish her degree from which she has had to take a break for personal reasons. Students from the school still go to her for guidance and therapy as we no longer have the programs that she instituted during her presence.”

The winners of our grand prize are April from Miami Southridge SHS and Linette from John A. Ferguson SHS.

April shares, “The Athletic Trainer that inspired me to pursue this profession is Mrs. Linette the head ATC at John A. Ferguson SHS. When I was in 11th grade, I did not pass my sports physical due to a heart murmur. I was not able to participate in basketball that year but remembered that the season prior I spent a lot of time in the Athletic Training Room due to injuries and [ worked on] preventing those injuries from re-occurring. So, I decided to ask her if I could become her student athletic trainer and learn from her. To my amazement she said yes! She taught me everything that I  needed and wanted to know. She taught me the importance of seeing beyond the injury and helping the person fully, since injuries can affect mental health as well. She taught me different ways of taping injuries and how to assess them at the same time. I was in the sports medicine academy in high school and won the Sports Medicine Award in both my 11th and 12th grade years. The coaches also trusted me with taking care of their student athletes in case she was not present. I graduated high school and went off to college, but she always allowed me to come back and intern for her. She helped me out when I wanted to quit school and told me that anything is possible if you keep your eye on what you want. I graduated and took my BOC test before anyone in my class and passed! She took me on as her assistant Athletic Trainer that fall. Just a couple months later there was an opening at a high school for an ATC and she helped me apply. I am now not only her prodigy, but also her friend and colleague. We learn from each other and are always there for each other. She's inspired me to become a better student, teacher, athletic trainer, and most of all, a better person. I care for my athletes’ whole well-being just like how she taught me. Every day when I come to work, I always think back on that day in 11th grade when she took me on and how it molded me to become just like her.”

We want to thank everyone who participated in our giveaway! We loved hearing your stories and appreciate all you do!

 

Equipment Guidelines and Recommendations for Reopening Your Facilities

While states, counties, and individual school districts continue to release guidelines for re-entry, the transition from remote to in-person learning can have its difficulties. While PPE, infection prevention, and thermometry may be at the top of your mind, there are several pieces of equipment and areas of your buildings that may be overlooked.

With buildings empty for months, some of your school’s infection prevention and emergency supplies may need to be checked and updated. It is imperative for schools and facilities to have the proper equipment in case of an emergency, especially amid a pandemic. Below we have a brief outline of areas of your building that may require updates to equipment, additional cleaning protocols, or a change in normal operation.

The CDC’s K-12 Schools COVID-19 Mitigation Toolkit can be a great tool to implement mitigation strategies to reduce the spread of COVID-19. This toolkit includes strategies, checklists, resources, and more. 

 

General Equipment Check

AEDs - 

Research has shown that there might be a correlation between COVID-19 and the heart. In some studies, patients who had the virus also experienced heart inflammation. One study, which focused on student athletes at The Ohio State University, showed that many of the athletes who were diagnosed with COVID-19 had symptoms of myocarditis, too. As new information emerges about how the virus impacts overall health, it is important to be prepared in case of a cardiac emergency. Performing a comprehensive AED readiness check can help ensure your facility is ready. 

  • Verify that the AED batteries are working.
  • Check the service indicator light.
  • Check for any wear and tear on the AED.
  • Ensure that AED pads and accessories are not expired.
  • Consider adding additional AEDs in high traffic areas such as hallways, main building entrances, gymnasiums, cafeterias, auditoriums, and nurse’s office.

Air Filtrations and Filters - 

Air purification and filtration in schools has been a highly discussed topic, but there are still many questions as to its effectiveness against COVID-19. However, airborne infection is 15-20 times more likely to occur indoors than outdoors.  For schools, experts also suggest that stronger filters for existing ventilation systems are a higher priority than providing individual purifiers for each classroom.

  • Review any known issues and check for water leaks or mold growth.
  • Look for any covered diffusers, closed supply diffusers, blocked return grilles, etc.
  • Make sure fans and portable devices are not blowing from one person on to another.
  • Operate all HVAC systems in occupied mode at least one week before reopening if the systems have been shut down for an extended period of time.

For more information on ventilation in Schools and Childcare settings, visit the CDC’s website for building recommendations.

To see a comprehensive guide for how to prepare your ventilation systems, visit the American Society of Heating, Refrigerating and Air Conditioning Engineers to see their full guidance on reopening schools and universities.

Oxygen Availability - 

Twenty-five percent of 911 emergencies in schools are due to breathing issues. Breathing emergencies can be caused by anxiety attacks, asthma attacks, cardiac arrest, food allergies, and more. With COVID-19, some severe cases of the virus led to patients having problems breathing as well. Therefore, schools should have emergency oxygen devices available in the case of a breathing emergency.

  • Check shelf life of the oxygen if there is a date.
  • Check condition of disposable oxygen masks, tubing, and other accessories.

Disposable Products, Disinfectants & PPE - 

Another major consideration before reopening is the ability to provide PPE for students and staff. According to one estimate from ASBO International, it may cost some districts up to $148,190 to provide disposable masks for students who do not bring them from home and another $44,415 for staff. The organization also estimates spending about $1,440 on gloves for custodians. Besides protective apparel, it is also important that schools have effective hand sanitizers, disinfectant sprayers, and cleaners. For a more detailed checklist, see the CDC’s Considerations for K-12 Schools.

  • Replace expired hand sanitizer and make sure that it has at least 60% alcohol.
  • Consider investing in electrostatic disinfectant sprayers and effective cleaners.
  • Have a supply of gloves and masks for students and staff.
  • Store all cleaning equipment away from children.

Autoinjectors & Inhalers for Allergies - 

According to the National Association of School Nurses, students may be eating in places other than the cafeteria due to social distancing rules. To avoid anaphylaxis, NASN recommends that students with known allergies always carry their autoinjectors with them, and that those with asthma continue taking their medications.

  • Ensure that there is a supply of unexpired epinephrine available, extra syringes, disposable spacers and rescue inhalers.

Water Systems - 

After time away and reduced operation of normal water usage, it is important to take the proper health and safety measures to ensure your drinking water is free from lead or copper exposure or any other diseases associated with water.

 

Areas in Need of Special Attention

Entrance - 

A building’s entrance can be one of the most highly trafficked areas. Having a designated station for symptom and temperature checking at your entrance can help reduce the chances of an outbreak and limit building capacity while allowing for easy documentation.

Tips for building entrances:

  • Post signs and messages in highly visible locations that promote everyday protective measures like mask use and hand washing.
  • Have a designated healthcare professional help with contact tracing, taking temperatures, and symptom checking.
  • Consider thermal imaging / infrared cameras for a more reliable and faster temperature reading.
  • Limit nonessential visitors, volunteers, and activities that involve external groups or organizations coming into the building.
  • Using Electronic Health Record Systems can help organize health records, monitor outbreaks, and keep track of Individual Healthcare Plans (IHPs), Medicaid documentation, vaccinations, and more.

Transportation - 

School Busses operating at a smaller capacity should still take proper precautions when it comes to social distancing and proper cleaning.

Tips for school transportation:

  • Check students’ temperatures at the front door before a student gets on the bus.
  • Students should keep their face protection on the whole time they are in the vehicle.
  • Consider keeping a box of disposable face coverings in the front of the bus for any student who may forget theirs.
  • Students should stagger seating from row to row and drivers can help organize seating by marking off every other seat.
  • If possible and weather permitting, allow bus windows and/or roof hatch to remain open while transporting students to increase air flow.

Classroom and Instructional Areas - 

As an area where students spend most of their day, the classroom can be a breeding ground for germs and poor air circulation. Aside from a more intense surface cleaning regimen, making sure the classrooms’ ventilation systems are updated and running properly with new filtration can lower the chance of airborne infection.

Tips for classroom cleaning, social distancing, and ventilation:

  • Use a non-toxic cleaner to disinfect frequently touched surfaces including desks and doorknobs.
  • Limit the use of shared items and encourage hand washing and/or sanitizing before and after use.
  • Keep students’ belongings separated from others’ and in individually labeled containers, cubbies, desks, or other areas.
  • Space seating and desks at least six feet apart, facing one direction instead of facing each other, and use partitions when necessary.
  • Bring in as much outdoor air as possible by opening windows and doors to the outside and/or hallways.
  • Consider running your HVAC system at maximum outside airflow for 2 hours before and after the building is occupied.
  • Use portable air cleaners that use high-efficiency particulate air (HEPA) filters to enhance air cleaning in higher-risk areas.

Nurse’s Office and Isolation Room - 

While developing COVID-19 symptoms is a serious call for concern, there are still a number of other reasons students make the trip to the school nurse, whether it be routine daily medication, diabetic check-ins, or other illnesses. Isolating students in a separate room/area who show symptoms of COVID-19 can help reduce traffic and maintain social distancing in the nurse’s office.

  • School Nurses and other healthcare professionals should follow the proper infection prevention and control recommendations from the CDC and wear the proper protective apparel.
  • Consider setting up an isolation room for students who experience COVID-19 symptoms.
  • Parents or guardians should be contacted to transport sick students home as soon as possible.
  • Areas used by an individual who developed symptoms should be cleaned and disinfected immediately.
  • Students, teachers, and staff who have been in close contact (within 6 feet for a cumulative total of 15 minutes or more over a period of 24 hours) of someone with COVID-19 should not return to the building until they have completed their quarantine.
  • COVID-19 tests can be administered in the facility without having to wait to schedule one outside of school.
  • Parents, staff, and local health officials should be notified immediately of any cases of COVID-19 in the building.
  • Stock both the nurse’s office and isolation room with disinfectant, hand washing area, furniture, and other PPE and infection prevention supplies.
  • Portable carts can be a great way to provide care to students and keep them out of the confined space of the nurse's office. Carry everything you need to do classroom visits, temperature checks, screenings, and more.

Hallways - 

In normal circumstances, school hallways can be high-traffic areas, especially between class periods, lunchtime, and before and after school. Making changes to the normal traffic pattern in hallways can be essential in reducing the spread of airborne particles.  

  • Place hand sanitizing stations/dispensers at classroom entrances, restrooms, and in high traffic areas.
  • Reduce the number of students and staff in the halls at once by adjusting class passing periods and limiting time spent at lockers/cubbies.
  • Establish one-way traffic routes using floor tape, floor signs, or other physical distance markers to help maintain safe distancing.

Restrooms - 

Restrooms are one of the most widely shared common spaces and can be an area where germs can spread quickly. Encouraging all students and staff to thoroughly wash their hands can be one way to prevent the spread of germs.

  • Facility restrooms should be cleaned multiple times throughout the day, and including heavily touched areas such as doorknobs, faucet handles, and toilet levers.
  • Social distancing can be maintained by blocking off stalls and sinks that do not have partitions or some sort of separation.

Physical Education and Facilities - 

For children and adolescents, physical exercise is shown to elevate self-esteem, improve concentration, reduce depressive symptoms, improve sleep, and more. It can also have great benefits to overall health and wellness which is extremely important to help promote healthy lifestyles and boost the body’s ability to fight off illness and infection.

  • Physical Education settings should adhere to the school, district, and state guidelines to promote the health and safety of students.
  • Choose activities that require little-to-no physical contact between students.
  • Conduct physical activity outside if weather permits.
  • Reduce equipment sharing and consider using personal PE kits for each student.
  • Use floor markers and spots to promote traffic flows and physical distancing between students.
  • Keep doors and windows open whenever possible to maximize circulation and airflow due to increased respiration by students during physical activity.

View Shape America’s School Reentry Considerations for more information to help administrators, staff, and teachers prepare an environment for safe and supportive instruction.

Athletic Trainers: Room, Facilities, and Return-to-Sport - 

Athletic Trainers play an important role in bridging health and safety recommendations into practice. While many pre-pandemic precautions have remained the same, Athletic Trainers have begun working in collaboration with school officials and other medical professionals to provide a safer and healthier environment for student athletes. Returning to sport and other activities requires more than just updated cleaning protocols, but also closer attention to athlete’s physical health, pre-participation examinations, and return to activity following COVID-19.

  • Working with the school and districts other medical professionals to assemble a COVID-19 response team to implement a safe return-to-sport plan.
  • Establish an effective communication plan with the athletic director and coaches to identify areas that require adjustments to adhere to local and state guidelines.
  • Eliminate equipment sharing between athletes as much as possible and consider investing in electrostatic disinfectant sprayers and effective cleaners to sanitize equipment and shared spaces after use.
  • Review and make necessary updates to cleaning and sanitization policies and promote proper hygiene to help reduce the spread of germs.
  • Collect updated medical history for all returning athletes and review the Statement on PPE and Athletic Participation for more information on extending pre-participation physical examinations to reduce strain on physicians and clinics.
  • Consider setting up general physical examinations at school that include a check of vital signs, COVID-19 symptom and exposure checking, and other cardiovascular, muscular, or general medical examinations.
  • Identify and prepare for detraining, heat acclimation, conditioning, and condensed or expanded season concerns.
  • Ensure venue-specific EAPs are in place and up to date due to COVID-19 related effects on the cardiovascular, neurologic and other systems.

For more specific details relating to Return to Sport considerations, view NATA’s Considerations for Secondary School Athletic Trainers or your local association’s guidelines and policies.

 

These are just a few ways schools can be better prepared before students return. For in-depth guides to reopening schools, please visit the CDC, WHO, and other health organizations to find more information to keep your students, staff, and communities safe and healthy.

Visit schoolhealth.com to shop all emergency preparedness equipment, infection prevention supplies, PPE, and more.

 

Important Links and Additional Resources

https://www.edweek.org/leadership/air-purifiers-fans-and-filters-a-covid-19-explainer-for-schools/2020/10

https://www.cdc.gov/coronavirus/2019-ncov/downloads/community/School-Admin-K12-readiness-and-planning-tool.pdf

https://www.schoolhealth.com/blog/impact-of-covid-19-on-cardiac-health-in-young-people/

https://www.ashrae.org/technical-resources/reopening-of-schools-and-universities#background

https://higherlogicdownload.s3.amazonaws.com/NASN/3870c72d-fff9-4ed7-833f-215de278d256/UploadedImages/PDFs/COVID-19_Considerations_for_School_Nurses_Food_Allergy_and_Anaphylaxis_in_School_during.pdf

https://www.nata.org/press-release/020514/nata-issues-new-recommendations-preparticipation-physicals-and-disqualifying

https://www.cdc.gov/healthyschools/physicalactivity/pdf/Classroom_PA_COVID_Considerations_FINAL_201008.pdf

https://www.shapeamerica.org/advocacy/Reentry/K-12_School_Re-entry_Considerations.aspx

https://www.cdc.gov/coronavirus/2019-ncov/global-covid-19/schools.html

https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/ventilation.html

https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/schools.html

Impact of COVID-19 on Cardiac Health in Young People

February is American Heart Month, and with the rise of COVID-19, maintaining cardiac health has become increasingly important for people of all ages. While COVID-19 was originally thought to only impact the respiratory system, research has shown that it can also be detrimental to the cardiovascular system, even in young and healthy people.

Fast Facts about COVID-19 and Cardiac Health

  • Heart problems are showing up in patients of all ages.
  • COVID-19 enters a cell using the ACE2 receptor. This might be why people with obesity, diabetes and high blood pressure have more severe infections.
  • COVID-19 has been shown to affect heart muscle cells and tissue, even in people who were asymptomatic.
  • Based on a study from Italy, there was a 52% increase in Out of Hospital Cardiac Arrest (OHCA) fromFebruary 21-April 21, 2019 to February 21-April 21, 2020 . This increase was shown to be related to the increase in COVID cases.

When we think about cardiac arrest, we tend to associate it with older adults who suffer from a preexisting condition.However, pre-COVID-19, more than 7,000 children experienceda cardiac arrest event outside of the hospital each year. to Mayo Clinic, some of the reasons that sudden cardiac death occurs in young people are hypertrophic cardiomyopathy, coronary artery abnormalities and Long QT syndrome. Myocarditis, or inflammation of the heart, is also a concern for both age groups, causing about 75 deaths per year in teens and young adults ages 13-25. Oftentimes, people with this condition do not experience symptoms and never get properly diagnosed. Although they are an active group of people, young athletesare at an especially high risk for myocarditis and should be screened often to prevent an undetected diagnosis that could lead to sudden death.

The Effects of COVID-19 on Children and Young Adults

Even though COVID-19 has been around for about a year, it is a still a very new virus and many of its effects on young people’s health are still being studied. With new research and scientific advancements, physicians and scientists are starting to discover the virus’ potentially lingering impact.

According to the American Association for the Advancement of Science, during the first wave of COVID-19, cases of multisystem inflammatory syndrome (MIS-C), or Kawasaki-like disease, were observed in more than 1,000 children and adolescents. The illness includes a constellation of symptoms such as gastrointestinal symptoms, rash and conjunctival inflammation. These features, including signs of myocarditis, were confirmed in a lab by elevated markers of inflammation.

In another study that aimed to explore the effects of COVID-19 on student athletes and their cardiac health, JAMA and the Ohio State University tested 26 students who had previously had the virus and were either asymptomatic, or exhibited mild symptoms. These athletes participated in various sports including football, soccer, basketball, lacrosse and track. Through this study, researchers discovered that 30% of the tested students had heart damage, and 15% showed signs of myocarditis.

As students head back to school and sports, staying up to date with cardiac and COVID-19 research is key to ensuring that school personnel are prepared to help students in case of a cardiac event. Of course, having proper and well-maintained medical equipment like AEDs and resuscitation devices is also very important, especially if there is continued evidence that the virus can cause heart problems. According to the American Heart Association, children treated by an AED had a survival rate of 29.1%, versus a 23.7% survival rate of children who were not.  

Despite concerns about contracting the virus and its effects, it is still crucial for parents to take their children to regular physicals and wellness checks. A recent study showed that 70- 80% of American children are missing their appointments because of the fear of being exposed to COVID-19 at the doctor’s office. Missed visits to the pediatrician can cause long-term problems because of delayed detection and diagnosis of chronic illnesses, or delayed treatment for common diseases.

Maintaining a child’s health through regular doctor visits, having an adequate number of AEDs and emergency equipment, and proper CPR training, will allow students to safely participate in physical activities in and out of the classroom. Even with COVID-19 and other health concerns, children and young adults need physical activity that can raise their heart rate and foster a healthy, active overall .

5 Tips for a Healthy Heart

  • Get at least 60 minutes of moderate to vigorous exercise a day
  • Establish and maintain a healthy diet
  • Stay away from smoking and alcohol
  • Manage your stress in a healthy way, like doing breathing and mediation exercises
  • Get 7-8 hours of sleep at night

 

Visit our website and check out our selection of AEDs and accessories here

 

 

References:

https://www.ucsf.edu/magazine/covid-hearts

https://jamanetwork.com/journals/jamacardiology/fullarticle/2770645

https://www.myocarditisfoundation.org/about-myocarditis/

https://www.fox2detroit.com/news/ohio-state-study-30-of-student-athletes-have-heart-damage-linked-to-covid-19

https://www.mayoclinic.org/diseases-conditions/sudden-cardiac-arrest/in-depth/sudden-death/art-20047571

https://www.heart.org/idc/groups/heart-public/@wcm/@fdr/documents/downloadable/ucm_445071.pdf

https://www.heart.org/en/news/2018/11/09/defibrillators-may-help-kids-survive-cardiac-arrest

https://abc7chicago.com/coronavirus-children-kids-pandemic-american-academy-of-pediatrics/6125716/#:~:text=Health%20%26%20Fitness-,Majority%20of%20kids%20skipping%20doctor's,COVID%2D19%20pandemic%2C%20study%20finds&text=A%20recent%20study%20estimates%20American,80%25%20of%20scheduled%20pediatric%20appointments.

https://science.sciencemag.org/content/370/6514/286

https://health.gov/myhealthfinder/topics/health-conditions/heart-health/keep-your-heart-healthy#panel-7

https://health.clevelandclinic.org/5-things-to-do-every-day-to-keep-your-heart-healthy/ 

November is Diabetes Awareness Month

The school nurse is usually the main staff member in charge of student’s diabetes care. Many non-emergency diabetes care tasks can be handled by the child. Other situations, due to age, inexperience, or developmental level of the child will require help from school staff to recognize and treat.

Below are some tips you can share with classroom teachers to help keep students safe and healthy.

6 Tips for Classroom Teachers to Keep Students with Diabetes Safe and Healthy


    1. Sometimes I Need to Have A Snack in Class - If you see me eating a snack in class, it means that I am low and even a trip to the nurse’s office could be too risky without fast-acting sugar. You can help by keeping a supply of snacks in the classroom in case I run out (juice, fruit roll-up, jelly beans, glucose tabs).

    1. I Need to Use the Restroom Frequently When My Blood Sugar Is High - Please be patient if I need to use the restroom many times throughout the day. This happens when my blood sugar is high, and my body is trying to flush out the extra glucose.

    1. If I Am Not Paying Attention or Focused, I May Need To Check My Blood Sugar - If you notice that I am acting unusual, gently ask me to check my blood sugar. It’s not easy to speak up when I need to take care of myself. Some symptoms I may have include sweating, shaking, weakness, fatigue, irritability, excessive hunger/thirst and rapid heart rate.

    1. My Insulin Pump Helps Keep Me Alive - But it isn’t a cure. My blood sugar will fluctuate every day. Please be patient while I deal with low and high blood sugar. And please don’t take it away from me thinking it is something else.

    1. Educate Yourself - Talk to my parents or the school nurse to learn the specifics of my diabetes care plan. Also, consider completing a training program so you can perform essential diabetes care tasks such as blood glucose monitoring.

    1. Thank You for Being Patient - I may need to check and manage my blood sugar many times a day. I will be drinking water, eating snacks and/or taking bathroom breaks periodically. Your support during these interruptions will make school easier for me so I don’t feel like I am a burden to the classroom.


Having the right tools to educate, maintain and respond quickly to blood glucose levels is an important part of the student’s diabetes management program. View products>>>

Webinar Review: Critical Life Skills for Tweens, Teens, and Young Adults that Often Remain Untaught

Gabe Ryan, Blog Writer and Contributor, School Health Corporation

 

Webinar Title: Critical Life Skills for Tweens, Teens, and Young Adults that Often Remain Untaught

Webinar Presenter: Michelle Garcia Winner

 

I recently had the opportunity to tune into a webinar hosted by Parents Helping Parents (PHP) that focused on young people and important life skills necessary for transitioning into the adult world. PHP is a nonprofit resource center serving families in Santa Clara, San Mateo, Santa Cruz, Monterey & San Benito counties in California, providing resources and support to parents, caregivers, and individuals with disabilities. This agency has been around since 1976. In August, PHP hosted an hour-long webinar titled: Four Critical Life Skills for Tweens, Teens, and Young Adults that Often Remain Untaught, it was presented by Michelle Garcia Winner.

In this Webinar, Michelle Garcia Winner shares her unique perspective from her 25 years of working as a Speech Pathologist. She also describes several free resources available from her website Social Thinking at www.socialthinking.com. A recording of the presentation Critical Life Skills for Tweens, Teens, and Young Adults that Often Remain Untaught, is posted on the PHP YouTube channel found at https://youtu.be/yea3yI9Wytc.

The five critical life skills Michelle presents are important building blocks for anyone with or without a diagnosed disability. While participating in the Webinar, I thought about my own level of skill in the areas she describes, as well as young friends and family members and how they could look more closely at these areas to build up their skills. Michelle stresses the importance that these life skills are just as, if not more, important than academic skills for college and career readiness.

 

Here are some of my key takeaways and quotes from Michelle Garcia Winner’s presentation points:

  • Critical Life Skill One: Define independence
  • Critical Life Skill Two: Learning life skills are not graded in school
    • “Problem solve with your student…avoid doing so much for your high school student”
    • Think about ways to build “self-management” into daily life routines and Individual Education Plan’s (IEP)
    • “Too many students are graduating with good grades, but they do not have functional or executive planning type of skills.” Examples, time management or doing your own laundry.
  • Critical Life Skill Three: No one is always happy and that is okay. Rather than pursue living a “happy life”, pursue living a life of well-being.
    • “If we allow for well- being then we allow for the experience of comfort and discomfort. Language matters”
    • Explore the Basic Feelings & Emotions Scale at Social Thinking.com
  • Critical Life Skill Four: Do more than talk about getting things done; do what you need to do to meet your goals. Learn more about what you want your future self to accomplish
    • “Bypass dreading on something and focus on accomplishing goals”
    • Executive Functions 4 steps: “Executive functioning - the process of self-management towards accomplishing ones’ goals… has to be tied to a goal”
  • Critical Life Skill Five: Learn to initiate face-to-face relationships to join a group and make a new friend
    • “Learning to initiate talking to people we don’t know is a super important skill. Life is about group work and being able to relate to others out there.”
    • “Many students have not developed relationships on campus or in the workplace; some kids can go their entire school life without making their own friends.”
    • 6 Levels of the Friendship Pyramid- from friendly to friendship- Think Social Publishing

 

More resources are avaIilable on the socially thinking website www.sociallythinking.com with online trainings and publications written by Michelle Garcia Winner and her colleagues.

 

 

 

Incorporating Masks in the Educational Lives of our Exceptional Students

by Raymond T. Heipp. Ph.D.

The 2019-20 school year ended in the most unique manner possible. As we look toward the 2020-21 school year, we see more things we have never encountered becoming a norm in the daily lives of our students. Masks are going to be one of those “new norms” for most of our student population.  Although we would like to believe that adherence to this would be as simple as saying, “wear your mask,” we know that there are many other realities we are going to face when working with our exceptional students.

We begin this discussion on masks with a couple of specific ground rules. First, we are going to be sticking with researched facts from groups like the American Academy of Pediatrics, the Center for Disease Control, along with research from teams at recognized institutions like Johns Hopkins University and the Cleveland Clinic. One of the reasons for this is that groups are taking decontextualized facts and creating stories around them, confusing the general public. One such current example is the notion floating around on social media that masks create higher levels of Carbon Dioxide intake leading to other significant health issues or CO2 intoxication. Those statements are not true. In fact, the World Health Organization has already presented their statement on this, “the prolonged use of medical masks can be uncomfortable, however, it does not lead to CO2 intoxication nor oxygen deficiency.”  Although some of those videos come from “experts,” please realize that doctors, nurses, and researchers wear masks, including surgical masks like the ones I will describe below, every day for prolonged periods. 

Our next foundational point is that the overall health of both the students and staff are of the utmost importance. The overall health that is often overlooked by the outside world for our exceptional students is the mental health aspect. This is another reason why groups like the American Academy of Pediatrics have put forth guidelines for the potential reopening of school buildings. I personally have read some very well-crafted pieces by individuals whose concern is the physical health of the students.  However, they either ignore or brush over the importance of the mental health side too. For some of our exceptional individuals, returning to the disinfected and safety-conscious classroom will decrease their anxiety levels and potentially reduce higher rates of escalations which have been reported by some home environments. It is a delicate balance, but one that must be reviewed as part of the whole plan.

With those aspects in mind, we look how many states that have already put forth guidelines for returning have included the use of masks. Some of these states, like Ohio, have also added a provision where it is acceptable to use a medical face shield. So how do we do this and how do we enforce it with our students? The first thing we must determine is what will work best for each of our exceptional students. Remember, they are on Individualized Education Plans for a reason and their learning needs to be tailored to them directly. The use of either a mask or shield is going to be determined by a couple of things. First, what are their sensory needs? It is great news when an individual is able to simply put on a mask and use it. For some individuals, they might need to have a mask extender, or strap, that fits on the mask loops so that the loops don’t rest on their ears.

If we are able to have them wear masks, then we need to look at what kind of mask is the best for them. We hear a lot about N95 respirator masks, as those are the ones which most professionals use. These are more expensive and are not necessarily the best option for our students in the classroom. Classroom use and interactions with others within that monitored environment suggest the use of more of the basic and well-know surgical masks. Pricing on these is more reasonable now that most of the sales surge for them is slightly on the down. These masks provide the same level of filtered breathing that works well for classroom environments. We do need to remember that these masks need to be replaced on a regular basis. Both styles of masks add a strong level of protection against viruses entering and exiting through the nose and mouth. Cloth masks also offer protection, but at a lesser level. The critical thing to remember about using a cloth mask is that they need to be washed on a daily basis. Who is doing that washing, school or home? How do we know that it is getting done? If we have the answers to these questions, and the student is good with wearing this type of mask, it can be a positive long-term solution.

For some individuals, the inability to see the mouths and lips of another move creates comprehension problems.  So we want to identify those situations where it is beneficial to use clear masks.  These masks are excellent to use when working with the deaf or hard of hearing populations.  They also work well for some individuals on the autism spectrum, with Down Syndrome, or with other intellectual issues where seeing the mouth move aids in understanding.  Speech Therapists also want to be aware that these masks offer the ability for their students to see their mouths move.

Face shields can also be beneficial here. Is a face shield going to be something that an individual can wear? There are two types of face shields available. The first type can be reused, and the second, and less expensive, is meant to be worn only once. The reusable ones offer the individual the opportunity to see everything around them and not have any restrictions felt on the lower face. The research, tracing back to a 2014 study by Lindley et al., points to the fact that a face shield will protect the mouth, nose, and eyes from any droplets that have been sneezed or coughed on with a 96% level of effectiveness from 18 inches away. This study does indicate that the face shield can be effective when exposed to droplets from the front at longer distances too. Dr. Amesh Adalja from Johns Hopkins University and Dr. Frank Esper from the Cleveland Clinic see many advantages to face shield usage in the future. 

The CDC cautions that studies up to this point on face shields have been limited and is why they have not given them a full endorsement. Plus, another point to consider with our exceptional students is that these may need to be cleaned on a regular basis throughout the day. The shields would have to be removed from the head, wiped down, and then replaced. This activity could be disruptive to the individual and may need to be trialed out to see which equipment might best suit the individual’s needs.  For some cases, the face shield may be the perfect alternative.

How do we encourage our students to wear masks? The best example I have seen is to use some mascot as the classroom example. I have asked my good friend Lambykins to pose for you as an example. Have the students begin practicing with a mask here in the summer! Start by having them place the mask on something else, like a stuffed animal and have the individuals around them wearing masks as well to be a model for them.  The more we can acclimate them now, the easier it will be in the fall. 

We want our exceptional students to succeed! Giving them the skill of wearing a mask or a shield will be helpful for their lives. It also might prepare them if they ever have to go into a hospital or need to wear a mask for some other health reason. By beginning to work with them and their caregivers now, along with recognizing that we may need to try some different alternatives until we get the “right” one, we will protect their overall health and get them back into a safe and secure learning environment!

Lambykins modeling the proper way to use a mask!

Has COVID-19 Changed Your Daily Life?

By Gabe Ryan, School Health Blog Writer & Contributor

Has COVID-19 changed your daily life? The degree of change is different for everyone! When the news first started building that more and more cases of COVID-19 were being confirmed across the country, I wondered at what point I’d hear of towns or counties being affected near me. About a week later, I was sitting in a parking lot waiting to go into an appointment and a news alert came across my phone. The County Superintendent of Schools was holding a press conference about a local high school basketball team, ranked 6th in the state, that would not be playing in an upcoming tournament game due to concerns over COVID-19. This was very upsetting for the players and parents, as many college scouts were expected to be in attendance. At the time, there were no closures and no confirmed cases for the virus at that school. The state guidance had just been released and schools were grappling with how to keep students safe. Similar stories swept the nation, as all communities tried to sort through the massive amount of information, guidance, and opinions.

It was not too long after that press conference that there was an increase in identified cases of the virus in the state and a statewide stay-at-home order was issued for California. We have now spent almost three months under a stay-at-home order. The numbers of people locally who have been sick or have died from this virus have not been as staggering as other cities and regions. I fall into a high-risk category with a pre-existing condition, and because of this I have limited my exposure to others throughout these last few months.

At first, I was glued to television, social media, and radio trying to understand the impact and how all this information would relate to me. As the weeks progressed, I tried different ways to approach everyday activities related to well-being, safety, and preparedness. Here are a few examples from my personal experience during the last few months:

  • I have always attended medical appointments in person. With appointments being canceled at clinics, I was offered a Teledoc appointment with my Sports Medicine physician. This was a first for me, it was easy to use and something I could do independently on an iPad.
  • Instead of attending weekly in-person Physical Therapy appointments, my therapist emailed a home program with video and picture examples that I could independently follow for flexibility and strength training.
  • Rearranging my workspace location helped to minimize distractions, improve focus, and have a little more natural light. I even added a plant!
  • Stayed in touch with friends and family through video calls and texting, since we were not able to meet up in person.
  • I have learned how to order groceries online for pick-up at my local store. This was a much better option for me than early store hours, waiting in line, constantly changing rules for entrance, and racing others to the toilet paper aisle.
  • Making sure to get outside a little each day, either rolling along on the bike trail or just sitting outside in the sun for a while. Staying hydrated with the Giraffe water bottle and listening to music.
  • Generally, I already prefer to keep a routine, but with family working from home and everyone’s schedule shifting, I learned to be a bit more flexible all around.
  • Luckily, the care providers I rely on for support are considered “essential workers” in our state, this certainly made changes to everyday activities a little smoother.
  • Through doing research online, I have found and tried new lunch and dinner recipes with my family. I also learned I am able to operate the touch button coffee grinder.
  • Many agencies that offered presentations in-person, switched to offer virtual mode, and waived the cost. I enrolled in online webinars and short trainings. There have been amazing resources made available online from virtual tours of museums and landmarks, group discussions, all kinds of learning resources for teachers, parents, and students.
  • Having a few extra supplies on hand is helpful in case of emergency. It is often suggested to keep a small amount of cash on hand for emergencies, however several businesses around me, were not accepting cash these last few months. Having an alternate payment method is a good addition to your preparedness list.

I have missed meeting up with my friends and family in-person, going out to eat, in-store shopping, participating in events and traveling to conferences and meetings, and being out in the community in general. In fact, I had tickets to attend my first hockey game with accessible seats, my whole family planned to attend, then the National Hockey League cancelled all games. This uncertain time has certainly had its challenges, but I have learned some new skills and approaches that I will be able to use long after the stay-at-home orders are lifted.

The degree of change is different for everyone, from challenges they have faced to new solutions discovered. We have all had an opportunity to look at things from a whole different perspective.

Looking at Mental and Physical Health for our Exceptional Individuals

by Raymond T. Heipp. Ph.D.


As we look ahead toward the re-opening of school buildings and a return to face-to-face education, we will begin to see additional activities like forehead scans for fever, hand sanitizer or washing hands requirements, and the wearing of masks. While those will be important as we seek to regain healthy physical environments, we cannot forget what lies behind those masks; the individual and their mental health!

I can only share what I have experienced, heard from professionals in the field, or read in respectable articles. Anxiety rates, depression, and escalations have increased drastically. As neuro-typical adults, we have probably felt this anxiety during this time. A dear friend of mine who is a doctor on the front line with a teen who has some physical issues shared with me that the anxiety levels in her house are through the roof. Ironically, the major source of the anxiety there is from her husband who is worried for her well-being, his daughter’s well-being, and what this will mean for their family in the future. Their daughter has picked up on the worrying and has found her anxiety levels increased simply on account of that. However, she can actually process those feelings and express her concern to both her parents. What about those individuals who, after picking up anxiety from those around them, cannot process those feelings, express them, or even have someone with whom they can share them?

As we move into our next phase of life after this pandemic, we must keep the mental health of our exceptional individuals in mind. It will not be as simple as saying that “they will be back in school, so it will be normal.” It will not return to any sense of normalcy immediately. We need to understand that while we broke routines in shifting from face-to-face learning to virtual learning, we will also be breaking a newer routine of the virtual as we return to face-to-face learning. Add to that the fact that face-to-face learning may be adjusted to meet safety and health recommendations and may not be easily understood for some individuals. What happens when we cannot have lunch with our friends? What happens when courses like adapted physical education are changed or postponed to another semester? What happens when therapy time becomes a unique hybrid of face-to-face and virtual to protect against issues like this happening in the future? These are all events that can begin to heighten anxiety levels even after the return to a school building.

So what can we do? First, we must not live in denial. This pandemic, no matter what the news agencies state, caused a major disruption in learning. The shattering of the educational routine is something that is real and must be addressed and supported upon our return to the classroom. How can we do this? Look at ways of making learning a holistic process. Learning must become an area where we are not simply learning our numbers or letters. We need to take a look at how we can create lessons based on the individual needs and levels of our exceptional individuals that can be easily applied in multiple environments. What does that mean? Let’s break out just couple of areas here. Communication skills need to be presented in a way that can move the lessons to wherever the individual is located. SLPs can augment their face-to-face time with virtual sessions in school to make that transition to the home environment easier during a time of illness or day away from the building. Washing hands is something that should have a set routine which is followed everywhere. Even bus rides should have routines built in that demonstrate learning can take place in alternate locations. Thus, we must redefine routine to make it something which focuses around the individual, not the location.

Next, we must be aware of the need for some of our exceptional individuals, as well as some neuro-typical students, to have time and space to get away. Sensory rooms or spaces, and sensory items like socially and educationally-appropriate fidgets need to become acceptable and a new norm within schools and even workplaces. We need to work with all individuals and teach a level of understanding and tolerance for those who do not process anxiety easily. How do we make our learning environments more sensory-friendly? How do we as educators, especially in inclusive classrooms, move beyond the idea of “back in my day we….” and into an era where sensory breaks are part of the curriculum? Those are issues that are not pedagogical in nature. Those are issues that are directly related to mental well-being. If we are truly educating our students to become the best they can be, then we must give them the tools to deal with further anxiety in society. We need to be aware that the statement “I am getting them ready for the real world” in not allowing for sensory release is not factual. Instead, the truth of it lies in the fact that it is simply modeling what society is seeing in the “real world” and not doing anything to prepare for it. True preparation for dealing with that “real world anxiety” would include techniques for dealing with it; like sensory breaks, yoga, and meditation.

Finally, we need to understand that for some of our exceptional individuals, this is an event which will never fade from their memories. The actual trauma they may have experienced in this utter disruption of their lives will be similar to individuals who suffer from any level of PTSD. Please remember that PTSD is not strictly related to the military. In actuality, any major trauma can bring about its onset. We need to be conscious of this as our exceptional individuals return. We also must be supporting ourselves in this as we, too, have experienced the trauma of this pandemic at different levels. Thus, the best way for us to get ready to help our exceptional individuals is to make sure that we are supporting ourselves. Take time to center yourself each day. Find some time for you to relax and process all of this internally. Find some activity to bring you to a point of peace from which you can continue to make a difference in the lives of these individuals.

I thank you for all that you have done, are currently doing, and will continue to do. You, like our doctors and nurses, are on the front lines of life! We at School Health will be doing what we can to support you too. I am excited to announce two upcoming ways of us assisting you. First, we will be releasing a new video series at the end of this month. At the time of this blog, 15,000 of you had viewed our first series which focused on Working with Our Exceptional Individuals during the COVID-19 Pandemic. Our upcoming series is going to focus on Creating a Holistic Transitioning Model. We will be looking at changing our perceptions of transitioning from a linear to a holistic format; what that means and how we can do it effectively. I am also pleased to share with you that we will be hosting a webinar in August as we are returning to school buildings. This webinar is going to focus on the topic of anxiety and what our students will be facing as they re-enter school. Our guest speaker will be Dr. Maria Frankland from the University of Maine. Please stay tuned for specific information about that.

As always, please feel free to reach out to me with any questions at rheipp@schoolhealth.com. We are all in this together and will come out of this time stronger than ever!

Product Review: Giraffe Bottle Handsfree Drinking System

by Gabriel Ryan


GabeGiraffeMany people struggle to drink enough water each day. What if I told you I’ve recently increased my water intake by 60% just by trying out a different water bottle? Getting the right amount of water can be especially challenging for those who cannot reach or hold a water bottle easily.

Whether you are generally healthy or have any health conditions, without water, we run the risk of dehydration.  In a Harvard Health Publishing article, by Heidi Godman, titled “How much water should you drink” published 2016, updated 2018. The question is posed, “How much water a day should you drink?” the answer, according to Dr. Julian Seifter, Senior Advisor at Harvard Medical School, “There's no one-size-fits-all answer…water intake must be individualized, and you should check with your doctor to be sure you're getting the right amount.”

Like many people, I carry a water bottle every day. My favorite water bottle for many years has been the CamelBak 0.75L and the smaller version 0.4L. I like the silicone bite valve, multiple clear colors, durable design, and cap with the loop to cli it to my bag. I have found that the larger bottle is a bit too heavy for me to lift when full. The smaller bottle, I can easily hold but I drink it so quickly I am having to refill it often. Together with my family we ingeniously came up with a small bungee cord that could attach to the cap loop in case the bottle slid off my wheelchair tray or out of grip. Those of you who have had this happen while traveling in the car know all too well how frustrating it is to have your drink roll around the floor of the vehicle out of your reach until you get to your destination.

Giraffe BottleWhile attending the ATIA Conference in Florida earlier this year with the School Health Team, I learned about the Giraffe Bottle Handsfree Drinking System.  As mentioned in their resource material, “The Giraffe Bottle Hands Free Drinking System allows users with various abilities to stay hydrated. The system is designed to be flexible and easy to use. The solution is great for desks, wheelchairs, beds, tables, and more. Helps people with disabilities, injuries, or other conditions including CP (cerebral palsy) or MS (multiple sclerosis). Hydration is important to your body, heart, brain, and muscles. And depending on your mobility, getting a drink isn’t always an easy task. That’s where the Giraffe Bottle Hands Free Drinking solution comes in. The Giraffe Bottle provides the user with another level of independence and it also frees up the parent or caregiver.”

I’ve used a similar product with a flexible neck in the past, and although I liked the flexibility, the bottle was not clear and drinking tube not soft, so I discontinued use.  The Giraffe Bottle caught my eye right away with its flexible neck, clear bottle and soft drinking tube!  I decided to purchase one and give it a try.

Some of the key features and options when purchasing are:

  • The ModularHose neck is available in six lengths ranging from 9 inches to 36 inches, with an included drinking tube, valve and cleaning brush.

  • The 750ml bottle is clear with volume marking on the side and comes with a lid, cap and seal.

  • Replacement parts are individually sold. As you need to replace parts you can purchase just the pieces you need.


When my purchase arrived, I was able to use this product right out of the box, there was minimal assembly.  I purchased a modular bottle holder as well but so far; I have preferred keeping the bottle in the mesh side pocket of my backpack which is attached to the back of my wheelchair. (I’ll have to spend more time with the holders and attachments and review those in a future blog.)

My favorite features of this bottle are:

  • I have increased my water intake by 60% because I can independently give myself a drink whenever I want to. No more water bottles sliding away out of reach.

  • The modular neck is easy to reach and adjusts exactly where I want to position it and I can swing it away when not in use.

  • The bottle is 750ml which means I can go a longer time without needing assistance with a refill. The clear bottle lets me easily see the contents without removing the lid to peer inside.

  • The tubing is flexible, small, and soft. It is comfortable to drink from.

  • The special valve attached to the drinking tube- after your first drink following a bottle refill, you don’t have to sip on the drinking tube with enough suction to get the liquid from the bottle all the way through the tube to your mouth each time, the liquid stays in the tube near the opening, ready for you to drink.


One of my favorite features, the special valve, does have a minor drawback. I found that it is important to keep the end of the tube you drink from upright so that the water doesn’t spill out on its own. I also found that I have gotten splashed in the face by small amounts of water if the tube is bumped. I have a good sense of humor and it doesn’t bother me too much, but those sensitive to water splashed on them would want to make sure they keep that in mind.

This is a great product for those looking to increase hydration more independently. I have enjoyed using it and have received many compliments and questions about it in my travels. Stick your neck out and purchase a Giraffe Bottle today!

Choosing the Appropriate Fidget

by Terri Griffin


The change in learning environment can cause anxiety and distraction. Fidgets are an easy way to help learners and first-time teachers at home stay focused and on track, even (especially) when tasks seem dull, tedious, or boring.

Research shows that physical activity — even a little foot-tapping or gum chewing — increases levels of the neurotransmitters in the brain that control focus and attention. A subtle fidget tool may help block out distractions, fight boredom, and increase productivity.

People on the autism spectrum may find using fidget tools soothing and calming as the tools help them meet their sensory needs. For people with ADHD, the tools can provide a movement outlet that allows them to focus and concentrate better. Some people with anxiety may also benefit from using fidget tools.

The purpose of a fidget is to act as a sensory filter. It is a tool that can help with self-regulation, attention, and calming.  It is not a toy.  The wrong fidget, or a fidget used the wrong way, can end up being distracting or disruptive, the opposite of the desired effect.

Fidgeting must be deliberate to be effective. Intentional fidgets allow you to self-regulate in a controlled, constructive fashion. An effective fidget doesn’t distract from the primary task because it is something that the user doesn’t have to think about. It provides an activity that uses a sense other than the one required for the primary task. For example, a quiet manipulative using the hands while looking at or listening to the teacher can help promote increased focus.

Fidget tools should be used intermittently. People can become desensitized to the sensory benefits of an object, so use it for short periods at times when concentration is most needed or swap between fidgets over the course of the day.  When not in use, fidget tools should be kept out of sight.

Fidget tools come in a wide array of shapes, sizes, colors, and materials. Not every fidget will work for every person. Different types of fidgets can meet different sensory needs. There is no one size fits all sensory fidget.

Many different items can be used as a fidget tool. They do not need to be expensive or even something purchased. Sometimes people find something as simple as a small piece of soft material.  What matters is to find a tool that works for the individual person.

Along with being quiet and safe, what makes a good fidget tool?

  • Can be used without causing distraction to the user or others around them

  • Can be used without looking, so the user can focus on the task or lesson

  • Meets the user’s sensory needs (e.g., texture, shape, sensation)

  • Fits the user’s physical abilities (in particular, motor skills and hand strength)


Some things to consider for choosing an appropriate fidget for your needs.

Who – Consider who will be using the fidget.  Do they crave or dislike certain textures? Do they like to pull or pinch or squeeze? Do they crave pressure or proprioceptive input? How much strength do they have to manipulate a fidget? Is the person an oral seeker – are they likely to chew and bite it?

Material – Fidgets are made in in a variety of material. Plastic, metal, rubber, stone, and latex components can create items that feel soft, squishy, hard, wiry, or malleable.

Motion – Some people are drawn to a fidget because of the motion used to manipulate it. Consider what form of movement is most soothing — stretching, twisting, flexing, building, spinning, shaping, clicking, etc.

Size – Many fidgeters like to keep something in a pocket, so that it is easily transported, discreet, and can be used without anyone seeing. Small fidgets can also be ideal for one-handed use and finger-tip manipulation. However, items that are a bit larger and chunkier can feel more substantial and engage more muscles and more parts of the brain.

Appearance – Even though fidgeting is primarily a tactile experience, what it looks like can matter. Some fidgeters are drawn to playful colors, looks, and shapes. Because memory and recall have been shown to improve when more areas of the brain are activated, additional stimulus created by the visual, auditory, and emotional experience of using a fidget tool is likely to have a positive impact.

Durability – Many fidget tools are fairly inexpensive and vary in durability and washability. Hard plastic and metal are likely to stand the test of time. Rubbery or gel-filled items tend to pick up more dirt and can be more difficult to clean.

Weight – Some fidget users prefer items that have a little heft or weight. Of course, they should not be too heavy or cumbersome.

Understanding the variety of sensory needs can help find the tools or resources that would be best for each individual. You may want to try a few to figure out which tools best help with calm and focus.

Stimming

Stimming, short for Self-Stimulation, refers to self-soothing behaviors. For those who find repetitive motions to be calming, these fidget tools might be good choices: TanglesLoopezGyrobiSwingOssensory stonesmarble BoinksDimplpencil topper fidgetsthinking putty

Tactile

Some with SPD find certain textures particularly soothing. Several fidget tools offer interesting tactile experiences. Here are some examples: Tangle Therapyspaghetti ballstextured sensory rulerVelcro stripssensory stonesfidget ballspencil gripsAku ring

Fine Motor

Fidget tools can also help build fine motor skills, strengthen finger muscles, and help develop eye-hand coordination.  These are some fidgets that provide dual benefits: LoopezGyrobiCaterpinchTwisterssqueeze fidgetsthinking puttypencil grips

Sources:

Claflin, Carol, PhD. “The Benefits of Fidget Tools: What Research Says About ADHD AND SPD.” Retrieved from https://therapyshoppe.com/therapists-corner/117-the-benefits-of-fidget-tools

Grogan, Alisha MOT, OTR/L. “The Quintessential Guide to Fidgets for Kids.” Retrieved from

https://yourkidstable.com/fidgets-for-kids/

Griffin, Kim, OT. “Top Five Tips for Choosing Fidget Toys at Home and School.” Retrieved from

https://www.griffinot.com/top-five-tips-fidget-toys/

Isbister, Katherine. “Fidget toys aren’t just hype.” Scientific American: The conversation. Retrieved from https://www.scientificamerican.com/article/fidget-toys-arent-just-hype

WorkSMART Blog. ”Finding the Best Fidget Toy.” Retrieved from http://blog.trainerswarehouse.com/finding-best-fidget-toy

WorkSMART Blog. “Finding the Right Fidget for Any Sensory Diet.” Retrieved from

http://blog.trainerswarehouse.com/finding-the-right-fidget-for-any-sensory-diet-adhd-and-more

Rotz, Ronald, PhD & Wright, Sarah. “The body-brain connection: How fidgeting sharpens focus.” Retrieved from https://www.additudemag.com/focus-factors

The Efficacy of Fidget Toys in School Settings for Children with Attention Difficulties and Hyperactivity

https://digitalcommons.ithaca.edu/cgi/viewcontent.cgi?article=1329&context=ic_theses

Mennillo, Michelle. “Stop touching things! The role of fidget toys” http://occupationaltherapychildren.com.au/stop-touching-things-the-role-of-fidget-toys

Stalvey Sheryl and Brasell, Heather. “Using Stress Balls to Focus the Attention of Sixth-Grade Learners.” The Journal of At-Risk Issues. Retrieved from https://files.eric.ed.gov/fulltext/EJ853381.pdf

Rohrberger, Amanda. “The Efficacy of Fidget Toys in a School Setting for Children with Attention Difficulties and Hyperactivity.” Ithaca College Theses.

https://digitalcommons.ithaca.edu/cgi/viewcontent.cgi?article=1329&context=ic_theses

American Occupational Therapy Association. Fact sheet: Occupational therapy using a sensory integration-based approach with adult populations. Retrieved from https://www.aota.org/About-Occupational-Therapy/Professionals/HW/Using-Sensory-Integration-Based-Approach-With-Adult-Populations.aspx

Working with Our Exceptional Students during the COVID-19 Pandemic

by Raymond T. Heipp. Ph.D.


In 1951, a short story appeared in a children’s magazine, Boys and Girls Page, called, “The Fun They Had.” It was written by an author named Isaac Asimov who would later become one of the most distinguished science fiction writers of the 20th century. The premise of the story was that by the year 2157, all schooling would be done in the homes by computerized teachers. The young protagonists of the story find a real book in their attic and begin to wonder about what it must have been like to attend school with other students. Almost seventy years later, the idea of schooling done at home through a computer has come to the forefront due to the COVID-19 pandemic.

I write this to you during the first day of “lockdown” in Ohio. We have already seen our schools move to an online format. Many districts and almost all universities have already begun to announce that the semester will continue without further face-to-face classes. Other states, like Kansas, are moving towards this same online-teaching format for all schools. In speaking with educational leaders throughout the country, the conservative expectation is that over 80% of schooling during the 2019-2020 school year will be completed as such.

What does this mean for our exceptional students? It means that there is going to be a change in routine which may create some issues for them. The first thing to remember is that scheduling is very important in a student’s routine. It’s a good idea to take a look at the structure of their day and try to keep it as similar to their regular school day as possible. The second thing is to realize that services must continue for them in a differentiated format. The Office of Civil Rights put out a letter describing this mandate here: https://www2.ed.gov/about/offices/list/ocr/newsroom.html. On that page, they also have a link to the US Department of Education’s Information page regarding coronavirus here: https://www.ed.gov/coronavirus?src=feature. Please stay abreast of the fact that we must continue the education of our students and that this situation is dictating changes in our sharing of information with all students.

As many of you teachers are moving into online teaching, I understand you are not sure where to start.  Right now, I have seen everything from teachers sending notes and quizzes via email, to those who have taken advantage of products like Zoom, Skype, Google Classroom, and Blackboard to keep learning going in as close to a typical situation as possible.  For those of you who do not know where to start, Dr. Kelly Grillo from the Council for Exceptional Children conducted a fantastic webinar last Thursday. You can check it out here: https://www.cec.sped.org/Tools-and-Resources/Resources-for-Teaching-Remotely.  Please also check out their resource listing as they have the most up-to-date listings of resources, especially those which are at no cost now to you or the schools.

I have also done several things in order to best assist us through this transition.  First, if you are on Twitter, please feel free to follow me @DrSmartEd as I am reviewing and retweeting ideas and other resources as I find and review them. I am also creating a video series on “Working with Our Exceptional Individuals During the COVID-19 Pandemic” on the School Health YouTube Channel: https://www.youtube.com/playlist?list=PL1hxoeTdARrPewCfsKbJ2IpDU_OZYqd73. This video series discusses what we can be doing at home and during preparation. It highlights activities that can be done with household items as well as items which may either be lying around the school and accessible to parents or guardians in the home environment. I am discussing what others have shared with me and trying to give an overall view of how we can make this as effective as possible for all of our students. I am also going to be adding to my blog output which you have linked to here at: https://www.schoolhealth.com/blog/addressing-the-coronavirus-with-our-exceptional-individuals/.

Two things are of the utmost importance to remember when you are designing online lessons. First, communication is critical! You must be overly explicit in directions to the students and to the parents/guardians who are working with the students. This is important for two reasons. The first reason is what one might expect, clear communication will lead to the lesson or activity being done correctly the first time. It will be able to be completed without the need for continued questioning during any of the parts of the activity. The second reason is to create a structure around the lesson or activity, thereby creating a sense of security in the minds of both the student and the guide. We are all highly anxious and stressed right now. Explicit communication helps! If it is permitted by your district, phone calls or even video connections add another layer of psychological comfort to this situation.

Second, you want to be as understanding and caring as possible. Many of our exceptional students will be overly needy and seeking attention during this time. Many people are exuding feelings of stress and those feelings are not easily understood by those with exceptionalities. As we work with our exceptional individuals, it is important to be patient during this unique and difficult situation. The first person to be patient with is yourself! We are in uncharted territory here and there is no absolute right or wrong way of doing things. Have faith in your own teaching abilities and interact with your students how you believe it is best to interact with them, following the health guidelines designed by your state and educational guidelines set up by your district.

Use any and all resources at your disposal.  If you have questions, please reach out to me at rheipp@schoolhealth.com and I will respond. Don’t forget to check out the video series too.

We will get through this together and be even stronger in our educational ways!

Addressing the Coronavirus with our Exceptional Individuals

by Raymond T. Heipp. Ph.D.


The Coronavirus epidemic has flooded our airwaves and rightly so. We must be prepared for any type of virus which could create any type of sickness, let alone one potentially leading to death. I have had a number of individuals reach out to me and ask what is the best way to work with our exceptional individuals to warn them of this and get them to take positive action, without creating undue stress and fear. This really requires us to know the individuals with whom we are dealing and use it as a learning tool that can carry into other aspects of life.

The first thing we need to do is discuss how to stay healthy. Daily activities like washing hands thoroughly, sneezing or coughing into a facial tissue or elbow if a facial tissue is not easily available are two things to begin to review. Explain how diseases can be carried through the air and on surfaces. But, by properly washing hands, we reduce the number of germs on them. By sneezing or coughing into a facial tissue or elbow, we are making sure not to spread germs toward others.  After the sneeze, we need to wash our hands too. Discuss how hospital masks can be something which helps to reduce the germs coming in or out, but we still need to make sure our hands are clean. Also consider an alcohol-free foaming hand-sanitizer when hand washing is not possible.

Bring up how to properly clean our areas too. This is an excellent opportunity to establish a purpose behind why we put away our things, wipe down tables and trays, and throw away our trash. For those wondering, I highly recommend moving away from bleach-based wipes. Bleach leaves a residue which can be problematic for those who like to touch and put their hands or other objects into their mouths. It also has a distinct odor which can cause issues for some with sensory processing issues. So what is good to use? I am a big proponent of Clorox Hydrogen-Peroxide Disinfectants. They work as well as the bleach wipes, but address the two issues above with high success. Some use peroxide to clean and whiten teeth, so that concern is eliminated.  The scent issue is almost non-existent. Ironically, if you use Lysol Disinfectant Spray or products, you will see that one of the germs it works on is human coronavirus. The current outbreak is related to that and more severe, but we know that the folks at Lysol were doing their due diligence!

Several groups have been concerned about the anxiety associated with talking about death and viruses. First, you know the cognitive level of the individuals with whom you are working. If they are of moderate to higher cognitive levels, then share the news exactly as it is with them. There have been deaths associated with this and it is right for them to know. For those individuals of lower cognitive functioning, explain that one needs to be careful and take care of his/herself or bad things can happen. We know that some individuals may not understand the differences between various illnesses and we do not want them to get over-anxious anytime he/she has a cold. Explain that not all sicknesses lead to death. By taking proper care of oneself, one can stay as healthy as possible.

The next thing we want to discuss with them is healthy eating. Not all of our exceptional individuals will be taking vitamins as a supplement to their food. Thus, we need to emphasize eating as healthy as possible. Again, you know the individuals with whom you work the best. There are going to be situations where highly processed foods are the only choices available to these individuals. So discuss things like having a bowl of cereal or a slice of bread/toast in the morning. As the basis for this discussion, use the idea that eating in a healthy way helps to fend off colds. Make the adjustments you need to make to your discussions taking into account the individuals in front of you. If you think it’s appropriate, share what you eat and why.

Dressing appropriately is also another topic to bring up here. Again, relate it directly to your individuals. There may be some who do not have coats, gloves, or hats. If that is the case, maybe see what is in the school or institutions lost and found and share with these individuals if possible. Some of our individuals may not be able to dress themselves, but that does not mean that they should not hear this discussion. They need to be included so that they might have the ability for self-advocacy later in life.

The next item to consider bringing into these lessons is Emergency Preparedness. Start with what do you do if someone gets sick in the class? Discuss and create in a visual chart how to move and where to go. Keep it simple in the way the individual flow will go if someone does get sick. Let everyone in the class know that it does happen. You can also expand that to other emergency situations. Let them know what to do if you have external issues like a fire or tornado. It is again essential to have visual cues as to where to go if these situations occur. If you have an individual who would need to use something like an evacuation chair, like the EvacuaSafe Excel, teach the individuals to stay out of its way and let them know that it is for a specific individual. It is not a toy and is only used for safety purposes.

Basically, we are reminding our individuals of how to live a healthy lifestyle and complete certain hygienic daily activities. We are using the current events in an open and honest way to reinforce the importance of these daily health activities. Yet, we are not going immediately to the “do this or die” mentality that I have heard some in the public forum suggest. We are also using this as an opportunity to review emergency procedures. Having plans like this reviewed is important for all individuals. We are not avoiding the issue; rather, we are using it as a learning tool. Our exceptional students may be getting a lot of their “worldly” information from online sources. We need to recognize that fear and anxiety can form quickly when these sources are the basis for interpretation of global issues. Being cognizant of this and working to explain things in an applicable way can move to decrease irrational escalations. This event also gives us the opportunity to create those visual maps and plans that are good for all in the time of any emergency.

Finally, invite the school nurse in as a guest speaker. Have her speak about how to stay healthy. Let our exceptional students see that school nurse as a leader in health and wellness, not just someone you see when you are sick. When we approach this epidemic in a balanced manner, addressing the specific needs of our population at a level they can understand, we create the ability for them to live the best life they can!

Reviewing ATIA 2020

by Raymond T. Heipp. Ph.D.


We have just returned from ATIA 2020 in Orlando! I have been attending and speaking at this Conference for the better part of a decade now, and I firmly believe that this was one of the best we have seen in many years. There were some consistent themes that ran through the conference and I wanted to share a few highlights with you.

First, thanks to social media and digital methods of communication, we saw a number of sessions occur during lunch breaks and immediately after the final presentations where individuals could gather based on topic, region, or group. ATIA’s sessions book up quickly with excellent presentations and presenters. That means our days get packed with information. What about those topics that were not addressed?  These informal sessions add another depth to what we can gain from gathering for ATIA. I also appreciate the fact that groups like the AT Makers and others can find times when they can gather and share ideas. This is a way to have our weekly or monthly chats be taken to another level. It also provides an opportunity to better understand the needs of each of our schools or centers in an effort to relate how various activities might or might not work for us.

I was thrilled by the number of people with whom I spoke regarding adults; both transitioning out of the school and into the workplace and at home. Adults with differing abilities are so often overlooked by the general public; yet they have so much to offer. There are a number of ways to make current workplaces accessible for our adults. We are already seeing a concentrated movement on the part of colleges and universities to better meet the needs of college ready students. Let’s step up that movement into adults.  There are a number of both software and hardware products that can easily adapt a workplace or collegiate environment.  Software like Read&Write and ClaroRead Pro do a great job of granting better access. Devices like the C-Pen, LiveScribe Pen, and Glassouse create a deeper layer of access and information gathering, while not appearing child-like. Even the specialized placement of TalkingBrix2 can give feedback necessary for doing and completing a job. We MUST NOT forget our adults and widen the understanding of businesses to the talents which they can bring to any company when given a chance.

Closed captioning for those with auditory issues and greater access to reading for those with visual impairments were other hot topics with many at the show. Part of creating access is to remember to have all the bases covered in what access actually means. Those of you designing websites need to remember to add closed captioning to videos you post. I saw some great new embossers which created smooth and complete braille documents; especially the ViewPlus ones.

As for newer products here in the US which impressed me, there were a couple which were of note. Abilia has a neat device called the MEMO Timer which is a personalized timer that can be carried or worn. It uses the idea of vertical timing with colors to provide the user with quick feedback. I also like that it can be used for anyone completing activities, and not just students. It is not yet available in the US, but that is being worked on now! Ablenet also demonstrated some of their newer versions of devices like the SuperTalker FT and the iTalk4. I love the fact that Ablenet is already creating their switches from earth-friendly materials so that they can be recycled. They are definitely ahead of the game there!

The biggest impression on me came from my friends at BJLive! Their sensory experience is amazing. They are redefining the idea of sensory room or sensory space and making it come alive for ALL age levels and locations. They are just beginning to introduce their concepts here into the US, and I will keep everyone posted on that. The applications of this are mind-boggling! They also have a new visual timer called the Resettea - it is pragmatic, researched, and has the high level of quality I have come to expect from them.

In all, this was an exciting conference and a great way to start the new year! I will be sharing other thoughts and insights with you along the way. Now I am off to CEC. If you have any questions, please feel free to contact me at rheipp@schoolhealth.com.

 

A 2020 Re-Vision for Special Education

by Raymond T. Heipp. Ph.D.


Back in the 1990s, I recall speaking at a seminar with a number of school leaders. I was asked to speak on how my school was dealing with the rise of students with ADD (we were just beginning to see ADHD in medical reviews) and how we dealt with them in “standard” classrooms as “inclusion” was not a term being used. One of the other speakers was speaking about working with students as a whole and posed this question, “What if we taught every student as though they had an IEP?”

That question created mass panic to the attendees at that time. They were picturing the fact that each student would have a paper IEP and that they would have either a class of 30 students with IEPs at the elementary level or 5 classes of 30 students with IEPs at the middle and high school levels. That was not what the speaker was intoning. Rather, he was speaking about the approach to teaching by taking into account each student’s abilities along with the class material.

A few years later, I would have the opportunity to discuss the work of the late Dr. Gregory Knittel with him where he focused on the decision-making process of master teachers in classes. Dr. Knittel found that a Master Teacher makes a formal decision about once every 30 seconds in a class. Those decisions focused on the students and how they are interacting with the material. A Master Teacher was keeping in mind the ways that the students processed information and working to ensure that the opportunity for learning was there for all students.  He also found that those who were not master teachers only made formal decisions once every 90-120 seconds and those decisions focused on the material or behavior of the students, not on the actual learning.

So, what does all of that mean for our Special Education classrooms? What if 2020 became the year we began re-visioning special education? Yes, we are still going to have IEPs (digital and paper now) for our students. And yes, we will still have some students who need to be in specialized classes. But, let’s really get our school communities in line with an individual’s potential. Let’s create scenarios where our students come to appreciate ALL of their peers and not just those who excel on the athletic field or in the classroom. We read stories on a regular basis of how an individual with differing abilities is making a positive impact in the lives of other students, so let’s create that on a daily basis in our classrooms.

On my Twitter feed (@DrSmartEd) last week, I picked up an amazing story from my alma mater, Saint Ignatius High School. Every December, they have a Student-Faculty basketball game to wrap up a Community Day focused on service. This year had an amazing event occur. One of the seniors asked if his younger brother with differing abilities could get in the game. His brother was sent to the foul line (adjusted slightly) and asked to shoot a free throw. The young man made the free throw and it was like he had won the NBA Championship. The seniors all mobbed this young man and celebrated his shot. What a gift this young man gave to the entire school community watching. We need to capture the emotion of this and make it real each day.

We read about schools who are implementing coffee or snack carts. Let’s get more of those out there with our students who have differing abilities manning them. The life and social skills gained from this are tremendous, along with the desensitization of our neuro-typical students in interacting with these students on a regular basis. Let me know at rheipp@schoolhealth.com if you would like ideas as to how to make something like this happen.

But it cannot stop there! What about having students with differing abilities read daily announcements. I have seen some schools who use video announcements use students with Down Syndrome or CP as co-anchors. What about having some of those students work together with the Speech and Debate team or Model UN group? Individuals with differing abilities make sensational actors and stagehands and can be part of school productions or videos. What about having some of the older students with differing abilities go down to the elementary and pre-k classrooms and read to those students?

In our transition programs, let’s get our hands “dirty.” So many schools have to put together their own kits for teaching skills to students. Let’s look at some of the alternatives and never put a job out of a student’s reach until the students have come to realize it is out of their reach. I know of a school in Texas where several of their students with differing abilities, including a young man with Down Syndrome, learned to weld! Let’s not forget the Dr. Stephen Hawking’s, Dr. Temple Grandin’s, Alexis Wineman’s (Miss Montana 2012 and first Miss America Pageant Contestant with autism), and Brad Cohen’s (teacher and administrator with Tourette Syndrome) of the world and use them as role models for ALL of our students. Again, feel free to reach out to me for suggestions on approaches.

To some of you, this may sound like pie in the sky. I completely understand and you are right, to a degree! The question for us becomes if you don’t start it in your school or community, who will? Education should always be about hope – hope for the future. We are bringing skills and abilities to our students which could positively drive their future lives. Ableism is an issue today and we are the ones who can begin to diminish its effects in our communities. Let’s look at what we are doing and focus on the approach. As we approach things with a “Yes, we can!” mentality, we inspire others to do so. There is no magic wand for this and it will not occur overnight. But it is teachers, administrators, therapists, and people like you who are making a difference and moving the world in the right direction.

You are a gift to this world as are our individuals with differing abilities! Let’s work together to make sure that everyone has the opportunity to succeed. Let’s create that re-vision here in 2020 and keep it moving through this decade.

Lights and Sounds and Holiday Time, Oh My!

by Raymond T. Heipp. Ph.D.


November winds have brought in a change in weather along with an anticipation of the upcoming holiday season.  The sights, scents, and sounds of this time bring back wonderful memories of the past for some. Unfortunately, those same sights, scents, and sounds may also trigger high levels of anxiety and a sense of overwhelm in others. When preparing for your holidays, whether in a classroom, therapy room, or home; keep in mind your students, clients, guests, and self. Please be aware that this is not a post focused on taking away holiday traditions. Instead, we can take those traditions and make them more accessible to everyone.

Let’s start in the classroom or therapy room. We exist in a day and age where holidays are celebrated in different ways. Some classrooms are permitted to decorate for the various holidays, while others are not. No matter what the guidelines of your school or center are in the decorating or celebrating of holidays, there are specific ideas to keep in mind. First, remember that there is an energy which flows through the very air at this time of the year. It is a sense of anticipation and excitement for many of our students. So, the first thing to create is a place that maintains calm. If decorations are permitted, put them out in a tasteful and purposeful manner. Have a set area of the room which recognizes those holidays but maintain one area that is holiday-free. If you already have a sensory space in your room, use that as the holiday-free area.

Watch the use of any scents in classrooms and therapy rooms which are not normally being used. For example, I have been in some therapy rooms which used infusers with scents like peppermint, lemon, or orange to increase focus and awareness. I have also seen the use of essential oils in both classrooms and therapy rooms. Essential oils which promote focus or wellness are in some rooms and create an engaging environment. However, be careful adding something new to environments. Although scents like pine, cinnamon, and apple might be appropriate in the home environment, they might be triggers and confusing in the classroom or therapy room. Be consistent with what you have been doing and do not cause confusion by changing the routine.

Be aware of lighting. Some individuals do not like lighting, especially the LED lighting of today. I have been in several sensory rooms which do use tree lights on the ceiling. But they use it as a matter of setting a mood. Therefore, using similar lighting in classrooms can cause confusion in some. Watch for the overall brightness due to the number of the lights too as it can be painful to some.

In the home environment, decorate as you normally would. Be sure to introduce each decoration and explain why you are putting it out. If it is something of a tradition for you already, share that information with others so that they understand the tradition. Invite the individual to help, but understand if they don’t wish too. Be sure to ask if they don’t like some traditions. For example, my son did not like watching the original version of the Grinch. Ironically, he did not like the scene near the end where the Grinch’s heart grows and the colors that flash out when this happens. So be aware that parts of television and movies can be something that causes some triggering. He still does not like that scene today.

Prepare all individuals for special meals and family gatherings.  Have practice dinners with simple ingredients. Perhaps, introduce foods and flavors earlier so that there are no surprises at the meal itself. Realize too that any cooking going on automatically changes some of the scents of the house. Again, have a place where individuals can go to “escape” the holidays. Whether it is a bedroom or area of the house or apartment not being used, introduce that as a safe space. Discuss prior to the gathering the location and what can be done there like reading or just sitting quietly. Have some noise-cancelling or noise-reducing headphones available in case the level of sound is what is creating the overload. Home should always have a safe place.

If you are travelling, think about the place to which you are going. How might you handle any escalations there? Keep in mind rooms where an individual can go to calm down. It is absolutely appropriate, if an escalation is taking place, to move the individual to a different location and let him or her watch a tablet or listen to music through headphones. I realize that it is not easy trying to explain behaviors like this to anyone, even family. I just spoke with a mother who dreads the holidays because her family does not understand escalations or how to work with them, believing the child to simply be ill-behaved. In situations like that, plan for briefer stays. Maybe even do some prep work with the family as a whole, although that is a daunting task in itself.

The final focus for the holiday season must be for yourself! Take time each day for your own special time. Find that activity which best fits your needs. For some, it might be hitting the gym, taking a run, riding a bike, or engaging in yoga. For others, it might be a cup of hot herbal tea and some time for reflection. The important thing to remember is that this type of time is essential. Please be sure to find that time, even if it is only 5 minutes, as you are critical in this whole process. What you have to do is to make sure that you are actually relaxing and re-energizing your body and mind. Some make the mistake of thinking that by simply reading a fictional book or vegging in front of a screen is the same. The reality is that those latter actions are simply avoidance tendencies which do not aid the body in overall relaxation. Find that activity which replenishes yourself as the holiday season can be even more stressful for you as you are dealing with so many issues, including hosting gatherings and getting gifts!

Be present to yourself and your needs. Then, you can be present to each individual and his or her needs. Remember, we can continue with holiday traditions and activities. We just need to create additional ways of access for everyone, even those with significant sensory issues.

May this be a wonderful season for you, your family, and all with whom you work! We here at School Health wish you the best!  If you have any questions for me, please contact me at rheipp@schoolhealth.com.

Social Media and Our Exceptional Individuals

by Raymond T. Heipp. Ph.D.


The school year is in full swing. Over the last several weeks, I have had the opportunity to attend this year’s Closing the Gap Conference and meet with districts and universities throughout the eastern half of the United States. There were the standard topics upon which I was asked to speak like sensory spaces, adaptive seating, transitional curriculum, and questions about specific individuals. However, there was one topic which caught me off guard. That topic was social media and how it is used by our exceptional individuals.

The most significant issue which teachers, administrators, aides, and therapists described was the fear of cyber-bullying. That is definitely a significant problem in today’s society as a whole.  We see reports every day about how our neuro-typical students have to face cyber-bullying.  Our concern is magnified when we think of how some of our exceptional individuals might have a harder time understanding and dealing with this. What I heard from some groups is that they try to keep their individuals off social media altogether. I am not a fan of that approach and here is why.

Back in the late aughts, I conducted a number of administrator trainings with the focus on being able to guide and assess teachers using digital information through educational technology. The biggest issue in many of their minds was how their teachers were using interactive whiteboards – most were using them as a screen on which images were projected. When it came to interaction, many classrooms only saw the teachers using them as a substitute dry-erase board (chalkboards for those of us from a different era.) As I took the various administrators through these sessions, I always ended with social media. Twitter had just begun and the opportunity for designing and growing one’s Personal Learning Network (PLN) was so revolutionary. Facebook had already begun its descent upwards. MySpace was already on its downward trend. There was one training where I had a superintendent interrupt me and say that social media was something his district would “never adopt as long as I am alive.” I had never had that vocal a response before so I asked him why. “I don’t care about what somebody had to eat last night. I only care about my kids passing their tests.” As you can see, his words still echo in my mind a decade later.

I thanked him for his candor and asked him if he thought his students were still going to use social media. He answered affirmatively and went on to add that they were kids and would do what kids do outside of school. I then asked him if role models were important to kids. He said yes. I kept going and asked if he believed his teachers were role models, to which he again said yes. So I asked him why he would not want his teachers to be the models for how to use something like Twitter or Facebook. I added that if his teachers were not going to be the role models, the most influential people on those platforms would be people like Brittany Spears (who had one of the largest number of followers at that point). So I asked him who would be the better role model for his students. As you might imagine, that line of reasoning caused a shift in his thinking.

I compare his thinking to the reasoning we are using today with social media and our exceptional individuals. I too am concerned with cyber-bullying. However, we often fail to recognize that cyber-bullying is now something we discuss in the news every day. When it is done covertly, it is bullying. But when it is done overtly, some hide behind their “right to free speech.” So how do we address this balance?

First, I firmly believe that to restrict anyone, especially our exceptional individuals, creates more of a desire to use these platforms. It also creates a gap between those individuals and their peers. My son recently began his collegiate career. Even though I have been on Twitter for over a decade and stay in contact with family, friends, and former students on Facebook, he was never big on using social media. He recognized that some of his friends were putting things on Facebook that were “silly” as he put it. He only joined the Facebook realm because some of his activities began posting schedules and other information online and he appreciated (as did I as a parent) the ability to have this information readily available. Texting became blasé for his peers and they became the SnapChat generation. It is amazing how deep their conversations can be via this platform. I have seen my son support others and be supported in ways not possible before. These students are also big into Instagram and I have been told that Facebook is for us “old” people! But the reality is that they are creating relationships which can span greater distances than ever before.

I bring these points up because social media is the way our young folks connect today. This is their world and not ours. They live in a global community which is much smaller than ever. It is as though the world is shrinking for them. Boundaries can be less strict. We have to understand that the days of having “pen-pals” and using rotary phones to talk to each other have been replaced by live video chats and cell phones with unlimited minutes. So who will be the ones to guide them and be their role models? We must be willing to take that role (even when SnapChatting is completely confusing!)

I follow a number of exceptional individuals on Twitter and never cease to be amazed with how much I learn from them. I am not at liberty to share their information in this blog but if you follow me at @DrSmartEd, you have probably seen me retweet or comment on their posts.  They let themselves be connected to the world beyond their homes. They also have the proper support that lets them pick and choose who to allow to directly connect with and who to block when necessary.

I had one group ask me why I thought it was good for even those with severe conditions to be on a social media platform. I explained that all too often, individuals only receive compliments or have contact with a small number of people. By expanding that group size, we can actually generate more positivity for these individuals. If they are of age, have them take selfies or have someone snap a picture of them doing various activities and create the posts. Find good folks to connect with (I follow the Dalai Lama!) Let our exceptional individuals interact on a positive level globally. These individuals feel constrained enough without letting them engage in activities that their peers do.

Will this eliminate cyber-bullying? NO! But by giving proper guidance and support, they can begin to see this negativity for what it is. We also can be there to translate the “bullying” going on overtly into distinguishing between facts and opinions. For those with more severe issues, we can guide them to the positive side of this world! We want them to be proud of who they are and what they bring to this world. We also want them to begin to understand that there will be adversity in this world and sometimes it will be directed towards them. By modeling for them how to deal with this negative feedback and how to block while reporting bullies, we are able to be there for them, even when we might not be around.

Please feel comfortable in having our exceptional individuals on various social media platforms.  Be there for them and don’t fear being on these platforms yourself. Model for them how to use these platforms correctly and how to be strong in the face of adversity. We will not find an answer to or get rid of cyber-bullying. However, we can equip individuals to better handle it when it arises. We can also have them comfortable with connecting with the outside world and being happy with who they are.

And if you have insights as to how this SnapChatting can be easier for us “old” people, please let me know!

Track My Route: Providing Special Education Transportation with Safety at Every Stop

Guest Blog by TMR Technologies


Technology in schools has continued to evolve in the past decade to improve the student experience in the classroom. Tablets, laptops, and smart devices have been crowding classrooms across the country, but school transportation has largely remained the same. TMR Technology is trying to bring school transportation up to speed with the rapidly improving technology available today.

TMR Technology provides schools K-12 with innovative software solutions to improve efficiency, convenience, and safety. Founded by a group of Indiana University students in 2017, we set out to solve a problem that each of us faced growing up; the trials and tribulations of taking the school bus. Our first solution, Track My Route, is a mobile application that tracks school buses for parents and students grades K-12. It uses real-time GPS tracking and provides a user-friendly mobile interface. The solution was created to help reduce both the morning rush atmosphere and the time that students are stuck waiting outside at the bus stop. Parents with busy schedules that rush to meet their child at the bus stop don’t have to guess when the bus will arrive, and school administrators can spend less time responding to calls from parents asking where the bus is.

School transportation for parents of special needs students can be an immense challenge. We take pride in helping special education programs overcome this challenge because that is where we got our start. Our Track My Route solution was first piloted in a special education cooperative in the Chicagoland area, and they are now our longest tenured customers. While working with the cooperative we were able to determine what our users needed from our solution for it to effectively improve their transportation experience. Most special education buses pull up directly to the students house instead of a stop nearby. TMR was able to take this into account to ensure our Track My Route solution can provide special education riders safety at every stop.

Cindy Lambrakis is the operations manager of special needs transportation at American School bus, and believes Track My Route can alleviate pain points that come with student transportation. "From an administrative perspective, Track My Route will help to alleviate the volume of calls that our dispatchers are inundated with on a daily basis. The drivers will be able to concentrate on driving and not radio chatter." She went on to discuss special needs transportation. "Structure is very important to a special needs child. Once a parent has put on that child's coat or safety vest, that child knows he or she is ready for the bus. When the bus is late, their routine was just stopped. This can negatively affect their behavior both on the bus and in the classroom. Track My Route will accurately let the parents know where that bus is, allowing the parent control on the timing of the coat/vest, ensuring everyone is ready for a great day. Planning for medication, bathroom breaks, doctors appointments, etc., is important to our parents. Tracking the bus times would be very valuable for the parents' management of these issues."

The cooperative fully implemented our solution to make it available to all of their student riders for the 2018-2019 school year. We are looking forward to providing them with their second year of Track My Route starting this fall and releasing several new updates for their users here soon. We are continuing to expand the user base of TMR within the Chicagoland area by adding Libertyville District 70, who will also be using Track My Route starting this fall semester. If you are interested in learning more about TMR Technology you can visit www.trackmyrouteapp.com or email info@tmrtechnology.com

The Mindful Classroom

by Connie Morris


From my days as a student, to a long-time educator, I will never outgrow the first day of school excitement. Our back-to-school is a week out, and I have restless nights, to-do lists, shopping lists (which comes with a price tag) and felt the summer days slip away. I spend time setting up the class environment to be welcoming, warm and stress-free. I am not alone; I am surrounded by teachers doing the same thing. And even before one student walks through our doors, we need to remind ourselves of the words we hear prior to take-off when flying:

In the event of a decompression, an oxygen mask will automatically appear in front of you. To start the flow of oxygen, pull the mask towards you. Place it firmly over your nose and mouth, secure the elastic band behind your head, and breathe normally. Although the bag does not inflate, oxygen is flowing to the mask. If you are travelling with a child or someone who requires assistance, secure your mask first, and then assist the other person. Keep your mask on until a uniformed crew member advises you to remove it.”

Secure your mask first. We do travel with children every day. If you want to create a mindful classroom, encompassing social emotional learning, you need to take time for self-care. Studies have supported adult stress can affect children’s stress levels. It is important we model the behaviors we are hoping to develop. We are managing students, the learning process, health, behavior and emotions. That is stressful! Don’t forget to use these hints for school in your own life.

Take a few breaths. Deep breathing can quiet our minds. It will release stress, anger, and frustration. Neuroscience explains focusing on and changing your breath also changes the chemicals in your brain. It is an exciting lesson for older students teaching how we, as humans, have this ability. Deep breathing is a great tool when addressing the Social Emotional Learning component of managing emotions.Join your students in starting each day with mindful minutes. Start small and add time as you all grow in this skill. Take a slow breath in while counting to four, then slowly breath out to the count of four as you exhale. Give verbal reminders throughout the day to students when they can transfer this skill as they need it.

Take breaks. Stress happens! Teaching children to take a break, walk or go get a sip of water is a coping skill that can last a lifetime. Go on a mindful walk when the class seems to need a bit of quiet time. Look for season changes, four-leaf clovers or search for nature items. You and your students will return learning-ready!

Move! Mindful movement binds the body and mind. You can create space and time for this in your schedule or for individual needs. Yoga mats are helpful boundaries, but any space will do. Using visuals will help everyone stretch, twist and balance. Studies support mindful movement increases focus, academics, self-management and social skills.

Practice mindfulness. Allow the students to sit comfortably. Play quiet music and dim the lights. Take a thorough body scan, from head to toe, releasing any stress or tension they are aware of. This is a great time to offer lotion for their hands. Instruct them to rub their hands together quickly and then cup their hands on either side of their face and take a deep breath. Try this for three breaths, not only is it relaxing, but your room will smell great!

Be grateful. In even the most challenging situations, gratitude changes our outlook on things. By practicing gratitude, we rewire our brains to see the positive. What better skill could we hope for in our students. Our attitude is contagious! Help students recognize and verbalize each other’s strengths. Your room will become a warm and nurturing environment naturally.

At the end of your day, when your head hits the pillow, allow yourself to relax and reflect. Be thankful for your career, for your students and for the difference you make. Take a few breaths, scan your body and let go of any stress, and most of all, be positive. You are special!

Clarifying Color-Vision Deficiency Screening

by P. Kay Nottingham Chaplin, EdD


Good-Lite ColorCheck CompleteVision screeners frequently have questions regarding when to follow the recommended manufacturer instructions for color vision deficiency screening tools. This blog is designed to address that question, and also provides a solution for color vision deficiency screening in preschool- and school-aged children beginning at age 3 years.

Many state vision screening guidelines recommend that color vision deficiency screening follows manufacturer instructions when conducting the screening. Confusion may occur when the manufacturer instructions are written specifically for optometrists and ophthalmologists to use during eye examinations. Color vision deficiency testing in a doctor’s office differs from screening for color vision deficiencies in schools, Head Start programs, or similar settings.

Instructions for color vision deficiency testing may call for monocular testing - or testing one eye at a time with the other eye covered (occluded). When screening for color vision deficiencies in schools, Head Start, or similar programs, the screening should be conducted binocularly (both eyes open and uncovered).

This difference in monocular testing during an eye examination and binocular screening in school, Head Start, or similar settings is supported by James E. Bailey, OD, PhD, Distinguished Professor Emeritus, 2018, Southern California College of Optometry, Marshall B. Ketchum University, Fullerton, CA (personal communication, June 5, 2019).

If all vision screening for the child is successful except the color vision deficiency screening, the child should be referred to an eye doctor for an eye examination (Nottingham Chaplin, Baldonado, Cotter, Moore, & Bradford, 2018).

The eye care professional will confirm whether a color vision deficiency exists. If a child has a color vision deficiency, the eye care professional will also identify the type and severity (mild, moderate, or severe) … The eye care professional will also consult with the parents/caregivers regarding how the type and severity of the color vision deficit may affect the child’s learning, life, and career choices.

Ask the parents/caregivers to obtain a copy of the results from the eye care professional and to share those results with [school or Head Start staff, for example] because classroom and/or learning activities may require accommodations when color deficiencies are present.” (Nottingham Chaplin, et al., 2015, p. 211).

When state vision screening guidelines call for color vision deficiency screening for preschool- and/or school-aged screening, the Good-Lite ColorCheck Complete Vision Screener includes LEA SYMBOLS® for preschool-aged children and LEA NUMBERS® for school-aged children. The LEA SYMBOLS® section includes one demonstration plate and seven plates for red/green screening. The LEA NUMBERS® section includes one demonstration plate, 14 plates for red/green screening, and three plates for blue/yellow screening. Instructions are included in the Good-Lite ColorCheck Complete Vision Screener.

Screeners in a school, Head Start program, or similar setting using this book would conduct color vision deficiency screening binocularly (both eyes open and uncovered).

 

References:

Nottingham Chaplin, P. K., Baldonado, K., Cotter, S., Moore, B., & Bradford, G. E. (2018). An eye on vision: Five questions about vision screening and eye health-Part 2. NASN School Nurse, 33 (4), 210-213.

How the Term 'Sensory Room' Became the Kleenex of This Generation

by Raymond T. Heipp. Ph.D.


“We are looking to put together a sensory room, what products do you suggest?” That is one of the most dangerous statements I hear these days from educators looking to better support their students. What so many educators do not understand is that the term “sensory room” means different things to different people. So much so, the “sensory room” today has taken on an all-encompassing meaning in much the same way as “Kleenex” did for facial tissues back in the 1920s when they were first introduced.

We have the research that demonstrates higher levels of anxiety within our students today. We have also seen evidence that sensory breaks, even as simple as chair push-ups or standing up, adds to a student’s ability to focus. Finally, we know that having a room where students can go when they are escalating can decrease the amount of time for the escalation and lessen the impact of that escalation on other students or adults. But how do we go about creating the right atmosphere at a reasonable cost?

When I work with groups, I begin by asking them what they hope to accomplish with this room or space. I get a lot of strange looks as these well-educated teachers just assume all sensory rooms are exactly the same. That is when we begin to speak about several purposes that these rooms or spaces may actually have. The first type of room we discuss is the actual sensory room where students have the opportunity to touch, walk on, see, hear, and smell different textures, colors and scents. These rooms or spaces are excellent for younger students. They begin to experience the world in a protected environment. These areas are good for all students too, not just those with differing abilities. What we tend to see is that the older the students get, the less they need of this type of space or room.

Which brings us to the second type of room we discuss, the movement room. The movement room is exactly as it sounds. It includes a multitude of ways for students move and experience the world in a different way. These rooms often have items on the floor for balance or movement. They usually have some type of swing for vestibular feedback. We also often see jump ropes, bungee jumpers, flags, bean bags for physical activity; although the kids look at it as play. These rooms tend to be good for all students at all ages. The difference lies within the ages of the students as to what items might be found in the setting.

A third type of room is actually a calming room. We see more of a need for this for students as they begin to get older, although individuals of any age are prone to escalation. This needs to be set up in a specific room with a focus on items that calm rather than stimulate. Bean bag chairs, fiber optic lighting, sands or putties are all items which work well in this type of a room.  Ironically, the more care put into this type of room the better for the staff too! Within any educational setting, the pressure of the day needs to be released and a room like this helps everyone.

The next question I ask focuses on the students or adults who will be using the room or space. Understanding who will be using the room will assist in deciding what items should go in the room. That is important as there is no “one-size-fits-all” in products that help everyone. You want to know if there are items which need to be avoided due to some individuals perseverating on them (usually ones that make noise or having some repetitive action) or items which are a must-have for certain groups. We must be cognizant of those using the room so that we do not bring in items which defeat the purpose of the room or cause anxiety.

Does this mean that ready made kits or packages are not good? No, not at all. Some of these packages have the large items that fit a purpose and a population. We can then contextualize smaller things for the specific population of that location. Some of these packages also make sense from a fiscal view as they cost less than the items sold separately. My caution to you is to be careful of the groups who simply ask you the size of the room or try to push a “deluxe package” on you. There are some excellent packages which cost $20,000 and more. Again, those might be the right choice, once we have decided on our purpose and have looked at who will be using the room.

Please be careful too of items from the local dollar store. There is a reason that these items are there. Their lack of durability might be a problem and you might end up spending more than you would have in replacements. Our students can break anything and will often find a way to break things that we thought were unbreakable. However, buying something because it is cheap is not a wise investment. The other caveat for some of these dollar store items is that they may contain latex or lead-based paints. We have to be cautious for the health of our students.

I do firmly believe in having these rooms or spaces in all of our schools. However, the proper preparation needs to occur before simply going out and getting things. Do your homework and don’t be afraid to call in the support of those you might trust. Every student and adult needs sensory feedback in some way throughout the day. Let’s provide that support for everyone!

I am there for your support too, so feel free to reach out to me at rheipp@schoolhealth.com.

Music Therapy: A Major Piece of Our Puzzle at Giant Steps

by Lindsey Nichols




Lindsey Nichols Lindsey Nichols

People often ask me to describe Giant Steps. I simply respond that Giant Steps is “one-of-a-kind.” Giant Steps is an innovative educational and therapeutic school for individuals living with autism. We take pride in offering specialized programming to enrich the daily lives of each student and each participant living with autism. We have different programs so that we are able to meet the needs of individuals of all ages. We are going to focus in this blog on what we are doing in our therapeutic day school, although the concepts are able to be used with any age. When I first introduced Dr. Heipp of School Health to our programs, he was impressed with everything. Yet, the one thing which stood out the most to him was what we were doing in Music Therapy. When he came to visit, I thought we were going to have to take him to a calming room, as he got so excited about our approach.

Ms. Meredith Powers, who is a Board Certified Music Therapist, leads our Music Therapy program here at Giant Steps. She has been a part of the Giant Steps’ team since 2003. Her experience and background knowledge has allowed this program to reach so many individuals and begin to assist them in self-regulation and approaches to daily activities. Ms. Meredith takes much of her approach from the research of Dr. Michael Thaut as it applies to Neurologic Music Therapy. Dr. Thaut’s research career has been focused on the neurological basis of music and rhythm perception and clinical application of music and rhythm to motor, speech/language, and cognitive training in neurologic disorders. To those of us on the outside, this sounds impressive. However, to our individuals who are using it as part of their daily routines, this information creates a way of approaching life that might not have been available using any other therapy.

We do not necessarily know or perhaps realize how slow or fast our bodies move in relation to sound or music. As Ms. Meredith explained to Dr. Heipp and me, a neurotypical individual physically moves to 100 beats of sound per minute. However, an individual on the autism spectrum responds to 140-180 beats per minute. So, we often make the mistake of assuming that if we slow things down when explaining, transitioning, or de-escalating, it will work with those individuals. Ironically, slowing down may not work because we are not aligning our expectations with their internal physical needs. By introducing music into various points of the day and doing it on a consistent basis at identifiable times, our individuals are able to approach their activities in a calm and directed fashion. One way of establishing this and being most effective is to use a metronome, thus, getting the body ready for anything.

So how is all of this used? As we start the day, we will have individuals skip the traditional idea of circle time and instead, sit on an exercise ball. While on the exercise ball, we will play music while activating the various muscle groups throughout the body, better preparing all of the individuals for the context of their day. We also use music and rhythms to introduce activities. Hence, when that music is played, the individuals become more physically and emotionally prepared for the specific activity. We have also seen how the introduction of music within the lives of these individuals does many things as Dr. Thaut’s research would suggest including language acquisition.

Dr. Heipp also loved the activity where we actually had Ms. Meredith leading individuals down the hallway to their next class. They were so used to the music that the transition was smooth and there were no instances of loss of focus on the walk. He commented that it was almost like watching a top-notch marching band performing a routine as everyone was in step with the beat and knew exactly what they needed to do, responding in a seemingly subconscious manner.

In March, Giant Steps had our very first Music Therapy Showcase that our individuals put on for their families. It was a wonderful program that was set up a little differently than the music programs at other schools. We alerted the parents and friends to the skill(s) each individual was working on instead of having the audience focus on the product of the music. So, the audience cheered for the skill(s) the individuals used, not the music. This was a great way to reinforce those skill(s) and help those on the outside understand the true accomplishments of the individuals. I have included a link to our page which will take you to the video of our Showcase.  https://youtu.be/brjpgdglOj0

As I mentioned at the beginning, Giant Steps is a “one-of-a-kind” place and I invite you all to stop by for a tour or request more information. I know that Dr. Heipp has already begun incorporating some of the ideas on Neurologic Music Therapy into his presentations based on his interactions with Ms. Meredith and his review of Dr. Thaut’s work. I have simply focused on the Music Therapy side of what we do here, but we have other programs and therapies, a major one being, Equine Therapy, which is beneficial for our individuals on the autism spectrum as well as anyone! I am happy to share information about what we do and encourage you to see that we should always assume competence for all of our individuals with “differing abilities” as Dr. Heipp would say.  I look forward to speaking with you and can be reached at lnichols@mygiantsteps.org.

10 Common Mistakes Found in School AED Programs

1. Not having enough AEDs to cover the building properly.According to the American Heart Association, the goal of every AED program is to deliver defibrillation to a sudden cardiac arrest victim within 3 to 5 minutes of collapse. Perform response drills within your school building to make sure you can reach a victim within that timeframe. ¹

2. Placing AEDs where they are inaccessible after hours, such as behind locked doors.Schools often have events after-hours, such as night games in the gym, when sudden cardiac arrest can occur. Make sure AEDs are available wherever and whenever people congregate on the school grounds.

3. Not having enough signage indicating the placement of the AEDs throughout the school.Clearly designate where AEDs are located within the school so staff and school visitors can easily locate them during an emergency. Sudden cardiac arrest is a very stressful event, so make it as clear as possible for rescuers to locate the device.

4. Not checking the AED’s pads’ expiration dates.All AED pads have an expiration date stamped on the outside of the package. These pads need to be replaced by their expiration date to perform optimally in an emergency. Keep your AED rescue ready by having a procedure in place for checking and replacing your AED’s pads. School Health offers an AED Program Management Programto help you keep track of pad expiration dates.

5. Removing the batteries from the unit to save battery life.Your AED’s battery is what powers the AED to deliver life-saving shocks. In the event of an emergency, your AED should be ready to deploy. Every second counts, and if a rescuer must delay the life-saving shock in order to insert the battery, the results may not be optimal. The rescuer may not realize the battery is not in the unit until after the unit is already on the patient or may be unfamiliar with how to insert your device’s particular battery. Always keep your battery in the unit.

6. Not checking the unit’s battery life.Similar to replacing an AED’s pads, the other key replaceable component on an AED is its battery. As the power source for the AED, it is imperative that a school has a procedure in place that periodically checks on the AED’s battery life. Be sure to order a replacement battery well before your existing one needs replacing. You do not want your AED to be out-of-service because you’re waiting for a battery replacement to ship. School Health’ AED Program Management Program will keep track of your AED’s battery life.

7. Having too few people trained to respond to a sudden cardiac emergency within the district.According to the American Heart Association, an AED operator must know how to recognize the signs of a sudden cardiac arrest, when to activate the EMS system, and how to do CPR. It's also important for operators to receive formal training on the AED model they will use so that they become familiar with the device and are able to successfully operate it in an emergency. Training also teaches the operator how to avoid potentially hazardous situations. ² School Health’s AED Program Management Program will help you manage staff training.

8. Not having a Policy and Procedure in place.Schools should have a policy in place that clearly defines the responsibilities and protocols for use of the AED. The policy should document all aspects about your AED program, such as the medical director, the location of AEDs, responsibilities of rescuers, operational steps for use, post event procedures, and the maintenance of the AEDs. The procedure should include guidelines for determining when it should be used, and a protocol written by a medical doctor outlining the operation of the AED. Sample policy and procedures are readily available from School Health, EMS organizations, AED manufacturers, or other schools. Visit the School Health Safety Center for more information.

9. Misunderstanding the warranty and indemnification length of their unit and the impact these have on the district.Every AED differs in their lengths of warranty and the indemnification policy. Always follow the manufacturer’s recommendations for normal use and service so units remain covered by the warranty. Remember that once your AED warranty expires, the school must pay for any service or technical support. The indemnification policy states that the manufacturer will defend and indemnify any person or entity who purchases or uses an AED against any claims, damages, liabilities, or actions asserted by a third party. The indemnification policy is often limited in years and places the financial burden upon the school after it expires.

10. Not having an AED program coordinator and/or a designated emergency response team.Identifying these people as part of an AED program is extremely important to the success of your program. An AED program coordinator will be responsible for communication with the medical director, emergency response team members, administration, the local EMS and the public about the AED program. The AED program coordinator will also perform quality assurance activities such as ensure first responders are CPR/AED trained and re-trained, that the AEDs are properly maintained, and participate in case reviews. The emergency response team will complete a CPR/AED training course, understand the policy and protocol for responding to medical emergencies, and follow the procedures outlined in the AED protocol when responding to SCA victims. When choosing how to manage your AED program — keeping your school compliant, your staff trained, your AEDs serviced, and your data tracked — trust School Health to be your one stop solution.

School Health AED Program Management

School Health Safety Center

 

References: ¹ American Heart Association. Working Against Time Brochure. 2003

²American Heart Association. Web. 19 Apr 2011. http://www.heart.org/HEARTORG/CPRAndECC/WorkplaceTraining/AEDResources/AED-Programs-Q-A_UCM_323111_Article.jsp#If AEDs are so easy.

We Are a Crocus in this World

by Raymond T. Heipp. Ph.D.


CrocusWorking with individuals with differing abilities stands out as one of those occupations that is considered more of a vocation than a job. The role one plays does not matter in this consideration. There is no such thing as a hierarchy outside of any structures created so that “personnel evaluations” can be conducted and managed, along with rewarding those who have helped shape the lives of so many. Thus, the title one has; teacher, therapist, administrator, aide, nurse, parent, guardian, etc.; does not diminish the energy one puts into this role.

This role can be one of the most draining roles of any in the world. It is most draining on one’s emotions! Every day, we go out and work with individuals knowing that they bring a strong message to this world. Yet, to the rest of the world, these individuals are seen as either someone to simply be pitied or someone who is “a burden to society.” In both of those cases, the rest of the world has no clue about that individual. This external push back can also be a drain on those of us working with these individuals daily. We also become emotionally drained when our expectations for progress need to be tempered with the challenges that each individual faces.  We do see regression and struggle. We work extremely hard at finding solutions or techniques that might help only to sometimes find that the individual does not react well to them. We look at them almost like our own children (even if they are adults!) and seek to protect them and give them the greatest chance to succeed. Between the struggles, the outside perceptions, the stress and emotional duress, and the demands on our lives, the question must be asked; “Why do we do this?”

The answer is simple. We do this out of hope. Hope, that characteristic which remained in Pandora’s box, forms the reason we do what we do. Hope is that voice inside of us pushing us to go one step further with that individual. Hope is that feeling we get that says we will make a difference; and we do every day! Hope presents us with the ability to look in an individual’s eyes and see what they bring to this world. Hope is a life-giving force for us, even on those days where we feel spent.

We feel the true essence of hope. Many look at hope as something akin to wishes. “I hope I win the lottery” or "I hope to find true love” are statements that detract from the depth that hope should bring to any individual. “I hope spring arrives soon” is what I am hearing as I write this at the end of an 18 day trip working with individuals in multiple states. That is a concrete example of equating hope to a wish. We know that spring will arrive at some point and it is more of a wish that we stop having snow, colder temperatures, or inconsistent weather. That is not the real meaning of hope.

Hope is learning that the beautiful young lady with severe CP and verbal apraxia is able to complete a significant amount of high school classwork independently and carry a 3.0 average. Hope is seeing the smile come from a non-verbal child because you are talking to them and then having them guide your hand as they try to communicate to you. Hope is watching the young woman with Spina Bifida and other physical issues compete in the Para-Olympics. Hope is watching a young man who was non-verbal as a child and is on the autism spectrum be accepted into the honors program at a major university. In all these cases, hope is not some wish. Hope is the driving force that keeps us focused on why we do what we do. It is the belief that the outside world is incorrect in their suppositions about individuals with differing abilities and that we can assist those individuals in overcoming their obstacles and live a vibrant life. Hope places within us the understanding that our actions do make a difference and the faith to know that we might not be there to see what difference we made, but know that we made it.

In nature, hope exists in the essence of the crocus. The crocus is a beautiful little flower that blossoms each spring. It does not wish that spring will come soon. It knows what its role is and will push through to bloom no matter what the weather might be. Those of us in the Midwest have seen (too many times, unfortunately) snows in March and April. Yet, the crocus comes out knowing that spring is coming. It is filled with the hope that says “Take Action” and it has no doubt about what it is doing. Those of us who work with those with differing abilities have that same hope. It is a hope which says “Take Action” to us and pushes us to understand that the snows and bad weather of life cannot hold us back. The other neat thing about the crocus is that it has the ability to naturalize even in grass. That means it can grow and increase its numbers even in areas where growth might not be expected. We are that crocus; naturalizing by working with each other and recruiting others to understand that “Ableism” is another of the “isms” which must be removed from our existence. We all have something amazing and beautiful to bring to this world. Thank you for what you are doing and know that you are not alone in this venture!

CEC 2019 – Braving the Polar Vortex for Our Friends

CEC Recap ImageCEC 2019 saw some unusual weather in the Indianapolis area. The arrival of the polar vortex was not what most attendees were expecting when they were planning their trip this year! I happened to be speaking to a group recruiting teachers to Alaska and they were using the tagline “Alaska is the Hawaii of the North!” as on the first full day of CEC, Anchorage, Alaska was 25 degrees warmer than we were in Indianapolis and that doesn’t even count the wind chill!

Yet, inside the building, there were excellent ideas and presentations going on. As I prepared for the conference by reviewing the sessions, I was not surprised by the number of research-focused sessions. However, I was pleasantly surprised that the next three most prolific topics there were: Autism Spectrum Disorder/Intellectual Disability; Collaboration and Inclusive Practices; and Personnel Preparation. We are at a point in time where the ideas of inclusivity and awareness of how to support students with differing abilities are at the forefront of Special Education.

Within the context of inclusivity, there were a myriad of sessions describing how the simplest adjustments can bring about high levels of success for all students. The critical piece though in any movement toward true inclusivity is to ensure that the teachers and paraprofessionals are properly supported and trained in approaches which work for all students. Even when I was heading up a Special Needs Program in the 1990s, I remember the concern of teachers being “how can I help these students when I know nothing about their issues?” Back in the 1990s, we were mainly dealing with issues of ADD and physical issues like CP. Today, we see that there are more differing abilities which are not restricting our students from succeeding in classrooms. It is the lack of funding for holistic preparation for our teachers which is slowing us down. The irony is that the techniques which best support our students with differing abilities also are supportive of our neuro-typical students too.

How do we continue to move toward more inclusivity and a transparency in technology for students in the classroom. Teacher preparation is the first step. I am seeing many universities already moving toward courses which focus on inclusive pedagogies within their general education classes. This is not to say that there should not be Special Education classes. However, the awareness of how to work with a student on the autism spectrum is also good for working with the neuro-typical population. Simple things like pacing, verbiage, sensory awareness, and approaches to assignments are supportive of all students. We also need to recognize that there are students with differing abilities who may not be diagnosed. Understanding a variety of teaching techniques is important for those students too.

Another important take-away from the conference was the message that there is not a one-size-fits-all approach for working with students with differing abilities. The more we share approaches which work, the more we are able to adapt to the specific needs of our students. Using approaches which incorporate multi-modal learning along with including opportunities for sensory feedback better meet the needs of our students, but require proper training and support to be used effectively.

Due to the timing of this year’s conference, vendors found themselves with a decision as to whether to attend CEC or ATIA. Only about 5 vendors sent groups to both conferences. On account of that, I was not able to see the “Sidekick” from Ablenet in action. Thanks to my colleagues, Terri Griffin and Gabe Ryan, I was able to get some firsthand feedback. It seems like an amazing device which permits any user to use devices like a trackball or a standard mouse with an iPad. Thanks to the good folks at Ablenet, I will have one when it officially comes out later in the year and will be able to feature it in some of my AT Seminars. So look for a review of that in the coming months. While at CEC, I was impressed with the Talking Pen. I am doing a little more research with this device, but see many potential applications for our classrooms, including adding to making reading a more inclusive process.

If you were not able to attend either CEC or ATIA and would like to have me stop out and talk more to you and your staff, please let me know. I am back out on the road bringing AT Seminars and other sessions to districts throughout the country. By sharing what is working for us in the classroom, we are able to come closer to creating highly inclusive environments for our students.

Do Your Students Know What To Do?

You work each day to keep students healthy as they receive an education and prepare for future life. But what about preparing them to save a life during a cardiac emergency?

Sudden cardiac arrest (SCA) in school affects 7,000 students annually.There is no warning before SCA strikes and is witnessed 50% of the time.High-quality CPR and an automated external defibrillator (AED) are a victims best chance of survival. When a victim collapses from SCA, you have three minutes to begin CPR and apply an AED. Every minute of delayed defibrillation leads to a 10% decrease in the survival of the victim.3  When time is of the essence, is your school prepared to respond?

Follow these steps to help a victim of SCA. And most importantly, don’t panic. 

1. Check the area for safety. Before beginning treatment to the victim assess the scene for safety. Make sure you put yourself in the best position to help the victim. You do not want to put yourself in danger and become a victim yourself.

2. Check for responsiveness and call for help.Once you’ve determined the scene is safe, check the victim for responsiveness by asking, “Are you okay?”. Scan the victim to see if they are breathing and if a pulse is present. If the victim is unresponsive, ask someone to call 911 and get an AED. Next begin CPR.

3. Apply proper chest compressions.Chest compressions at the proper rate of 100 to 120 beats per minute at a depth of 2 to 2.4 inches are critical to move blood out of the heart and to the vital organs. Try to avoid leaning on the chest and minimize any pause between compressions. High-quality CPR is critical to ensure the survival of the victim.

4. Follow the AED prompts. When the AED arrives, turn it on, attached the pads to the victims bare chest, and follow the prompts. Make sure not to touch the patient while the AED analyzes the victim’s heartrate. If the AED advises a shock, make sure to stand clear until the shock is delivered. If the victim remains unresponsive, resume CPR until emergency responders arrive.

Download this poster with step-by-step guidance on assisting SCA victims and help your school be prepared to respond to an SCA emergency.

To learn more about how the ZOLL® AED Plus® can protect your school, click here.

 

Sources:

1Atkins DL, et al. Circulation. 2015;132(suppl 2): S519–S525.

2Mozaffarian D, et al. Circulation. 2015;131:e29–e322

3AHA guidelines for cardiopulmonary resuscitation and emergency cardiovascular care science 2010:122:S706

Student Athlete Risk for SCA

PLUS_EV_sch_soccer_2_HRIs your team prepared?

Coaches spend countless hours preparing student athletes for competition, but how about training them to save a life? Studies show between 6,000 - 8,000 teens experience sudden cardiac arrest (SCA) annually;of those affected, only 1 in 10 will survive.2

Student athletes are at heightened risk for SCA due to the additional strain placed on the heart during athletic conditioning and competition. Contributing factors include the influx of adrenaline, dehydration, fever, and changes in electrolytes.3

An SCA victim’s best chance of survival depends on having an automated external defibrillator (AED) close at hand. Nine out of ten victims who receive a shock from an AED within the first minute’s survive.Ensuring that your students and coaches are trained to respond to an SCA emergency could help save a life.

SCA can strike without warning, but sometimes symptoms are presented.

Train your student athletes to know the warning signs:5

  • Fainting

  • Chest pain

  • Shortness of breath

  • Irregular heartbeat – racing or fluttering

  • Dizziness or lightheadedness

  • Extreme fatigue


Watch this video to learn the story of a high school volleyball player whose life was saved when volunteers took action.

Having AEDs readily accessible throughout your school’s campus will help ensure that you are prepared to respond to an SCA emergency, whether it happens on the field, in the gym, or in the cafeteria.

 To learn more about how the ZOLL AED Plus can help prepare your school for an SCA emergency click here.

Sources:

1“Sudden Cardiac Arrest and Teenage Athletes: What’s the Risk?”. Promise powered by Nemours Children’s Health System. https://blog.nemours.org/2017/02/sudden-cardiac-arrest-teenage-athletes-risk/

2“AHA Release 2015 Heart and Stroke Statistics”. Sudden Cardiac Arrest Foundation. http://www.sca-aware.org/sca-news/aha-releases-2015-heart-and-stroke-statistics

“Sports and Sudden Cardiac Arrest(SCA)”. Cardiosmart – American College of Cardiologyhttps://www.cardiosmart.org/Heart-Conditions/Sports-and-Sudden-Cardiac-Arrest

4Source: 2017, AHA Mediagenic Survey Results; 2017, AHA with Edelman Intelligence; 2017, AHA with BLR Media; Postgrad Medical Journal, October 2007.

5”Sudden Cardiac Arrest (SCA) in Student-Athletes”. California Interscholastic Federation. http://www.cifstate.org/sports-medicine/sca/index

Addressing the Multi-Ton Gorilla in our Midst Throughout 2019

by Raymond T. Heipp. Ph.D.


StressI wish you and your families a happy and healthy 2019! For many, transitioning into a New Year is a time of hope and resolutions. Many see this transition as a time for positive change and a better tomorrow. While they should keep their focus on that positive change, we must not forget that there are those who are struggling now more than ever. During this time of transitioning, those who suffer from high levels of anxiety may not see any level of hope at all.

Throughout 2018, I was asked by many groups to speak on and assist them with understanding how the sensory item side of assistive technology could help those with differing abilities. We began to see a better recognition by the outside world of the value of sensory input and how it could calm and balance some individuals. The wonderful thing for me to experience was the amount of teachers, therapists, and people in general who found some sensory item they liked and began discussing how it could help them. There was a subtle transition to understanding what I and others meant when we said that everyone has some degree of sensory processing issues and that the use of appropriate sensory items could be good for all.

As I worked with various groups like school districts, hospitals, and support organizations, I began to get a better sense of an issue which is rampant throughout our greater community; anxiety. Anxiety has been around since the dawn of time; but in recent years, its effects have begun to reach more people at even younger ages. It is a belief among some that this spike in anxiety is simply due to millennials coming of age. However, as bizarre as it is to blame millennials for everything, the rise in anxiety is not their fault. We can trace early writings in Western Civilization regarding anxiety to Greek and Roman authors who addressed “distress” and the dealing with emotional outbursts. Yet, some in our culture look at anxiety as a weakness, rather than as a common issue.

2018 saw a rise in public admissions of issues surrounding anxiety. Even professional athletes, like Kevin Love of the Cleveland Cavaliers, began to admit to dealing with anxiety and its comorbid colleague, depression. A recognition of the role of anxiety in daily life was presented with some understanding, while others hearing these stories continued to live in denial and make excuses. There are no excuses with anxiety. We all will feel it at some time and all have to deal with varying levels of it in our lives.

There are some positive movements in addressing anxiety in daily life. Post-Traumatic Stress Disorder (PTSD) is an affliction for many individuals within our country. It is most associated with those who have served in our military. Its recognition can be the defining factor in helping those who suffer. There are programs being developed, like the one for VA Hospitals by Dawn Robinson, which seek to identify those with PTSD and assist in the development of a plan to help those individuals cope and live a better life, as anxiety-free as possible. As Ms. Robinson has stated though, the biggest reason for the lack of a PTSD diagnosis in our veterans is their belief that it demonstrates a sign of weakness and is therefore unbecoming anyone in the service. That idea is so far from being factual, yet is perceived as a truth. The valor of these men and women should be the focal point from the outside world, not the potential for a “weakness.”

I have spoken with many veterans over the years and have heard the horrors that they went through. I remember speaking with a veteran of Vietnam who shared with me human atrocities beyond imagination, yet spoke about how upon returning to the US had to deal with being shunned by many. For them, PTSD occurred on multiple fronts. As Ms. Robinson and the VA continue to develop this program, other groups should take note of how to incorporate it into their areas. PTSD is not simply a disorder afflicting our people in the service. It also affects first responders. Poilce, Firefighters, and Emergency Medical Technicians, along with doctors and nurses, have to deal with tragedy on a daily basis. For some, they deal with the stress and anxiety through alcohol and other pain killers. Anyone who has gone through a traumatic experience in their lives can also suffer from PTSD. Those who have had to deal with unexpected death or tragedy can feel increased anxiety. We cannot forget women who have endured rape situations and individuals who have endured significant levels of abuse too in this category. Trauma is something that comes in various shapes to individuals and we should never judge what trauma should be for anyone but ourselves.

Thus far, we have looked at adults with anxiety. We cannot forget that our children may have high levels of anxiety too. As an administrator, I saw anxiety in my students at the high school level. Anxiety for these students has continued to grow over the years. The stress of trying to fit in to groups has always been a part of the development of students. Yet, it does not mean that some students do not feel more pressure than others. In working with our students with differing abilities, acceptance is a critical issue. Some of these students have achieved a level of acceptance with peers and have healthy self-images. Other students struggle and seek to fit in through actions which may not be in their best interest. While part of this is a natural developmental process, if anxiety levels rise to a degree where self-injurious behaviors become part of the norm, then the student needs assistance. We cannot be content to say that “it is a phase” or “they will work through it.” These are the statements which may precede student suicides or other serious issues.

We cannot minimize what today’s students are struggling with in their lives. I grow annoyed with those who continually cite that they had it so much more difficult as children. “I had to walk to school 10 miles each way in six feet of snow uphill both ways daily! We didn’t have fancy calculators or cell phones either, so we had to count on our fingers and toes and do research in books.” I get that idea. I also know that you are incorrect to say that you had it “worse.” It was simply different. In many ways, our students are being forced to grow up sooner, compete on a global scale earlier, and market themselves positively by the time they are in middle school.  That stress can create unbelievable levels of anxiety; levels which may be do deep, they are not easily seen at the surface. Thus, we need to be conscious of actions and words of the students to understand where they are at better. Otherwise, we may not learn of these depths of anxiety until there is a school tragedy or a suicide.

Suicide is a large issue today. We have experienced the suicides of popular figures in culture. I have also had a number of friends admit to suicidal ideas based on where they were in life. Research suggests that there are more adults dealing with suicidal thoughts now than in previous generations. Why is this? There appear to be many suggested explanations for this.  Greater feelings of inadequacy and higher levels of stress creating greater anxiety are definitely major reasons for this. Let us not act as ostriches though and bury our heads claiming that the reasons are more superficial. High levels of anxiety today are influenced by what is happening to each of us.These may involve influences such as socio-economic issues, political issues, gender or racial issues, or religious issues. However, anxiety does not discriminate as it affects all people in varying degrees. So those of you trying to blame either political party or the era in which one was born are incorrect.

So what can we do to help in 2019? First, we need to assess ourselves. Ask yourself how are you doing today? I recently read an article by Candida Moss who suggested that journaling was one of the most recommended resolutions being suggested to individuals for 2019. A journal does allow for the processing of ideas and lets the writer go down into the depths of their mind for a better understanding of how they are doing. Along with that assessment, commit to a healthier lifestyle. You have always heard “eat well and exercise.” For some, baby steps are all that is necessary. Start walking each day and drink more water. Limit your fast food trips and make a few more meals at home. You do not need to suddenly become a fitness guru, but take the time to improve your health.

Next, learn how to listen. Many of us are able to hear things, but that does not mean we are really listening. Actual listening requires one to not make any judgments or to find a “solution” to another’s problem while hearing the words. Let the other person get their issue out. Be open to meeting someone for coffee or lunch to listen to them. Part of active listening also requires one to be aware when the best advice is to suggest that the speaker go get additional advice from a minister at their church or a counselor. We are not all walking around with degrees in psychology or psychiatry, so it would be better to suggest bringing up deep issues with a professional.

Third, learn how to respond. “You think you got problems” and “That ain’t nothing” are not only grammatically shaky, but also are non-supportive to the speaker. Listen, think, and then respond.  Always let them finish before even starting to put together a response. Life coaches will attest to the fact that may of their clients are first seeking an empathetic or sympathetic ear.  Watch cable shows and listen to radio shows where individuals with opposing points are involved. Most of the time is spent speaking over each other and not listening. When truly listening to another, realize that you have no point to prove.

Fourth, recognize that some individuals may need sensory items to keep them calm. I am not speaking of fidget spinners as those of you who have heard me speak, know my feelings about them! Other sensory fidgets, weighted items, and tight or wrapped clothing should not be pointed out and referred to in any negative manner. Fidgets are not toys and specialized clothing is helpful for some. Be aware that even actions like pencil tapping or leg crossing and uncrossing may be ways of releasing kinetic energy to help a person stay calm. Just be aware of the needs of others as well as your own needs.

Finally, be nice! We can always say be nice to others and that is important. But, be nice to yourself first! No one is perfect! Recognize that you may have some anxiety that is coming out in covert ways. Invite yourself to really look at the good things you bring to the table. Know that you are an amazing person who has so much to offer to this world! If you have concerns, share them with someone and don’t hold them in. If someone wants to share concerns with you, do the best you can for them, but do not take on their concerns too!

We all matter in this world! May 2019 be a wonderful year for you as you are a wonderful person!

Stop the Bleed and AEDs at the University of Connecticut

We received the following testimonial from Justin Pedneault, the University of Connecticut Rescue President & Training Coordinator. Justin contacted School Health for assistance in getting the university to their goal of being a Heart Safe Campus. 

At the beginning of the 2017-2018 school year, I was working with the University of Connecticut School of Nursing on the Storrs campus to add a second AED to the nursing building. In addition to this, I wanted to add signs throughout the building directing people to the nearest AED, a first response kit and bleeding control kits to both AEDs, and then seek HeartSafe Workplace designation from the Connecticut Department of Public Health.  As part of this process, School of Nursing Dean Deborah Chyun asked me to give a 3-5-minute presentation at a campus-wide forum, with all academic department heads represented, in April 2018.  I gave a quick talk about the need for these improvements and how I was working with the School of Nursing to get them done. Following my presentation, the provost’s office, which put the event together, was flooded with emails asking how to do the same thing in all of the other academic departments and schools on the Storrs campus.

In response, the provost’s office created a committee that included the UConn Fire Department, Michael Zacchera from Hartford Hospital, Dr. Richard Kamin from UConn Health, the Facilities and Maintenance unit, the Office of Planning and Design, the Office of Emergency Management and myself. Our goal was to spend $150,000 towards accomplishing this task in academic buildings by the end of the fiscal year, giving us about 30 days to select equipment and place the first order.  We quickly met and ordered 100 Stryker (Physio Control) CR-Plus AEDs, alarmed cabinets, and 200 stop-the-bleed kits (2 kits with each AED cabinet) from School Health. This included signage and first response kits (mask, gloves, trauma shears, razor, etc.) with each AED. These were destined for all academic buildings on every UConn campus.

We were extremely fortunate that School Health worked with the manufacturer to donate all the cabinets, enabling us to purchase an additional 35 AEDs/cabinets/bleeding control supplies. We have since been given permission to plan for an additional 200 AEDs (with cabinets, first response kits and bleeding control kits) to cover every single building including residential and staff buildings on every single UConn campus (Storrs, Stamford, Hartford, Avery Point, Depot Campus). Our goal is to deliver an AED and bleeding control supplies to any victim in a round- trip walk of less than 3 minutes. This is a requirement to get the Connecticut Department of Public Health HeartSafe Campus designation, which we as a university are working to attain.  We have been working very closely with the DPH and they have been touring buildings with us while selecting the locations for these emergency supplies. Every inch of every building is being evaluated to determine the most beneficial and appropriate locations.

School Health has been a helpful and valuable partner in our effort to meet the needs of a large, complex enterprise like the University of Connecticut that has dozens of academic buildings spread across five campuses. Our goal is to make our campuses safe and responsive places for our students, faculty, staff, and visitors, and School Health has been key in helping us reach that goal.

Outside of my efforts with this committee, I also serve as the President and Training Coordinator for UConn Rescue, a student organization at the University of Connecticut which allows students to gain experience in the medical field with EMS training. This organization meets monthly with EMS continuing education classes and training scenarios for members. A key component of UConn Rescue is our training program. UConn Rescue regularly hosts American Heart Association Basic Life Support for Healthcare Provider CPR/AED classes, AHA Heartsaver CPR/AED classes, AHA Heartsaver First Aid classes, and Stop the Bleed classes each semester. We began offering our first classes in April 2016 after I became an American Heart Association Basic Life Support CPR Instructor. I continue to be responsible for every aspect of coordinating, teaching, ordering, managing instructors for our ever-growing and expanding training classes each semester. UConn Rescue has offered over 1,500 seats for various trainings and trained almost 1,000 students, staff and faculty. These student-run programs meet the training requirement for the Connecticut DPH HeartSafe Campus designation.

While working on the HeartSafe Workplace efforts with the School of Nursing during the spring 2018 semester, I worked on integrating the Stop the Bleed class into the nursing simulation curriculum. The plan was to replace an existing assignment in the nursing students’ junior class schedule during a simulation in their fundamentals nursing class. As such, all undergraduate nursing students will be trained in the Stop the Bleed class before graduation in their junior year fall semester.

I have greatly enjoyed my efforts at the University of Connecticut and I look forward to seeing all my projects through and always seeking to improve existing processes.

Creating a Sensory Room

by Ochanya McRoberts


Do-it-Yourself Sensory Fun!

As special educators, we’ve all been faced with the task of creating an effective and efficient sensory room or space for our students. We know that sensory rooms can have extensive effects on our kiddos and can make a big difference in a child’s development, and because of this, we want to make these spaces awesome. But realistically, we are often stumped by the thought that it might become too expensive or could possibly take up too much classroom space.

I am happy to share with you that this is not the case! Creating an effective sensory space does not have to be expensive, nor does it require a large section of your classroom space. To help out with this, I’ve compiled a few tips to help you get started. Happy creating!

What First?

First, let’s start with considering your students and their needs, as every child is unique, and the sensory spaces/activities you create for them should be unique, too. Start with thinking about the room or space in the classroom that is accessible and how you might be able to incorporate sensory items. This is also the point at which you will want to start brainstorming themes and the kind of input (or output) the area will provide.

Make a list of toys or sensory activities your students like, while making sure to incorporate their interests and passions as much as possible. Also, try to remember that all spaces are usable; a corner, a closet, or a simple wall could be the perfect starting point for your work if you do not have an entire room to spare.

Once you have developed your ideas for the space and an enjoyable theme, it’s time to start thinking about how to pull it all together.

The Right Stuff 

With your desired space in mind, it’s time to do an inventory of your kiddos’ needs. Not all students need the same kinds of sensory stimuli, and it is essential that you have an understanding of what your students’ bodies are seeking. Usually, our kiddos are seeking three basic kinds of stimuli: tactile, vestibular, and proprioceptive.

Students who need tactile input may display difficulty with perceiving or interpreting their environment, and may benefit from sensory activities that provide stimuli such as touch, pressure, and temperature.

Students in need of vestibular sensory supports may appear to be clumsy, or they may seek out intense sensory input such as spinning, bouncing, and jumping on a trampoline.

Similar to vestibular needs, students who have proprioceptive sensory needs may appear as clumsy, may fall a lot, or may display a general lack of awareness of their bodies in space.

While you are taking inventory, take note of your students’ behaviors, likes and dislikes, as this information will help you decide the best kind of activities for your sensory area. Also, please be sure to talk with your students’ Occupational Therapist to help pick the right activities.

High-Quality on a Budget

Now that you’ve knocked out the logistics of your project, it’s time to tackle the hard part: how does this fit your budget?! Before you turn your bank upside down, take a few moments to look over your needs list and identify some alternative choices. For example, instead of buying a new swing or trampoline for the corner, a cheaper solution could be a rocking chair or perhaps a yoga ball.

Another example is the all-time favorite ball pit- they’re fun and engaging but can be pricey. Instead, try ordering a kiddie pool and multicolored balls online. And Christmas lights and bulk fabric make fantastic forts or hide-away spots.

Now, I know what you’re thinking. You are probably thinking that all of your ideas can’t be ordered online, or, maybe your ideas are so creative that they don’t even exist yet (this happens more often than you think). If this is the case, bringing this area to life might require the use of tools and a little elbow grease, and it’s easy to get discouraged if some of these designs need to be built from scratch. When creating sensory boards, tables or walls, try to remember that materials such as water beads, waterproofing, PVC pipes, vacuum-sealed bags, empty plastic bottles, sand, vegetable oil, and glue are your best friends. You might even strike gold in your own kitchen, basement, or garage. You will be surprised by how many details in your sensory area can be made from re-purposed items/materials!

Now that you’re prepared (and encouraged), go make some awesome, sensory fun!

New AED Legislation in California

Sudden cardiac arrest affects nearly 10,000 youth nationally per year according to the American Heart Association, while the National Center for Catastrophic Sport Injury Research reports that more student athletes die annually from sudden cardiac arrest than from sport-related trauma. As a result, more and more states are enacting AED legislation.

California Assembly Bill 2009 Requires AEDs at Interscholastic Athletic Programs by July 1, 2019

Joining several other states that have enacted some form of AED legislation pertaining to schools, California has established new requirements for public and charter schools that offer interscholastic athletic programs.

  • Mandates at least one automated external defibrillator (AED) be present on campus and accessible to authorized personnel during interscholastic athletic events or activities by July 1, 2019.

  • Requires a written emergency action plan that directs the use of the AED, and to have policies that protect school district employees from liability for providing emergency care.

  • Ensures AEDs are available to athletic trainers and coaches and other authorized individuals at athletic programs, on-campus activities, and events.

  • Ensures AEDs are registered and inspected and maintained according to the manufacturer’s specifications, including, at a minimum, biannual testing and after each use.


Seconds Count with Cardiac Arrest

Sudden cardiac arrest causes more than 350,000 deaths every year, and while it is largely an issue for older adults, the syndrome is also among the leading causes of death among young athletes.

Rapid treatment of SCA with an AED can be lifesaving. An AED analyzes the heart rhythm and then sends an electric shock to the heart to try to restore its normal rhythm.

Every minute that defibrillation is delayed, the likelihood of survival from SCA drops about 10 percent. If bystanders act quickly and use an AED (in conjunction with CPR), the survival rate is 89 percent among student-athletes suffering SCA on a school campus.

According to the bill’s author, Assemblyman Brian Maienschein -San Diego, 42 young athletes in California died while engaged in physical activity between 2009 and 2011, and among those cases where a cause of death was released, 68 percent were attributed to sudden cardiac arrest.

“Although SCA can occur at any time, vigorous exercise appears to act as a trigger, making SCA more common during athletic practices and games,” Maienschein said in a statement. “SCA is the leading cause of death in athletes during exercise and usually results from intrinsic cardiac conditions that are triggered by vigorous exercise.”

“If automated external defibrillators are more readily available for authorized personnel to use, the lives of more student athletes and spectators will be saved,” he said.

He adds that while almost every coach in California has been trained to use the AED, only about 75 percent of high schools have the machines. The chances of survival are close to 90 percent if a deliberator is used within the first minute of collapse. After that, chances of surviving rapidly decline.

American Heart Association Recommended Protocol

The American Heart Association already has a recommended protocol for schools to create a cardiac emergency response plan:

  • Identification of one or more cardiac emergency response teams trained to respond quickly in case of medical emergencies;

  • Strategic placement and routine maintenance of AEDs, ideally to ensure that an AED is readily accessible so that a rescuer can retrieve it and deliver a shock within three minutes of collapse;

  • Dissemination of the plan throughout the school campus;

  • Ongoing staff training in CPR and AED use;

  • Regular drills throughout the school year to ensure school staff are prepared to respond to medical emergencies;

  • Working with local emergency responders to ensure the plan is integrated into community emergency response protocols; and

  • Annual review and evaluation of the plan.


Full text of the Bill can be found here.

School Health can help you decide what supplies you need to prepare your school for emergency situations. Visit our California AED Legislation Page for more information.

Adaptive Seating: Things to Consider

by Raymond T. Heipp. Ph.D.


SE Today-blog badgeThroughout my travels here in the US, I am constantly being asked questions about adaptive seating. There are so many questions and almost as many assumptions being made about these various types of seating. In the blog written by Andrea Simpson, she speaks of how an SLP can use a “Bitty Bottom” to assist in language activities. She adeptly discusses that as one of the manners in which to include the sensory and movement pieces into speech therapy.

In that idea, she hits upon the key point for any type of sensory feedback or, in this case, adaptive seating, there is no one-size-fits-all! That is the foundation from which I suggest we all operate. I recently was called by a principal who was absolutely frustrated. He had ordered chairs with moving seats for all of his third through fifth grade classrooms. He explained to me that he had read the stories and heard from colleagues as well as the manufacturer how wonderful these seats were for students with attention issues. Yet, after the implementation at the beginning of the school year, he found those classes were the least focused on studies and the hardest to control. We had a great talk and he came to better understand that while those seats may have been working well for some of the students with attention issues, they are not going to work for all students in the same way. Plus, for those students who were not demonstrating any attention issues, those seats became an excellent distraction. I simply gave him this analogy; imagine the seats being fidget spinners. Students who need the spinner and have been properly trained how to use it for their own benefit will use it well. However, it becomes a toy and distraction for all of the students who do not need it.  He understood that immediately.

So, what do recommend to schools? First, I suggest that they analyze specific student needs. You will have some students who need specific types of seating. There is plenty of research out there which supports how some students can actually increase their activity engagement when they are properly supported and comfortable; thereby deceasing environmental factors which limit engagement. If you are looking for specific research, you may want to involve your OT or PT as much of the research comes out of their realm. I remember the first article I used was Rigby et al in 1995 looking for ways to help those with CP and other physical health issues. The one point which is fairly consistent is that adaptive seating can be effective, but it must be geared toward the individual and cannot simply be assigned to everyone.

Special Tomato Extended Small MPSBy knowing the needs of the students, schools can then begin to look at what they have and what they might wish to have available. We will see products like Tumbleforms and Special Tomato seating which have their roots in assisting those with CP as well as being able to be applied to many more individuals. We also see Rifton chairs and other types of chairs which are meant to be a support as well as allow individuals to interact with classroom materials and others. Those are the types of adaptive seating which are recommended for specific individuals through the work of therapists. These are some of the easier decisions to make when it comes to seating.

The more difficult decisions come when the seating enhances focus and attention and does not carry with it ways to analyze exactly what a student might need. For these cases, I recommend a variety of tools for classrooms and therapy rooms to offer choice. Let’s face it, in our inclusive classrooms, students with differing abilities do not want to stand out from their neuro-typical peers. So, we need to think about these classrooms as an ability-friendly way of approaching education.

Those who have heard me speak know that I am a big proponent of using inflatable cushions as a support for a variety of students. It is ironic that Ms. Simpson referred to “Bitty Bottoms” as many realize I love this product and see it as a benefit for students who need it at the middle school and high school levels. These cushions are small, easily customizable, and can be carried in a backpack from location to location. I am always amazed too at the number of classrooms which use CoreDisk cushions with the teacher having one for herself, providing a wonderful model for the students, while sitting more comfortably at the desk.

Exercise balls are another common manner of adaptive seating. Please remember the following guidelines though if they are being used in a classroom. First, have a stand in which the exercise ball can be placed. It helps to limit the rolling that may not be easily controlled by some students. Second, make sure the exercise ball is the appropriate size for the students. If the students cannot place their feet flat on the floor while using the exercise ball, it is too large. Balance plays an essential role in using the exercise ball. Thus, being able to place one’s feet on the floor while sitting on the ball is important to the effects of the ball on learning. Third, make sure that the students have enough of a sense of balance and core strength to maintain a position on the ball. I have heard stories of students sitting down and going right over on to their heads because they did not have enough core strength to use the ball properly.

Specialty types of seating for sensory feedback like Beanbag Chairs and Scallop Seats may be quite appropriate for students too. Those of us who lived through the 1970s have had experience with Beanbag Chairs. The irony is the flexibility within those chairs is perfect for some of our students who need feedback at multiple points throughout the body. Although associated with being a calming and relaxing method of seating, these chairs have also proven themselves to give enough proprioceptive feedback to the body allowing the students to read or review information with limited distractibility. Scallop Seats are great for positioning students, whether on a floor or on a chair. Although some might look at them as a modified booster seat, they are actually an excellent way to add some texture, upper body parameters, and posture support for students.

There are many more types of adaptive seating out there, so the process of determining what is best can be overwhelming. By starting with a review of the school’s students and a cataloguing of what is already at the school, one can begin to piece together a plan for seating support in all classrooms. Remember that there is no such thing as one-size-fits-all. Speak to your vendors and see who is willing to let you try products before you buy. That way, you get a better sense of what will work along with having a great return on your investment.

As always, if you have any further questions, please feel free to reach out to me at rheipp@schoolhealth.com. We are all in this to help individuals with differing abilities, so I am here for you. We know that everyone has a voice and sometimes that voice is stronger when we do not have the distraction of an uncomfortable seating arrangement!

Incorporating Movement and Sensory Activities into Speech Therapy

by Andrea Simpson, MS, CCC-A/SLP by Andrea Simpson, MS, CCC-A/SLP

The prevalence of Autism continues to increase in our society. The diagnosis of educational autism also continues to increase within the schools. As current school speech caseloads are high, many children on the Autism “spectrum” make up a majority of a speech therapists’ caseload. It is important for speech therapists to constantly network with their occupational therapist when working with children with Autism in the school setting. In order to maximize time during speech and language sessions, it is often necessary to utilize a variety of sensory techniques during speech treatment. Quite often, the occupational therapist is the speech therapists best friend. These ideas are useful for all types of children because movement makes learning fun. Here are some useful ideas that incorporate sensory activities and movement into speech therapy.

Use of a scooter board - When using the scooter board the speech therapist can have pictures of curricular vocabulary placed up and down the hallway. The child can then scoot to pick up the pictures. Often, use of a magnetic fishing pole and buckets placed randomly in the hallway make this activity engaging for the child. For additional fine motor, the child could use tweezers to pick up objects.

Use of a swing - When working on object to picture matching a swing can be helpful to maintain joint attention with a child. Giving the child the object to hold while swinging and then holding up two or more picture choices and allowing them to cross midline to reach and chose the correct picture for the object.

Use of a weighted vest - When using a weighted vest you can tape up pictures up and down the stairs. To incorporate heavy work, have the child wear the weighted vest to climb stairs and identify/match /say pictures. Also, using pinchers to pick up objects or pictures and carry them up the stairs to buckets is fun.

Use of an obstacle course - When using the obstacle course before seat work a child can often sit and maintain attention to the task for a longer period of time. We use classroom chairs for children to climb under, carpet squares (or colored spots) for jumping and tunnels for crawling. A mini-trampoline can also be used and well as a rocking chair. When these activities are used prior to speech therapy, often a child is more vocal and more engaged.

Badge_Speech_IncorporateMovementUse of bitty bottoms for seated work - When using a “wiggly” bitty bottom during speech a child often can keep from having to stand up and avoid the task. Some children need the extra “wiggle” to learn and stay focused.

Use of a wagon or sled –Using a wagon or a sled works best with a small group of two children. One child pulls the wagon and the other child sits in the wagon and describes where to find the objects and pictures. Often this is used for work on prepositional concepts and having one child tell the other where to find pictures and objects (over, under, in, behind, above, etc.). Many children benefit from heavy pulling and movement during speech. When incorporating a third child, have that child push the wagon from behind.

Uses of a trampoline - When performing this activity do not just allow the child to jump like crazy. Have the child sing the ABC’s or other classroom songs, count or label pictures. Often, getting the child moving before entering the speech room helps maintain focus and attention to task.

Use of aspects of the drive-thru menu to maintain focus during speech- If a child is off task and having trouble focusing, often a few  quick wall push-ups, jumping jacks, or sit-ups can do the trick and bring the child back to the table to continue their seat work.

Using movement and sensory activities keeps children engaged. These activities are fun and take the pressure off of “talking”. To maximize progress toward IEP speech goals, now is the time to share ideas and develop a strong professional relationship with your school occupational therapist.  An occupational therapist makes for a good treatment partner and best friend.

For more sensory and movement products, shop our Sensory and Motor Skills categories.

Of Electrical Blackouts and Sensory Overload

by Raymond T. Heipp. Ph.D.


SE Today-blog badgeThis past August, I was reminded that this was the 15thanniversary of the electrical blackout that affected the East Coast and parts of the Midwest. I can vividly remember what I was doing during those days.  The power went out just as I was beginning a multi-day training for new faculty members coming into my high school. Of course, the first comment someone made was “did you guys forget to pay the bill?” I was tempted to get rid of that rookie for making such a lame joke and showing no real creativity there.

Needless to say, the next few days were interesting. We still had the training but altered where and how it was done. I completely understood that we would have to delay any training on technology or academic online systems but didn’t understand the presenters who could not present without their PowerPoint slides. I think the new faculty came to understand that adjustments can be made no matter what the situation when we did things like having a peripatetic discussion on teaching methodologies one morning around the neighborhood and having our “fancy dinner” change into grilled burgers and salad. There is definitely a lesson to be learned from this as some adjusted easily and others experienced difficulties.

I hope that you do not experience any electrical blackouts throughout this year! My greater concern though focuses on classrooms and buildings which create sensory overload for our students. We must be aware that every human being has sensory needs and triggers as we put together our classrooms and the activities within them. We also are reaching a time where I am seeing more schools adding a “sensory room” for student use.

Sensory rooms are good for all students and not just those with differing abilities.  We need to understand that a good sensory room varies from school-to-school. I have seen schools and institutions which have put in $50,000 Snoezelen Rooms which work very well. But as a former administrator, I recognize that very few of our schools have that type of a budget for sensory. So how does one go about creating a good sensory room? Talk to others who have them and then talk to those who can help you make them a reality. A good sensory room can be designed inexpensively and effectively as long as you know what you are looking to accomplish and are not seeking the quick and cheap way out.

Sensory RoomThere are sensory room kits that have many of the items you might need to create a sensory room. First you need to determine what kind of a room you want. Do you want it simply to be calming or be calming and interactive? When I say interactive, I refer to the fact that the user can actually dictate color schemes and devices to be used as they calm down. A sensory room that gives this control to the user is available for less than $18,500. The items in those kits include things like Bubble Tubes, Fiber Optic Showers, LED Sensory Projectors, and Fiber Optic Star Carpets. All of these can be purchased individually too which makes it easier to manage. Calming Sensory Room kits can be purchased for less than $8000.  The difference with these kits is that the users cannot dictate color schemes or how things will flow within the room. Either way, these items can bring students on the verge of a meltdown to a more calmed demeanor quickly.

I visited the STEPS Academy this summer and watched how they designed their sensory rooms. Each room was a different theme (space and under the sea). There were high tech and low-tech items in the rooms. They did have one of the Fiber Optic Star Carpets and it was fantastic to watch the children come in and just sit right down and decompress. For me, the critical piece to the design of a sensory room is knowing your students and what they like.  STEPS is definitely aware of their students with their themes and assortment of items that stay within the theme while giving sensory input.

We need to carry this awareness into our classrooms too. Classrooms do not need to have Fiber Optics or Bubble Tubes, but they do need to be aware of sensory overload. Too many pictures and items on the walls can be distracting for any student and downright overwhelming for others. Be creative, just not Jackson Pollock as you put your room together. Have meaning and purpose to what is displayed. One can go into just about any Chemistry classroom and see the Periodic Table on the wall. That makes an impact on students and is not overwhelming (unless you don’t like Chemistry!) Also, watch the colors you are using. Keep the colors bright without being too distracting. Large areas of red or orange can become distracting for some students.

Light FiltersThe lighting can also be overwhelming. Many of our classrooms still use florescent bulbs in the ceiling. Consider getting Light Filters to place over them. The best light filter colors tend to be blue, green, and purple. Please be careful though. Just running to the store and getting cheap sheet sets or cloth is not the same as Light Filters. My favorite anecdote comes from a presentation I was giving on making classrooms sensory friendly and discussing Light Filters. I had a teacher stand up and say I was correct (always nice to hear!) She went on to describe how she had bought some material at her local Walmart and covered her lights. During the afternoon of the first day of school, she thought she smelled something burning. She looked up to see one of the pieces of material smoldering from the direct exposure to the lights.

Twisty TwidgetsFinally, as you prepare for your own classes, build in sensory breaks. OTs will share with you that a simple one-minute break can reinvigorate students and allow better attention to take place in ALL students. Consistent sensory breaks can also create a positive learning environment with limited issues from students. For the kinesthetic student, these breaks can actually increase the learning of material.

Sensory overload can occur in anyone, not just students with sensory processing issues or differing abilities. By taking some time to make a classroom sensory friendly, you can add depth to the learning process. A sensory-friendly classroom can also make you feel more relaxed in front of your students.  Sensory rooms and sensory-friendly classrooms are important in today’s academic environments. With anxiety levels being reported as the highest they have ever been in our students, we need to do our part to let them be students and take in the information we share with them.

May this be a year without any electrical blackouts or sensory overloads for you and your students!

Three Must-Have Resources that Explain the Effective Communication Rights of Students with Disabilities

by Robin Ryan and Gabe Ryan


SE Today-blog badgeIt is good to know that the Federal Special Education budget has not been cut.  At this time, it is good to review the joint guidance that has been prepared by the Federal Government in regards to the Rights of Students in regard to effective communication.



Joint Guidance on the Federal Laws


The U.S. Department of Education’s Office for Civil Rights, Office of Special Education and Rehabilitative Services, and the U.S. Department of Justice’s Civil Rights Division have released some joint guidance materials related to students with disabilities and meeting their communication needs

Sifting through varied legal requirements designed to support the learning needs of students with disabilities sometimes leaves educators and parents/guardians puzzled. Having guidance on the intent and explanation of different aspects of the law related to providing services is invaluable to educators and families. This encourages less time spent interpreting what a law ‘might mean’ and more time creating a supportive plan and accomplishing goals, moving toward successful outcomes for students.

The following guidance materials relate to the public schools’ responsibility to ensure students with hearing, vision, or speech disabilities have access to effective communication through appropriate aids and services.


  1. Colleague Letter


    The DOE and DOJ Colleague Letter (in Spanish) is intended for educators. This two-page letter briefly introduces the aspect of effective communication for all students and highlights a Frequently Asked Questions Document. This letter touches on the responsibilities schools have for meeting the communication needs of students and the differing ways the three Federal laws relate – The Individuals with Disabilities Education Act (IDEA), Title II of the Americans with Disabilities Act of 1990 (Title II), and Section 504 of the Rehabilitation Act of 1973 (Section 504).


  2. FAQ


    Frequently Asked Questions on Effective Communication for Students with Hearing, Vision, or Speech Disabilities in Public Elementary and Secondary Schools. This 30-page FAQ document is intended for educators and parents/guardians. The first few pages of the document provide an introduction and detailed description of the three Federal laws. Starting on page six, the Q and A portion consists of twenty questions and their answers with related regulation and/or case references. Question #20 includes a list of additional resources for continued guidance and explanation of the provision of services. The appendices of the document are a supportive extension with a few case studies as well as a section specifically on IDEA- Part B: Communication Needs.


  3. Fact Sheet


    Meeting the Communication Needs of Students with Hearing, Vision, or Speech Disabilities (in Spanish) This two-page fact sheet is intended for parents/guardians, however is really an essential overview for anyone. This document includes six questions with bulleted answers to each one. It is a quick look at what the law requires of a school, who is eligible, what aids and services could be required and where to find more information.


Please share these must-have resources with your colleagues and families today!


As the individual communication needs of your students are determined through the appropriate process, we invite you to explore and find the assistive technology tools within the School Health Special Education website.

Ensure the Best Placement of AEDs in Your School

AED in wall cabinetThe increasing square footage of schools can make determining how many automated external defibrillators (AEDs) and where to strategically place them seem like an overwhelming task. But it is a necessary task to ensure the best response in the event of sudden cardiac arrest (SCA). If you need help determining the best number and placement of AEDs in your school, connect with one of our experts.

The American Heart Association recommends AEDs be accessible within three minutes of an SCA emergency. Every minute of delayed defibrillation equates to a 10% decrease in the chance of survival of the victim.When an AED is applied prior to the arrival of an ambulance, the victim’s chance of survival increases nearly fivefold.2

It’s important to consider the following when equipping your school with AEDs.

  • Placement – AEDs should be placed within 3 minutes of anywhere within the facility. That means a responder has 1.5 minutes to get to the device and 1.5 minutes to get back to the victim when walking at a brisk pace. On average an individual walking at a pace of 4 miles per hour will walk 152 steps in 1 minute.That’s 228 steps to the device and 228 steps back. Determine your 1-minute radius and center an AED around that.

    TIP: Consider obstacles in the pathways to AEDs. For instance; hallways with security doorways, multiple floors, furniture.



  • Visibility – Make sure AEDs are easily located within your school by placing wall signs above the AED to direct responders to the location. Wall signs are sold separately from AEDs and budgets should allow for proper AED signage. A well-marked path to an AED can make the difference in the survival of a victim when minutes count.

    TIP: Place a wall sign at the end of a hallway or at an entrance to direct responders to the location of an AED.



  • Accessibility – Make sure the AED(s) is easily accessible to responders. Wall cabinets designed to hold AEDs are often alarmed and improve accessibility while deterring theft. The Americans with Disability Act (ADA) guidelines state the height to reach the handle of an AED should be no more than 48 inches high.



  • Location – Consider locations throughout the school that are easily accessible. Consider places of congregation and high-traffic or high-risk areas. For example, at the end of hallways, near the cafeteria, auditorium, office and gymnasium. Schools with multiple levels should place AEDs on each level to ensure the quickest response time.

    TIP: Provide AEDs at school sponsored sporting events by placing the AED in an easy to transport carry case.  



  • Program Management – Implementing an AED program management solution will ensure your AED(s) are rescue ready and compliant. Program management solutions make it easy to track the expiration of pads and batteries as well as CPR certification for trained responders.


Sudden cardiac arrest (SCA) strikes anyone at anytime and anywhere. Making sure your school and staff are trained to respond makes all the difference for the survival of an SCA victim.

AED on student deskThe ZOLL AED Plus® with Real CPR Help®, provides rescuers the confidence to deliver high-quality CPR when it matters most. In addition, long-life consumables, 5-year pads and batteries, increases readiness and decreases frequency of maintenance.

 

 

 

 

 

1Link MS, Atkins DL, Passman RS, Halperin HR, Samson RA, White RD, Cudnik MT, Berg MD, Kudenchuk PJ, Kerber RE. Part 6: electrical therapies: automated external defibrillators, defibrillation, cardioversion, and pacing: 2010 American Heart Association Guidelines for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care. Circulation. 2010;122:S706–S719.

2Weisfeldt ML, et al. J Am Coll Cardiol. 2010;55(16):1713–20.

3”The Average Steps per Minute for Different Exercises”.Verywellfithttps://www.verywellfit.com/pedometer-step-equivalents-for-exercises-and-activities-3435742

Asthma Peaks in September

By: Sally Schoessler, MSEd, BSN, RN -- Director of Education, Allergy & Asthma Network


September – the temperatures start to drop, there’s a crispness in the air and the hallways of our schools are once again filled with activity. Children have returned to school with boxes of tissues, new binders and freshly sharpened pencils.

Asthma Peaks in SeptemberOne in 10 children in our schools will also bring their asthma back to school. Asthma is a huge issue in America’s schools and is the number one reason for school absences – it is responsible for more than 13.8 million missed school days. And there is a proven phenomenon that occurs every year – the September Asthma Peak.

The third week of September has been identified as the peak time for asthma flares among children and youth. Hospitalizations and visits to the emergency room due to asthma tend to spike during this time.

So what’s so special about September and asthma?

In summer, most families are more relaxed about their Asthma Action Plans and asthma controller medications, but when school restarts, there is renewed stress around family schedules and expectations for the new school year - not to mention the pressure of academics, sports and social aspects of school that can include bullying. The student enters a new classroom (or classrooms) with different children in a relatively small space, increasing the risk for infections.

Our environment changes with the fall season. Outside, the weather gets chillier and ragweed and mold pollens return. Inside, we’re in closer quarters with others and we tend to keep the windows and doors closed as the weather gets cooler and cooler.

It’s important for the school’s healthcare team – led by the school nurse – to come together to promote asthma management all year long, but especially in September. With the student at the center of care, the parents and family, the medical home and the school team can be strategic in minimizing asthma flares. First and foremost, talk with your student to see how they are feeling and if they know how to access their asthma medications as needed during the school day and after-school activities.

Back to SchoolEvery student with asthma should have an Asthma Action Plan, which should be updated annually. This plan directs the care of a student with respiratory issues and provides guidance from the medical provider. Another vitally important point is to stress the importance of hand washing. Good hand hygiene is key to stopping the spread of germs and illnesses at school.

As students settle into a new school routine, encourage healthy habits to get the school year off to a great start!

Shop Allergy and Asthma products on SchoolHealth.com! You'll find essential products to help keep your students healthy this year.

Parent-to Parent Networking: An Invaluable Strength

By Robin Ryan, founder and facilitator of Our Time Out

Piles of books and articles, hours of online videos, top ten lists of do’s and don’ts, and integrating discussions with educational/health service providers can be some of the most helpful building blocks to expanding one’s knowledge when you are a parent of a child with a disability. However, a cornerstone or keystone, is the invaluable strength of parent-to-parent networking. The opportunity to connect with others going through a similar experience can often help with gaining and sharing resources, navigating challenges, and providing unique emotional support.

“I’ve laid my child in a surgeon’s arms, I have slept upright in a hospital chair, I have listened to the beeping of machines and been thankful, I have smiled though the tears, I have found strength when there wasn’t any left. A Mother’s love is the fuel that enables a normal human being to do the impossible.” - Unknown Author

[caption id="attachment_2657" align="alignleft" width="350"]Our Time Out Winter Celebration, 2005, Sacramento, CA Our Time Out Winter Celebration, 2005, Sacramento, CA[/caption]

Here’s the story of Our Time Out, a mom’s group in Sacramento, California.

In the Spring of 1999, the Our Time Out mother’s group was formed in Sacramento, California. This group started under the wing of the local Family Resource Center and moved into a grass- roots independent group. Word spread about the group through newsletters, flyers posted at doctors’ offices and school bulletin boards, and interested moms sharing with others. Our Time Out caught the interest of mothers, grandmothers, and sisters who share the very special bond of raising a child with a disability. The focus of the group was to take time out of our busy schedules to connect, share thoughts, and ideas with other mothers and caregivers in a positive, supportive environment.

Prior to Our Time Out, there were (and continue to be) wonderful community support groups available for parents of children with specific types of diagnosis or disabilities. Groups were available for parents of children diagnosed with Autism, Cerebral Palsy, Down Syndrome, Visual or Hearing Impairments, as well as some unique and rare diagnosis. Invaluable information is gained through these groups in the community. Many parents were eager to continue their learning and cast their nets even further. Parents in the community whose children had a diagnosis, and those who did not, expressed a desire to connect with others who had children with disabilities of varying ages.

Our Time Out started meeting the 3rd Thursday of the month at 7pm at a local restaurant. After a while the group had well over 100 members in the contact roster, with approximately 10-20 attending the monthly meeting. Some moms participated one time, others sporadically, while others attended every month. Although they could not always attend, moms felt supported knowing that there was a group they could reach out to when needed. As the group grew, we mapped the locations attendees were coming from. Some were driving up to an hour just to join us! It was then that a second group was formed to support parents more geographically closer to their homes. The second group met the 2nd Wednesday of the month. Two groups were in full swing for several years, some moms attended both, or whichever night worked better for them. Eventually, the restaurant where the original group was held went out of business. Most moms lived near the second group location, so Our Time Out went back to being one location, one night a month.

Over time, participation has decreased for several reasons. Moms have found and built up their support structure and do not have an interest or need to attend a group. Several Moms have continued to set aside the day and time and use it for a night out with friends, shopping, or movies. There have been children that have passed away and their moms no longer choose to attend. In addition, since Our Time Out is a long-standing group, advertising decreased to mainly Facebook. Therefore, some parents who seek this type of connection may not be aware of the meeting details. A small group still meets every month, sharing their joys and triumphs and welcoming in any new or returning moms that choose to participate.

As a facilitator of the group, volunteering for almost two decades, the most amazing and gratifying thing to witness while experiencing the ebb and flow of a parent group, is how dynamic the power of this parent-to-parent networking cycle can be.

[caption id="attachment_2659" align="aligncenter" width="600"]Parent-to-Parent Networking Cycle by R. Ryan Parent-to-Parent Networking Cycle by R. Ryan[/caption]

Our Time Out parent-to-parent networking has helped to form many close friendships. Parents have shared stories of vacationing together with other families who understand the necessary additional considerations to have a memorable, enjoyable time. They’ve advised each other on working through numerous educational and medical topics and supported each other while they or their child is in the hospital. In the heartbreaking times, they’ve wrapped around to comfort a fellow mom and family grieving the death of their child.

“When I leave the mom’s group meetings, I leave smiling, knowing I did something positive for myself, knowing that there is a group of women, who just simply understand” - Our Time Out Mom

Ingredients and simple structure of the Our Time Out group:

There are many ways to form a group in one’s community with little to no monetary cost. Here is our structure and some additional considerations when forming a parent group like this one.

  1. One or two consistent facilitators or point persons who are a parent of a child with a disability.


Why? A familiar face for a networking group is invaluable for forming relationships and expectations. Being a parent of a child with a disability, while working, and supporting other parents to network is a big undertaking. Before taking this on, one must ask themselves honestly - am I able to commit to this for a year, or a few years? Do I need a trusty side-kick? Is it a good fit? Talk with those who currently facilitate groups in your area to gain more perspective.


What does a facilitator do? The minimum role is to ensure reservations and ongoing communication with the restaurant manager, keep a roster of members, communicate details or cancellations, facilitate welcomes, move the conversation along, and interact with all participants. Having group and conversational skills is helpful. The maximum role includes organizing group events outside of the monthly meeting and/or providing resources to share. The sky is the limit!




  1. Pick a standing time and day of the week


Why? This consistency is a gift to others. It’s easier to calendar in for the entire year when it is based on a re-occurring day of the week within a month. Parents we surveyed preferred Tuesday, Wednesday, Thursday. (e.g. 2ndWednesday of the month)




  1. Location is key 


Choose a local restaurant that will: A) take a reservation, B) allow the group to have the quietest group table or area, C) allow separate checks, D) agree to not charge the 18% group gratuity, E) offer a varied menu.


Having a meeting in-person with the manager during their non-peak hours is a great way to forge a relationship and see if they can accommodate the needs of the group.


Why a restaurant vs. someone’s home, office, or church meeting space? Although these are all great spaces to meet, we chose the approach of using restaurants in the community that would offer a neutral, comfortable low risk for parents who are interested but are still not sure about participating. We have had moms sit at a table nearby to check it out before joining us at the table. Some parents choose to eat dinner while others just have a coffee.  Another benefit is that there is no major set-up or clean-up for the facilitator or participants.




  1. Structure: The meeting itself is free flowing in nature.


The facilitator may bring the group to order and share an announcement or resource. The participants are invited to introduce themselves and share a tiny bit about their child/something new or an update, and most importantly we have upheld the tradition the moms share one positive thing they did for themselves over the last month.


This can be tough for some because many caregivers forget to take time out for themselves. Sharing this can be a step toward encouraging intentional moments of self-care, even just 10 minutes a day of listening to favorite music is a great example.


After each person has shared, the group naturally branches off to networking either as a larger group or pairs. Most of the time, this is based off of what people shared in their introduction. It is helpful to have a few topics ready to discuss, just in case people are not naturally talkative.


A few additional learned tips: 

Get the word out, have a clear focus, revisit location and structure, evaluate your efforts!

Respect the Speaker: The group will naturally keep one another on task when they are a part of the process. To have the best chance of making it all the way around your table during the introductions portion, it is helpful to have a timer, limit side conversations, and use a talking stick or something similarly symbolic that the person sharing can hold to indicate who has the floor.

Maintain a Contact Roster: A simple contact sheet can be helpful for connecting parents as needed and updates on meeting details. Be upfront on the purpose of the contact roster, decide if it will be for internal connections and updates, sharable, or both. Some parents may be fine with being on a group list to enhance their network. While others do not want the additional mail and interactions that can come from being on such a specific type of contact list.

Presentations: A rule of thumb is to stay away from singular product/program presentations during the monthly meetings. Often service providers or parents would ask if they could take an hour or more to share or present. Feedback we have received over time suggested that parents attending were interesting in parent to parent networking as the focus, not being a captive audience to an infomercial. Bringing a brochure about a product or organization and sharing briefly has been well received though.

For more information about groups and resources for families and students with disabilities in your state a good starting place is the Parent Training and Information Center (PTI).

School Health Makes Sizzling Summer Connections in Arizona

By Gabe Ryan, School Health Blog Writer and Contributor

The 2018 Northern Arizona University, Institute for Human Development (IHD) hosted their annual Assistive Technology conference in Scottsdale/Fountain Hills, AZ in early July. This was the second year IHD combined their Arizona Technology Access Program (AzTAP) conference, with their Evidence-Based Practice (EBP) conference, and the American Indian Vocational Rehabilitation Training & Technical Assistance Center (AIVRTTAC). This mega event was called the “Evidence for Success- Combined Disability Conference”. With three conference tracks to choose from, there were over 80 breakout sessions and an Exhibit Hall showcasing over 50 Exhibitors.

BlubeeThis was my first time representing School Health as an exhibitor, teaming with my colleagues, Scott Cormack, CFO, and Dr. Ray Heipp, Senior Sales Specialist for Special Education. It was great to interact with conference attendees and with the products we were sharing at the School Health table. The Bluebee Pal Pro Interactive Plush Learning Tool, a Bluetooth enabled talking plush companion was a big hit. People were holding it, singing with it, and dancing with it.

Gabe TapItThe amazing TAPit Interactive Platform inspired young artists to create masterpieces, and piqued the interest of caregivers and service providers to learn about the possibilities for individuals with varying abilities.

 

 

 

 

The exhibitors at this conference were informative. Here are a few of my highlights from the Exhibit Hall:

  • Meeting Northern Arizona University, Disabilities Studies Professor, Matthew Wangeman and previewing his new short film “My Dad Matthew”.

  • Learning about the TBO Mount from CJT Enterprises. It features five rotation points, a grip clamp, hassle free mounting, and the ability to position your device easily.

  • Rolling my powerchair up the ramp into the new VMI Northstar E Conversion Honda Pilot. This manual 32” wide, in-floor ramp, converted SUV was spacious and stylish. The representatives shared information on all the latest features of this vehicle.


A session of interest I attended was on the Assistive Technology and the Workforce Innovation and Opportunity Act (WIOA) presented by Janet Estervig, Director of Curriculum and Training, Attainment Company. Ms. Estervig shared that “WIOA is landmark legislation that is designed to strengthen and improve the workforce system and assist youth and adults with significant barriers.” Learn more about WIOA and your state plan from the U.S. Department of Education website.

PresentationDr. Ray and School Health invited me to co-present during his session on Addressing Sensory Needs in the Classroom and Workplace. I was excited and honored to team with him and to share my experience of using adaptive equipment with the 65+ session attendees. We even pulled in Scott Cormack to share his perspective as a business leader. He highlighted the importance of “focusing on the strengths of individuals”.

The conference was a great time. I gained experience and contributed to my professional learning. My personal highlight was the encouragement from my team and their openness to incorporate my strengths into School Health's activities. Trekking across the desert from Northern California to Arizona in sizzling 118° degree weather was worth every mile!

Gabriel Ryan - Grand Canyon, Arizona Gabriel Ryan - Grand Canyon, Arizona

“ROLL FORWARD, YOU NEVER KNOW WHAT OPPORTUNITIES YOU’RE GOING TO ENCOUNTER, THEY COULD BE GRAND… OR THEY COULD BE UNPLANNED” - GABRIEL RYAN

Fighting Germs in Schools Helps Stop the Spread of Illness and Reduce Absenteeism

Good hand hygiene helps keep germs at bay and is a critical part of preventing colds, the flu, and infections from spreading. Most of the country has just come through one of the worst flu seasons in recent history. Schools were hit especially hard and many schools faced days-long closures as they tried to stop the flu from spreading or find enough healthy staff for classrooms.

While handwashing with soap and water remains the gold standard for hand hygiene, it’s not always realistic as students move between classrooms, buildings, busses, and navigate the demands of a busy school day. And, when a student is sent to the restroom to wash their hands, how do we know that they’re washing with soap and water for the prescribed length of time – or if they’re washing at all?

Sanitizers to the rescue! School Health recommends an all-inclusive approach to fighting the spread of germs in your school. A complete solution includes using alcohol-based hand sanitizers and surface disinfectants that are scientifically formulated for no trade-off protection, in addition to handwashing, as an important part of cleanliness and well-being.

PURELL® products are universally recognized and trusted to provide fast and effective protection from germs.1In one study, schools that combined hand-hygiene education with PURELL products reduced teacher absenteeism by 10 percent.2Student absenteeism was reduced by 51 percent when PURELL hand hygiene products were used in conjunction with a curriculum to teach kids about good hand hygiene.3

Placing the right products in key locations helps teachers and staff remind students to practice good hand hygiene during the day, which helps stop germs and illness from spreading. Hand hygiene is the single most important way to prevent the spread of infection, but it’s just half of the solution. You can significantly improve results when you also prevent recontamination by disinfecting the surfaces people touch.

School Health recommends using a combination of hand sanitizers, surface disinfectants, and wipes. Placing these products in easily accessible, high traffic areas will help to combat germy conditions and keep kids healthy. Some placement suggestions include:

  • The entrance to the school

  • The entrance to the gym and locker rooms

  • Outside of the restroom

  • Near the water fountain

  • Outside of classrooms, offices, and the teacher’s lounge

  • In food preparation areas and cafeterias


To learn more about solutions for a clean and healthy classroom, Request a Consultation with one of our experts. You can even learn how to get FREE dispensers with your purchase!

Increasing The Odds For Survival with Real CPR Help

Zoll AEDCPR Saves Lives.That’s why more than 30 states now require students to receive CPR training before they graduate from high school. Many of these states also require that students be trained to use an automated external defibrillator (AED).

CPR + AED = even more lives saved.

The evidence is indisputable: high-quality CPR is the primary component in influencing survival from cardiac arrest.1 Not every patient will need a defibrillating shock, but every patient will need CPR to increase the flow of oxygenated blood to the heart and brain.

Even for seasoned health care professionals, it’s hard to know if you are pushing hard enough and fast enough to meet current AHA Guidelines for compression rate and depth. With ZOLL’s proprietary Real CPR Help technology, you know. It provides audio and visual feedback that guides rescuers to deliver high-quality CPR. ZOLL introduced Real CPR Help® in 2002, and it is standard on every AED and professional defibrillator ZOLL sells.

Superior Support in a Rescue, 100% of the Time!

The ZOLL AED Plus®defibrillator with Real CPR Help provides integrated, real-time CPR feedback to help rescuers save a life. Only half of all sudden cardiac arrest victims will need a shock, while 100% will need high-quality CPR. Real CPR Help guides you every step of the way, telling you—and showing you—whether you need to “Push Harder” or whether you’re providing “Good Compressions.”

Not all heart rhythms are “shockable,” but high-quality CPR can potentially convert a non-shockable rhythm into one that is shockable. Even if this isn’t possible, CPR will keep blood circulating until emergency services arrives.

If a shock is required, CPR must begin immediately after the shock is delivered. The heart struggles as it tries to restore to a normal rhythm. Without CPR, a shock alone may be ineffective. Whether the victim requires a shock—or not—the AED Plus will support you 100% of the time.

Focused on CPR Quality

High-quality CPR improves survival from cardiac arrest, and rescuers need to “maximize the quality of CPR” to save more lives.1,2

High quality means providing compressions at the proper depth and rate, making sure not to lean on the chest, and keeping interruptions to an absolute minimum. In its 2015 Guidelines, the American Heart Associationidentifies five critical components required to provide high-quality CPR:

  • Compression rate of 100–120 per minute

  • Compression depth of 2–2.4 inches (5–6 centimeters)

  • Avoid leaning on the chest to allow for full recoil after each compression

  • Minimize pauses in compressions (chest compression fraction > 60%)

  • Avoid excessive ventilation (2 breaths/30 compressions without advanced airway; 10 breaths/minute with advanced airway)


Rescuers at every experience level need assistance when delivering CPR. The Real CPR Help technology on ZOLL’s AEDs and professional defibrillators assists lay rescuers and health care professionals alike in delivering high-quality CPR to meet the guideline recommended rate and depth.

How Real CPR Help Works

Using accelerometer technology, a sensor inside ZOLL’s CPR electrodes captures the rate and depth of each compression. Once the electrodes are placed on the patient, the person providing CPR presses on the clearly marked hand placement indicator that covers the sensor. The information captured is sent to the defibrillator, where it is immediately processed and provided in real time to the rescuer.

This real-time feedback is a critical component in reaching high-quality CPR. With audio and visual prompts to push harder, rescuers can immediately adjust their CPR as needed to reach the most effective rate and depth of compressions.

Chances of Survival More than Doubled

Studies in Arizona and California prove that high-quality CPR saves lives and that Real CPR Help can improve CPR quality.3,4 A large study of EMS providers in Arizona showed that the odds of survival increased 2.7 times with ZOLL’s industry-exclusive Real CPR Help and scenario-based training.3 And survival to discharge and good neurological outcomes doubled after the implementation of a “resuscitation bundle” at the University of California San Diego Medical Center that included Real CPR Help and specialized training.4

In a sudden cardiac arrest emergency, the victim’s best chance for survival is immediate CPR and a rescuer with an AED. Many people may not realize how critical effective CPR is in determining a victim’s outcome. ZOLL’s Real CPR Help guides rescuers at every experience level with real-time feedback to give them the confidence that they are providing potentially life-saving, high-quality CPR.

1Meaney PA, et al. Circulation. 2013 Jul 23;128(4):417–35.
2Neumar RW, et al. Circulation. 2015;132(suppl 2):S315–S367.
3Bobrow B, et al. Annals of Emergency Medicine. July 2013:62(1):47-56.31.
4Davis DP, et al. Resuscitation. 2015 Jul;92:63-9

Tips for Coordinating Spot Vision Screening Q & A

Spot Vision ScreenerWe received many questions during our Tips for Coordinating Spot Vision Screening webinar. As a resource for you, we have compiled the most frequently-asked questions and have provided them here with their answers.

If you have a question about the Spot Vision Screener and don't see an answer here, be sure to request a consultation with one of our vision screening experts!

Q: Do you still need to do a visual acuity test?
A: The Welch Allyn Spot Vision Screener uses a completely objective screening methodology to screen for 6 potential vision issues including amblyopic risk factors, common refractive errors, and strabismus. Visual Acuity testing is subjective but can identify visual problems unrelated to refractive error. Both screening methods have their benefits and limitations; therefore, the most thorough exam occurs when both instrument-based vision screening and visual acuity are used.

Q: Can I convert the results to a visual acuity score (20/20, 20/40)?
A: No. The Spot Vision Screener results will indicate “All Measurements in Range” or “Complete Eye Exam Recommended.” The device also lists the condition(s) found and the measurements of each eye. Welch Allyn does not recommend converting the results to a visual acuity score. If your state requires a visual acuity score we recommend using age appropriate tests and following state vision screening guidelines.

Q: How does it measure stereopticity?
A: It doesn’t. The Spot Vision screener is completely “objective” in that it requires no response. Whereas stereopsis is “subjective” (requiring a response from the subject).  That would be a different test. If your state requires a Stereopsis screening we recommend using age appropriate tests and following state vision screening guidelines.

Q: Does the result screen delineate between near and distance results?
A: Spot Vision Screener can detect measurements for Myopia (near-sighted) and Hyperopia (far-sighted) which are what a near or distance vision test looks for. In addition, Spot detects 3 amblyopic risk factors (Hyperopia, Strabisus (Gaze) and Anisometropia (unequal refractive power) as well as Astigmatism (blurred vision) and Anisocoria (unequal pupil size). 

Q: Can you screen children who are wearing glasses?
A: Yes, but it will take the glasses into consideration. Spot has criteria settings and if they are not referred then they met the criteria settings already established within the devices.

Q: Any suggestions on screening students who wear glasses?
A: Screening with glasses can be tricky, you can screen through single Rx Lens (no bifocals) with Spot. To screen students with glasses, push the glasses up the nose and drop the chin. This helps move the glare off the lens for a better capture. The thicker the lens, the more challenging it can be to screen through; this is also the case if the lenses have scratches on them. It is easiest to screen children wearing glasses in a dark room that minimizes reflections off the lenses.

Q: How accurate are the results? Sometimes if I screen the child two or three times I get both pass and refer.
A: It’s best to go with the first result while the eyes are in a natural relaxed state whereas continually screening the same patient can result in accommodation, thus skewing the results. 

Q: Why do I get different results for the same student if I have trouble screening and try again?
A: Accommodation is the ability for the human eye to improve vision when provided time to focus on an object.This is most widely discussed with amblyopic risk screening on children under age 6 but can still occur with subjects over 6 years of age. This also may occur when a child is just below or above the criteria threshold for their age, thus prompting multiple results. As with the previous question, the best practice is to go with the first result. 

Q: What is the recommended age for use?
A: Refer to the Welch Allyn statement regarding use of Spot Vision Screener in school-aged children.

Q: How reliable is this tool when screening children with developmental disabilities that have difficulty focusing on the machine?
A: Spot Vision Screener is an effective tool for screening children with developmental disabilities. Remember, Spot does not replace a comprehensive eye exam and children with disabilities may also need to see an eye doctor. Spot has an extremely high capture rate even with Autistic or developmentally delayed children. It’s vision optics system and design results in a high capture rate and the non-invasive screening distance of 3.3 feet helps allow the child to be comfortable without feeling like you’re invading their space. 

Q: How do you load student data for screening?
A: There are three options available for loading student data for screening into the device.  

  1. INSTANT SCREENING - Screen and then follow the prompts to enter the student’s information including name, ID, date of birth, gender, etc. 

  2. SELECT FROM THE QUEUE - Preload a list of students by utilizing the import/export function which allows you to create a spreadsheet and load the data into the device by using a USB.

  3. PRE-ENTER STUDENT DATA - Follow the prompts to enter the student’s information including name, ID, date of birth, gender, etc., then proceed to the screening portion.


Q: Is financial assistance available to purchase a Spot?
A: 
You might reach out to a local Lions Club or other local charitable organization, like Prevent Blindness, for assistance; they have helped with the purchase of equipment. Some schools have utilized their Medicaid reimbursement funds to purchase the Spot Vision Screener. Others have utilized the banner space at the bottom of the results page to raise funds by promoting local services and/or optometrists.

School Health Services Give Children a Bright Future

Shared with permission from the Healthy Schools Campaign.


Mary Ellen Barkman, the Medicaid Coordinator for Pinellas County Schools, the eighth largest school district in Florida, is passionate about their vision screening program. “We’re saving children’s lives,” she says.


Spot Vision ScreenerFor instance, last year, there was a new student in the district, a recent immigrant from Egypt who spoke only Arabic. Her teacher struggled to reach her and felt that beyond the language issue, the girl must have some cognitive problems. As part of her special education evaluation, she was tested with one of the district’s new Spot Vision Screeners. This quick screen showed that she had a serious muscle problem that caused triple vision. After she received the specialized prism glasses she needed and hearing aids for her hearing loss, she was at grade level within a year. “Without those screenings she may not have been able to reach her fullest potential,” Barkman says. “With help, children can have such a bright future.”


The district’s investment in spot screeners is the result of careful analysis of the district’s needs. Several years ago, school health services managers reported to Barkman that there was an issue with the district’s protocol for vision screenings. They were inefficient and time consuming, and they simply didn’t work for students who couldn’t talk or who had trouble sitting still or following instructions—often the very students who needed accurate screenings the most. The district researched many options and settled on Spot Vision Screeners, which work by taking a picture of the child’s eye and using it to screen for visual acuity, muscle imbalance and tumors. In fact, in the first year of using the screeners, the district identified a serious tumor in a student that had been missed by his primary care doctor. The machine creates a printout for parents that explains any follow-up services their child needs, and the district has formed partnerships with a vision van, local optometrists and the Lion’s Club to provide services for children who need follow-up services after screenings. And because the screeners are so easy to use, the district’s vision teams can make much more efficient use of their nurses to follow up with students who fail the screenings, rather than having to do the screenings themselves.


Barkman and the Pinellas County Schools team have woven together many different funding streams to build this unique program including Medicaid funding for the actual Spot Vision Screeners. Most of the funding comes from effective maximization of Medicaid billable services, such as Physical and Occupational Therapy, Speech Therapy, Nursing, Social Work, Psychology and Transportation and Administrative Claiming. Half of the reimbursement dollars are given to her program to spend on priorities they identify. The other half goes to operating to offset salary costs of billing providers. Because of this, Barkman works hard with her practitioners to make sure they are billing for all eligible services and maximizing Administrative Claiming reimbursement. They even developed their own electronic documentation system to make this easier. Over five years, the district has increased Medicaid revenue by $1.7 million to increase resources for students.


What’s next for Pinellas County? One priority is developing a micro-credentialing system for the one-on-one assistants who work with children with multiple challenges, to give them skills for physically transferring the children, feeding, seizure monitoring, CPR and social supports. Medicaid will support an increase in their salary after achieving the credential, which will allow them to be Medicaid-claimable health assistants. This invests Medicaid dollars directly into something that meets the needs of some of the district’s most vulnerable students.


“The key is out of the box thinking,” Barkman says, “and the box has gotten smaller.” She continues to look for ways to leverage whatever funding is available. “It’s such a blessing to be able to help a child reach their fullest potential. It’s important that people understand how important the Medicaid dollars are to that,” Barkman says.

Rochester News Station Interviews Gates Chili CSD & Mobilize Rescue Systems about Life-Saving Technology

Fox Rochester's Ashley Doerzbacher interviewed Superintendent Kim Ward and the Mobilize Rescue team about the #Mobilize1Million campaign and the use of the Mobilize Rescue System at the Gates Chili Central School District.

You can watch the interviews here (Be sure to scroll down to watch all five segments.)

Mob1mil_2Mobilize Rescue Systems offer the only interactive trauma and first aid system capable of helping untrained bystanders assess, manage, and monitor a spectrum of medical emergencies.

Each Mobilize product includes access to the Mobilize Rescue app, which provides users with just-in-time instructions to assess and manage life-threatening emergencies. Bystanders can follow simple steps in the Mobilize Rescue app, and have the knowledge and ability to provide care anywhere they go.

The interactive app is designed by experienced medical providers to place the highest accepted standards of emergency medical care in the hands of the everyday person. The app takes the guess work out of providing care - the untrained rescuer can determine the problem, locate the proper equipment and be taught to use it properly with interactive, just-in-time training.

Here are some notable quotes from the interview. These quotes highlight the benefits provided by Mobilize Rescue Systems during an emergency situation.

"I just feel like we're more equipped to handle any situation. It's a different world out there, and we need to be prepared. It's not something we like to think about, we hope we never have to use it, but helping our staff, even students, anyone who walks in the building knows what (the Mobilize Rescue Systems) are, knows where they're found next to our AEDs. They at least know they are equipped to respond and help save lives. We talk about innocent bystanders, these units allow you to be active in trying to save lives, in trying to stabilize victims until the emergency staff can arrive." - Superintendent Kim Ward, Gates Chili Central School District

"The technology for first aid has just changed so dramatically, with AEDs and everything else, and (the Mobilize Rescue System) is an addition to that." - Doug Emblidge, FOX Rochester

"It's so hard to predict how you will react in times of crisis, or during an emergency. That's why this is so important." - Jennifer Johnson, FOX Rochester

"It's also good to know, when we send our kids off to school, you trust that they're in good hands and you feel a little bit more confident that they've got (the Mobilize Rescue) technology there." - Alexis Arnold, FOX Rochester

"Safety comes first... I think it's important for people to feel a comfort, and to have hope that they can help until emergency responders can arrive on the scene." - Superintendent Kim Ward, Gates Chili Central School District

Learn more about the #Mobilize1Million campaign, and how you can sponsor and empower your school, workplace, community, or family to save lives.

Product Review - GlassOuse

Looking for a hands-free mouse? Look no more!
by Gabe Ryan, School Health/Enablemart Blog Writer and Contributor blog1_1

The GlassOuse Assistive Device is a combination of Glasses and a Mouse. Pronounced Glass + Ouse, this device is worn like glasses and operates like a mouse. GlassOuse is designed to help people who have limited or no hand movement to use their computers, phones, and smart TVs through head movements.


GlassOuse connects to the following devices using Bluetooth technology:




  • Android devices (Mobile phone, Tablet PC, TV)

  • Windows devices (Mobile phone, Tablet PC, TV, PC)

  • Linux devices (Tablet PC, PC)

  • Apple (PC)


Some Key Features of GlassOuse:




  • Mouse clicks are operated by a bite or press of the lips on the mouthpiece

  • Patented “bite click” or mouthpiece allows accurate mouse movement and function

  • Bite click is antibacterial, non-toxic, and environmentally friendly. It can withstand 3 tons of pressure.

  • Fits over glasses

  • Wireless, lightweight, ergonomic design, weighs less than 2 ounces

  • 7-10 days battery life with auto “sleep” mode

  • Includes micro-USB cable for recharging

  • 1 year manufacturer product warranty


Additional product descriptions, video product presentation, and ordering information can be found at the EnableMart GlassOuse product page.


I hadGabe1 the opportunity to demo GlassOuse in real life application over the course of a few months. I mostly use Apple devices, therefore my experience using GlassOuse was limited to an Apple laptop computer. The product arrived in a sturdy premium box with a foam insert. The power cord, and extra ‘bite click” cover accessories were easy to locate and remove. The packaging was a great way to store the product when not in use. Especially because the arms of the headset are fixed in an open position. Connecting GlassOuse to my laptop via Bluetooth took only a few minutes. I wear glasses and wearing the headset over my existing glasses did not impede or interfere with my vision. Using the headset, I found that I could easily locate the cursor on my screen and move through the applications I was trying to access. The “bite click” mouth piece was easy to press and was responsive when clicking on my selections.


A few considerations to determine if this is the right tool for you~


The bigger the screen, the greater range of head movement is needed to reach all sections of your screen, vertically and horizontally. I found that placing my laptop on a 7-8-inch platform helped me to keep the cursor on the screen in a range that worked for my neck movement. It may be difficult for some users with limited hand movement to take out and insert the mouthpiece. I found that if it slipped out of my mouth I had to make several attempts to get it back into the right position. Having something in your mouth can make saliva build up, great idea to have a small cloth nearby to keep things dry. Although the product works with minimal set up right out of the box, each user will need to take some time to make personal adjustments of the angle of the mouth and nose pieces. Users may also need to practice how to control the mouse when the cursor has moved to any edge of the screen or has started to drift when no head motion is occurring.


My preference and ability to access technology is through a touch screen along with speech to text so this product would not be the right fit for me. However, this is an invaluable product for someone with limited or no hand use, with pretty good head control who is looking to find a user friendly, wireless hands-free mouse option for various applications including non-touch-based speech to text.

Sharing Our Story: Grandpa Good’s Notes on Starting School Health…

Sharing Our Story

by Susan Rogers

Since we are asking you to share your story for how or why you got into school nursing we thought we would share ours. Luckily my grandfather put it on paper and we’d like to share his story with you. Especially since we are celebrating 60 years.

In order for parts of this story to make sense you will need a little background. The real beginning of our story goes back to the Good-Lite Company. My grandfather was Carleton Good and his father was Dr. Robert Good (founder of the Good-Lite Company). As an ear, nose and throat (ENT) surgeon and an ophthalmologist, Dr. Good had one of the best practices on the west side of Chicago.

While working for his father, my grandfather had the vision to start a medical supply company focused on selling to schools. Here are some highlights from his memoir…

“During the depression, yes I was making the Good-Lite headlights in the basement on Thatcher Avenue. V. Mueller of the American Hospital Supply had an exclusive. They used to order 24 lights at a time. When we made the Good-Lite eye chart, they were not interested in selling charts, so I cancelled the exclusive and opened up sales to all surgical dealers. I called on dealers and went to the surgical supply dealerships.

I moved out of my basement in River Forest and moved into a four-car garage in Oak Park, in a residential area. After several years, I was forced to leave and rented one-half of a 25-foot store, in Forest Park on Madison Street, for $100 a month.

My father lost a fortune in real estate. He purchased second mortgages on over 45 buildings, which he let go. I salvaged about five houses where I refinanced and offered fifty cents on the dollar for the first mortgages. I was getting about $35.00 a month rental. carleton_letter3

In the early 40s, I was selling real estate for F.C. Pilgrim and Company. Mr. Pilgrim was never happy about me working two jobs, his office and Good-Lite. He said I should work selling real estate for Marquardt Reality. He knew I was working two jobs. My Good-Lite was across the street from his real estate office. I am now selling real estate on 100 percent commission.

In the meantime, Good-Lite was doing better so I hired, part time, Bill Smith, a Maywood fireman, to help in the back room. The eye charts, however, were not selling. So, I told Bill one day, put on your best clothes and try to sell those charts to schools. They were not approved by the National Society for Prevention of Blindness. Bill took off in his old battered and rusty Ford station wagon and sold all the North Shore suburbs. When the nurses saw his old battered car, they felt sorry for him, and he said to them that he needed a sale. Later, nurses wanted scales, band-aids, etc. and this is where it all started. We put out a small catalog and started School Health Supply.”

Happy 100th Birthday Occupational Therapy!

by Dr. Raymond Heipp


Any birthday is a cause for celebration. blog2_1But a 100thbirthday, that is a cause for ceremonial jubilee! I was honored to attend the 100th birthday celebration for occupational therapy at the American Occupational Therapy Association (AOTA) Conference this past weekend in Philadelphia. It was an amazing time that highlighted the role occupational therapy has played in our lives during the past millennium.


Occupational Therapy is often misunderstood by the public at large because it is lumped into categories which contain other types of therapy. By its very definition, occupational therapy is a therapy which “helps people across the lifespan participate in the things they want and need to do through the therapeutic use of everyday activities (occupations).” (AOTA Website)

It is a therapy that is good for everyone and can assist in daily life practices. As a former school administrator, I am a big proponent of OT/Sensory breaks in classrooms every day. It is amazing how a brief exercise can increase focus and attention for all of our students, let alone those with differing abilities.

I had the opportunity to speak at length to a highly-respected OT, Susan Wilkerson, or “Miss Sue” as her clients refer to her. We spoke about some of the changes that had occurred in OT over the years. These changes are partially due to a better understanding of the ways in which the human body processes sensory input, and partially due to a stronger level of respect being placed upon the field. OTs have a strong focus on making sure that individuals are able to handle the daily tasks which are encountered each day. During our discussion, I focused on the sensory side of things with her. This is an area which is often overlooked in our classrooms.

“Miss Sue” has recently developed a series of kits that really bring occupational therapy to a new level of engagement in the classroom. Although all of them are extremely well-designed and thought out for the classroom, I wanted to focus on three that made an impression on me. All three of these kits would be items I would encourage my teachers to use, no matter the grade level or the course.blog2_2

I was amazed at the School Health Bilateral Brain Breaks Kit. This kit includes items that one would normally see out on a playground. For example, the “Skip-a-Long” is a toy placed on the ankle that encourages jumping and coordination. I remember seeing similar items on playgrounds as far back as the 1960s. And, here they are again playing an important role in getting both sides of the brain to “talk” to each other. I watched in awe as a few of the younger OTs and a couple of children visiting the conference immediately began using it and had fun.

I did not try the Skip-a-Long for fear of a hospital visit, but I did try the “Bungee Jumper” from the same kit. It is basically a foam base and bungee version of a pogo stick. That concept, again, is something that has been around for a long time. Sue shared with me some of the research behind that particular item and one of the ways that this kit can be effective in the classroom. The research demonstrates that a student fighting with attention issues who uses the “Bungee Jumper” for five minutes will bring focus back to their minds for upwards of two hours! Those of us who have worked with students facing attention issues know that five minutes of focus is difficult, but two hours of focus is amazing!

 

blog2_3Another kit that fascinated me was the School Health Yucky Lunch Kit. The small plastic “Lunchbox” holds a piece of “Cheese” with “Mice” crawling through it, a “Banana” with “Banana slugs” in it, “Pasta,” and a few other “Creatures” that would make any adult cringe! But how it captures the attention of students! The activities include pushing the mice through the cheese and placing the slugs in various locations on the banana. While these activities may seem “gross,” they are actually “fine” when it comes to motor activities. (Okay, sorry to my OTs who got that lame joke!) Finger dexterity, motor planning, fine-motor skills, and varied sensory input are just some of the actions occurring while children play with this kit.

blog2_4

The last kit I want to speak of here is the School Health Sensi-Desert Kit. This kit was a hit with almost every OT who stopped by to visit Miss Sue. The specialized sand along with the lizards and snakes who “live” in the sand create a unique feel for those sticking their hands into it. The sand is not the kinetic sand or even real sand as some might expect. It is actually a specialized sand that feels more like soft earth or wet sand without as much coarseness. It was amazing to see so many of the therapists who did not want to stop playing in this sand as it gave positive sensory feedback. With all of these kits, School Health has included the EdTeam Action Guide™. This guide contains creative educational and therapy ideas in language, fine motor strength, coordination, gross motor movement, balance, early concepts, and more - all written by Miss Sue. The goal is to create an environment where anyone can use the kit to its greatest advantage with the students.

Raymond T. Heipp, Ph.D. is a 25+ year veteran of administrations and classrooms for students with differing abilities. He has designed many support programs for various schools and facilities. And, his expertise in assistive technology has enabled him to create updated approaches when working with students and educators. Dr. Heipp firmly believes that everyone, no matter what their ability, has a voice (or spirit) and deserves a chance to succeed. He suggests that we never doubt their abilities!

Happy 100th Birthday Occupational Therapy!

by Dr. Raymond Heipp

Hero-AOTA2017Any birthday is a cause for celebration. But a 100th birthday, that is a cause for ceremonial jubilee! I was honored to attend the 100th birthday celebration for occupational therapy at the American Occupational Therapy Association (AOTA) Conference this past weekend in Philadelphia. It was an amazing time that highlighted the role occupational therapy has played in our lives during the past millennium.

Occupational Therapy is often misunderstood by the public at large because it is lumped into categories which contain other types of therapy. By its very definition, occupational therapy is a therapy which “helps people across the lifespan participate in the things they want and need to do through the therapeutic use of everyday activities (occupations).” (AOTA Website)

It is a therapy that is good for everyone and can assist in daily life practices. As a former school administrator, I am a big proponent of OT/Sensory breaks in classrooms every day. It is amazing how a brief exercise can increase focus and attention for all of our students, let alone those with differing abilities.

I had the opportunity to speak at length to a highly-respected OT, Susan Wilkerson, or “Miss Sue” as her clients refer to her. We spoke about some of the changes that had occurred in OT over the years. These changes are partially due to a better understanding of the ways in which the human body processes sensory input, and partially due to a stronger level of respect being placed upon the field. OTs have a strong focus on making sure that individuals are able to handle the daily tasks which are encountered each day. During our discussion, I focused on the sensory side of things with her. This is an area which is often overlooked in our classrooms.

“Miss Sue” has recently developed a series of kits that really bring occupational therapy to a new level of engagement in the classroom. Although all of them are extremely well-designed and thought out for the classroom, I wanted to focus on three that made an impression on me. All three of these kits would be items I would encourage my teachers to use, no matter the grade level or the course.

 

BBBreaksI was amazed at the School Health Bilateral Brain Breaks Kit. This kit includes items that one would normally see out on a playground. For example, the “Skip-a-Long” is a toy placed on the ankle that encourages jumping and coordination. I remember seeing similar items on playgrounds as far back as the 1960s. And, here they are again playing an important role in getting both sides of the brain to “talk” to each other. I watched in awe as a few of the younger OTs and a couple of children visiting the conference immediately began using it and had fun.

I did not try the Skip-a-Long for fear of a hospital visit, but I did try the “Bungee Jumper” from the same kit. It is basically a foam base and bungee version of a pogo stick. That concept, again, is something that has been around for a long time. Sue shared with me some of the research behind that particular item and one of the ways that this kit can be effective in the classroom. The research demonstrates that a student fighting with attention issues who uses the “Bungee Jumper” for five minutes will bring focus back to their minds for upwards of two hours! Those of us who have worked with students facing attention issues know that five minutes of focus is difficult, but two hours of focus is amazing!

 

Yucky LunchAnother kit that fascinated me was the School Health Yucky Lunch Kit. The small plastic “Lunchbox” holds a piece of “Cheese” with “Mice” crawling through it, a “Banana” with “Banana slugs” in it, “Pasta,” and a few other “Creatures” that would make any adult cringe! But how it captures the attention of students! The activities include pushing the mice through the cheese and placing the slugs in various locations on the banana. While these activities may seem “gross,” they are actually “fine” when it comes to motor activities. (Okay, sorry to my OTs who got that lame joke!) Finger dexterity, motor planning, fine-motor skills, and varied sensory input are just some of the actions occurring while children play with this kit.

 

 

Sensi-DesertThe last kit I want to speak of here is the School Health Sensi-Desert Kit. This kit was a hit with almost every OT who stopped by to visit Miss Sue. The specialized sand along with the lizards and snakes who “live” in the sand create a unique feel for those sticking their hands into it. The sand is not the kinetic sand or even real sand as some might expect. It is actually a specialized sand that feels more like soft earth or wet sand without as much coarseness. It was amazing to see so many of the therapists who did not want to stop playing in this sand as it gave positive sensory feedback. With all of these kits, School Health has included the EdTeam Action Guide™. This guide contains creative educational and therapy ideas in language, fine motor strength, coordination, gross motor movement, balance, early concepts, and more - all written by Miss Sue. The goal is to create an environment where anyone can use the kit to its greatest advantage with the students.

 

Snug VestsThere were many more amazing insights taken away from this conference. However, those are for another blog! I do have to say that the prototype version of the new Snug Vest and some of the other items coming down the road from them are very impressive. Those of you who have attended my seminars know how much I appreciate what Lisa Fraser has done in the creation of the Snug Vest and how it is used in a multitude of ways.

As I left the AOTA Conference and Philadelphia, I was definitely on sensory overload! It is good that so many of the tools there though allowed me to get my focus back quickly and drive safely. Happy Birthday, Occupational Therapy! May you continue to grow and expand your reach over the next 100 years!

And thank you too to all of you OTs out there! You make a significant difference in our world and your work is appreciated!

Raymond T. Heipp, Ph.D. is a 25+ year veteran of administrations and classrooms for students with differing abilities. He has designed many support programs for various schools and facilities. And, his expertise in assistive technology has enabled him to create updated approaches when working with students and educators. Dr. Heipp firmly believes that everyone, no matter what their ability, has a voice (or spirit) and deserves a chance to succeed. He suggests that we never doubt their abilities! 

EnableMart Product Review - TheraBand Hand Exerciser

Crush, Pinch, and Grip Your Way To Better Hand Health
by Gabriel Ryan

blog3_1

TheraBand Hand Exercisers are small resistance balls that fit in the palm of your hand. These exercisers can be used to strengthen your grip, increase hand mobility, and improve dexterity. The Hand Exerciser comes in two different sizes standard and extra-large.

I use this type of resistance ball with my physical therapist, Laura, for the following exercises:

  • Reaching

  • Stretching my arms

  • To practice hand grip and release (by transferring the ball from one hand to the other)


"The hand exercisers are good for dexterity exercises and can be helpful to use when recovering from an injury or to build endurance.” Laura Perry, DPT

TheraBand Hand Exercisers are:

  • Made of non-latex polymer

  • Washable with soap and water

  • Useful for cold therapy – just refrigerate for 1.5 to 2 hours

  • Useful for hot therapy – just microwave 5 second increments

  • Helpful for toes and foot strengthening


Here is a quick reference chart that gives you some ideas of exercises you can do with the TheraBand balls.

blog3_2

 

 

 

 

 

 

Which level of resistance is right for you? Check out the following chart:

















Color Red/Red XL Green/Green XL Blue/Blue XL Black/Black XL
Lbs. of Force at50% Compression 3 lbs. 5 lbs. 8 lbs. 17 lbs.

 

You can learn more about and purchase the TheraBand Hand Exercisers and other resistance exercise related products by visiting the EnableMart website.

ATIA 2017 Recap: Accessibility and ATIA

by Dr. Raymond Heipp

The annual Assistive Technology Industry Association (ATIA) conference is an event that always reinvigorates my support for those with differing abilities. Each year I try to focus on areas in which I have the most questions. This year, my focus was accessibility. It was so wonderful to see old accessibility products that have been updated, and new products which cover areas that may not have been previously addressed. Although any blog post cannot do full justice to the impact of devices, let me do my best to give you a view of accessibility at ATIA this year!


Accessibility and Established Products

blog4_1
This year, I found several products that had been updated to bring accessibility to even more people. The first of those items was the TAPit Interactive Platform. Already known for its ability to adjust and adapt, the manufacturers have taken it a step further. The device has always been able to differentiate between intended and that unintended touch.

Now, it is a native multi-touch device that can still have that differentiated ability in two ways:

  1. It relies on conductive properties of the hand or conductive material to interact. Hence, anyone who leans on the screen using sleeves or gloves is not going to affect the touch at all.

  2. The firmware allows the device to recognize that stationary conductive touch as unintended touch – in just one second. This eliminates some of the delays that might have been encountered with the older version of the TAPit.


In all, the changes to the TAPit permit much greater access for all studentsblog4_2 and adults!

I also spent time looking at access for those who need to use a switch, but may not have the capability to effectively use a standard type of switch. Those who know me know that I highly recommend proximity switches to create greater accessibility.

There are really only two proximity switches which I feel comfortable recommending to individuals and those were both present at the show. First, the Candy Corn offers accessibility by proximity with the added benefit of visual and auditory cuing when the switch is activated.
blog4_3
The second switch is another great one and it is the Movement Sensor Switch. This switch has an amazing amount of flexibility and is able to activate upon detecting the slightest movement. I think that this device offers so much flexibility for personal accessibility!

Accessibility and Differentiated Approaches
blog4_4
It was wonderful to meet and speak with the team from Enabling Devices. Seth, Vincent, and Bill have such a strong knowledge of devices and how to make them work for each individual. My favorite device of theirs is listed above and is the Movement Sensor Switch. My next favorite device from them is the Ultimate Switch. This device can be mounted anywhere and needs limited force to be activated. I could have played with it all day.

Ironically, as I was speaking with them, a woman stopped by to ask about it. She had one of the original versions of it, which was still working, and wanted to see some of the updates to it. In listening to her, she described how the ease of interaction created heightened levels of access for her child. A switch should create access, not additional problems to be overcome. The Ultimate Switch offers a universal approach to creating accessibility with any device.

Accessibility is Critical in 2017

You are going to see that I am on an accessibility bandwagon in 2017! I will be travelling the country looking for how we are creating accessible environments for everyone. If you have an accessible environment you want to highlight or have questions as to how to make your location accessible, please contact me at rheipp@schoolhealth.com so that we can schedule a visit. Let’s make 2017 the Year of Accessibility for All!

ATIA 2017 Recap: Accessibility and ATIA

by Dr. Raymond Heipp

The annual Assistive Technology Industry Association (ATIA) conference is an event that always reinvigorates my support for those with differing abilities. Each year I try to focus on areas in which I have the most questions. This year, my focus was accessibility. It was so wonderful to see old accessibility products that have been updated, and new products which cover areas that may not have been previously addressed.

Although any blog post cannot do full justice to the impact of devices, let me do my best to give you a view of accessibility at ATIA this year!

TAPitAccessibility and Established Products

This year, I found several products that had been updated to bring accessibility to even more people.  The first of those items was the TAPit Interactive Platform. Already known for its ability to adjust and adapt, the manufacturers have taken it a step further. The device has always been able to differentiate between intended and that unintended touch.

Now, it is a native multi-touch device that can still have that differentiated ability in two ways:

  1. It relies on conductive properties of the hand or conductive material to interact. Hence, anyone who leans on the screen using sleeves or gloves is not going to affect the touch at all.

  2. The firmware allows the device to recognize that stationary conductive touch as unintended touch – in just one second. This eliminates some of the delays that might have been encountered with the older version of the TAPit.


In all, the changes to the TAPit permit much greater access for all students and adults!

Candy CornI also spent time looking at access for those who need to use a switch, but may not have the capability to effectively use a standard type of switch. Those who know me know that I highly recommend proximity switches to create greater accessibility.

There are really only two proximity switches which I feel comfortable recommending to individuals and those were both present at the show. First, the Candy Corn offers accessibility by proximity with the added benefit of visual and auditory cuing when the switch is activated.

 

Movement Sensor SwitchThe second switch is another great one and it is the Movement Sensor Switch.  This switch has an amazing amount of flexibility and is able to activate upon detecting the slightest movement. I think that this device offers so much flexibility for personal accessibility!

 

 

 

ultimateswitchAccessibility and Differentiated Approaches

It was wonderful to meet and speak with the team from Enabling Devices.  Seth, Vincent, and Bill have such a strong knowledge of devices and how to make them work for each individual. My favorite device of theirs is listed above and is the Movement Sensor Switch. My next favorite device from them is the Ultimate Switch. This device can be mounted anywhere and needs limited force to be activated. I could have played with it all day.

Ironically, as I was speaking with them, a woman stopped by to ask about it.  She had one of the original versions of it, which was still working, and wanted to see some of the updates to it. In listening to her, she described how the ease of interaction created heightened levels of access for her child. A switch should create access, not additional problems to be overcome. The Ultimate Switch offers a universal approach to creating accessibility with any device.

Accessibility is Critical in 2017

You are going to see that I am on an accessibility bandwagon in 2017! I will be travelling the country looking for how we are creating accessible environments for everyone. If you have an accessible environment you want to highlight or have questions as to how to make your location accessible, please contact me at rheipp@schoolhealth.com so that we can schedule a visit. Let’s make 2017 the Year of Accessibility for All!

What You Need to Know About Cardiac Emergency Response

Badge_SH_CardiacEmergencyResponseIn 2015, the American Heart Association (AHA) reported over 326,000 out-of-hospital cardiac arrest events. When cardiac arrest events occur outside of the hospital, the average survival rate is just 10.3 percent.But did you know that survival rates are three times higher if the event is witnessed by a bystander? And when a victim receives assistance, even by a lay bystander, the chances of survival can double, and in some cases triple! [1]

Take Action and Saves Lives

The first minutes of a cardiac emergency are the most critical, and even the best emergency medical services (EMS) personnel can’t reach victims right away. A study in the Canadian Medical Association Journal showed that people who suffer cardiac arrest on the upper floors of high-rise buildings are less likely to survive than those on the lowest floors. The higher floors are associated with longer response times for EMS personnel to reach victims, and they directly correlate to lower survival rates.[2]

But with a Cardiac Emergency Response Plan (CERP), we can help bridge the gap between a cardiac emergency and the arrival of EMS personnel. A CERP is a written document that outlines specific steps to take when a cardiac emergency occurs. According to the AHA, “A carefully orchestrated response to cardiac emergencies will reduce deaths in school settings and help ensure that chaos does not lead to an improper or inadequate response.” [3]

Is Your Cardiac Emergency Response Plan Complete?

Essential parts of a CERP include making sure that you have adequate staff on hand who are trained in CPR. When CPR is performed, even by a lay bystander, a victim’s chance of survival is greatly improved. Products like the AHA’s CPR in Schools Training Kit is an essential tool for training staff and students the proper way to perform CPR.

A CERP will also include making sure your school has enough AEDs, and that your AEDs are properly located. Remember that timing immediately after a cardiac emergency is critical. The number of AEDs at your school should be sufficient to enable your response team to retrieve an AED and respond to a victim within two minutes, both inside the school and on the school grounds. AEDs should have clear signage and should always be in locations that are always accessible. School Health offers a full line of AEDs and accessories to make sure that your school has the equipment you need.

Proper maintenance of AEDs is also critical. Imagine the nightmare scenario of investing in an AED program but not maintaining it. Suddenly a cardiac emergency occurs and your AED is retrieved only to find that the pads or batteries have expired. We hear from people who try to maintain their AED program using an Excel spreadsheet, but that is simply not enough – especially when your campus contains many AEDs or AEDs distributed across campus locations.

School Health Brand AED Program Management helps you manage all the AEDs at your location and even across your campus.  What’s more, this system tracks all your responder certifications so you know that each person on your cardiac emergency response team has proper and continuous training. And, it keeps you compliant with local and state regulations by automatically registering your AEDs with local EMS services. You will even receive direct updates about changes to the regulations in your area.

When you have a complete CERP and include these essential elements, you can save lives when a cardiac emergency occurs. School Health works directly with the AHA to make sure that we can provide the products and information you need to be prepared. If you would like a consultation or on-site visit to discuss your CERP or lifesaving products for your school, please contact us.

[1] http://www.sca-aware.org/sca-news/aha-releases-2015-heart-and-stroke-statistics

[2] http://www.cmaj.ca/content/188/6/413

[3] http://cpr.heart.org/idc/groups/heart-public/@wcm/@ecc/documents/downloadable/ucm_477110.pdf

Get a "GRIP" and Keep On Moving

blog5_1Have you ever been frustrated that items slip out of reach or move around when you need them to stay put? The easy-to-clean, light-weight and flexible GRIP Activity Pad may be the solution you need!


Having used many non-skid pads in the past, I decided to try out the 10” x 15” GRIP Activity Pad for 1 year to see how it would compare. I use a custom tray that connects to the armrests of my wheelchair for eating and participating in various activities regularly. For as long as I can remember, I have always carried a rectangle of non-skid material in my bag to place on my tray to keep items from sliding or rolling away.

blog5_2
My Overall Conclusion:
After using the GRIP Activity Pad for 1 year, the GRIP Activity Pad is an item I will continue to use. Here are some of my favorite features of this product:

  • Non-Slip Pad. The GRIP Activity Pad kept items in place on my tray whether the tray was flat or at a slight angle. I’ve had all types of dishes placed on the pad, as well as grocery items and electronic items. Things stayed where I needed them to on the pad. If your item isn’t too heavy, the pad offers a good grip. I enjoy going to the movies and this pad fit perfectly under the cardboard popcorn container and kept it from sliding away.



  • Easy-To-Clean Material. Using soap, water, and a light scrub the GRIP Activity Pad cleans up like new. I used a small soft bristle brush and simply let the pad air-dry. Within about half an hour the pad was ready for use again and seemed to also gain back some of its grip.



  • Multi-Colored. One characteristic that was useful to me was the pad having a different color on each side; one side black and the other side yellow. Depending on the activity I was doing on my tray, I liked having the option to flip the pad over to visually increase or decrease the contrast. I also like the option to choose the color showing on my tray when going about my daily routine. Sometimes the bright yellow was helpful in situations where I wanted my tray surface to stand out. Other times I preferred the black side since it blended in with the tone of my chair.



  • Portable and Travel Friendly- Traveling with this pad was easy and convenient. I found I was able to roll the pad and place it in my bag and unroll whenever I needed a non-skid surface at my fingertips. As an added benefit, this pad did not loose shape or wrinkle.


Learn more about and purchase the GRIP Activity Pad and other non-skid related products by visiting the SchoolHealth.com website!

This blog was written by EnableMart Blog Writer Gabe Ryan from Sacramento, California. Gabe has used a wheelchair since he was three years old and is an experienced user of assistive technology tools. Some of these tools have been life-changing for him and he looks forward to sharing his experiences and perspectives with our blog readers. Gabe enjoys abstract paintings, is an avid music lover, and enjoys using his iPad and iPhone to connect with family, friends and the community.

Get a "GRIP" and Keep On Moving

badge_sh_gripsolutionsHave you ever been frustrated that items slip out of reach or move around when you need them to stay put? The easy-to-clean, light-weight and flexible GRIP Activity Pad may be the solution you need!


 

Having used many non-skid pads in the past, I decided to try out the 10” x 15” GRIP Activity Pad for one year to see how it would compare.

I use a custom tray that connects to the armrests of my wheelchair for eating and participating in various activities regularly. For as long as I can remember, I have always carried a rectangle of non-skid material in my bag to place on my tray to keep items from sliding or rolling away.

My Overall Conclusion:

After using the GRIP Activity Padgabe for one year, the GRIP Activity Pad is an item I will continue to use. Here are some of my favorite features of this product:

  • Non-Slip Pad. The GRIP Activity Pad kept items in place on my tray whether the tray was flat or at a slight angle. I’ve had all types of dishes placed on the pad, as well as grocery items and electronic items. Things stayed where I needed them to on the pad. If your item isn’t too heavy, the pad offers a good grip. I enjoy going to the movies and this pad fit perfectly under the cardboard popcorn container and kept it from sliding away.



  • Easy-To-Clean Material. Using soap, water, and a light scrub the GRIP Activity Pad cleans up like new. I used a small soft bristle brush and simply let the pad air-dry. Within about half an hour the pad was ready for use again and seemed to also gain back some of its grip.



  • Multi-Colored. One characteristic that was useful to me was the pad having a different color on each side; one side black and the other side yellow. Depending on the activity I was doing on my tray, I liked having the option to flip the pad over to visually increase or decrease the contrast. I also like the option to choose the color showing on my tray when going about my daily routine. Sometimes the bright yellow was helpful in situations where I wanted my tray surface to stand out. Other times I preferred the black side since it blended in with the tone of my chair.



  • Portable and Travel Friendly. Traveling with this pad was easy and convenient. I found I was able to roll the pad and place it in my bag and unroll whenever I needed a non-skid surface at my fingertips. As an added benefit, this pad did not loose shape or wrinkle.


Learn more about and purchase the GRIP Activity Pad and other non-skid related products by visiting the SchoolHealth.com website!

gabeThis blog was written by EnableMart Blog Writer Gabe Ryan from Sacramento, California. Gabe has used a wheelchair since he was 3 years old and is an experienced user of assistive technology tools. Some of these tools have been life-changing for him and he looks forward to sharing his experiences and perspectives with our blog readers. Gabe enjoys abstract paintings, is an avid music lover, and enjoys using his iPad and iPhone to connect with family, friends and the community.

Let’s Talk About Sudden Cardiac Arrest in Schools

october-cardiac-200x300Each year, approximately 7,000 children age 18 or younger experience sudden cardiac arrest outside a hospital with survival rates of less than 10 percent. Immediate CPR can double or triple someone’s chance of survival, which is important for schools since children spend at least one-third of their days in this environment.

Yet only 34 states require CPR training and hands-on practice as a high school graduation requirement and just four mandate school planning for sudden cardiac arrest. That leaves 15 states and the District of Columbia without laws related to CPR, AEDs or cardiac emergency response plans (CERPs) in schools.

Last month, School Nurse published a policy statement from the American Heart Association advocating for state laws requiring the implementation of CERPs in K-12 schools. Cardiac Emergency Response Planning for Schools: A Policy Statement provides a national model for K-12 schools to develop, implement, practice and evaluate a CERP, while addressing the legal aspects and critical nature of training and drills in bringing a CERP to fruition.

The statement recommends that all schools have a CERP in place that contains the following minimum, evidence-based core elements:

  • Establishing a cardiac emergency response team

  • Activating the team in response to a sudden cardiac arrest

  • Implementing automated external defibrillator (AED) placement and routine maintenance within the school (similar to fire extinguisher protocols)

  • Disseminating the plan throughout the school campus

  • Maintaining ongoing staff training in CPR/AED use

  • Practicing using drills (akin to fire and lockdown drills)

  • Integrating local EMS with the plan

  • Ongoing and annual review and evaluation of the plan.


Monica Martin Goble, MD, AHA volunteer and pediatric cardiologist at the University of Michigan Congenital Heart Center, was co-chair of the working group that authored the paper. She says, “Every minute counts in sudden cardiac arrest. The safety of students, school staff and visitors will only be enhanced by school teams that feel empowered to administer lifesaving care until EMS arrives.” 

A key component to high-quality CPR training is a psychomotor component, or hands-on training. Programs like the AHA’s CPR in Schools Training Kit™ enable students to learn the lifesaving skills of CPR in just one class period. Plus, the kit teaches AED use and choking relief. For school administrators interested in developing a plan, a CERP toolkit, including the policy statement and an accompanying “Policy-in-Brief” can be accessed at heart.org/cerp.

This October, we invite you to join the AHA and School Health as we work together to increase survival from sudden cardiac arrest, especially in school settings. #CPRSavesLives

CPR Week: Learn Two Simple Steps to Save a Life

DS-11042 SH CPRWeek Banner-1024x427_jpg (2)

CPR and AED Awareness Week is Every June 1-7


Statistically speaking, did you know that if you are called on to give CPR in an emergency, you will most likely be trying to save the life of someone you love? This could be a parent, child, friend, or a student.

June 1-7 is National CPR and AED Awareness Week. In 2007, the American Heart Association worked collaboratively with the American Red Cross and the National Safety Council to federally designate a National CPR and AED Awareness Week. On December 13, 2007, Congress unanimously passed a resolution to set aside this week each year to spotlight how lives can be saved if more Americans know CPR and how to use an AED. In the declaration, Congress asked states and municipalities to make AEDs more publicly accessible. Schools around the country emphasize the importance of CPR and AED use during this week each year with CPR/AED classes and live events/demonstrations that are conducted.

The AHA invites you to celebrate National CPR and AED Awareness Week in your school. To help get you started, we have created FREE materials that you can print on your school’s printer. Simply visit heart.org/cprweek to access these materials which can be used by themselves or in conjunction with an existing CPR course, like the CPR in Schools Training Kit.

Join the AHA and its Mission to Increase Survival from Cardiac Arrest


We are asking all educators to please take a few minutes out of your day to learn a potentially lifesaving skill. In just 90 seconds, you can learn the two simple steps to Hands-Only CPR by watching this video and sharing the link with your students and co-workers.

Thank you for learning how to save a life!

Free CPR Training Resource Helps Students and Community to Save Lives


Is Your Campus Prepared for a Cardiac Emergency?


Each year, more than 350,000 out-of-hospital cardiac arrests occur in the United States. Cardiac arrest is an electrical malfunction in the heart that causes an irregular heartbeat (arrhythmia) and disrupts the flow of blood to the brain, lungs and other organs.

Survival stats are grim. Over 70 percent of cardiac arrests happen outside of the hospital, which means this can happen anywhere - at home, at work, or even in an educational setting. About 90 percent of people who suffer out-of-hospital cardiac arrests die. And while CPR, especially if performed in the first few minutes of cardiac arrest, can double or triple a person’s chance of survival, only about 46% of people who experience an out-of-hospital cardiac arrest get the immediate help that they need before professional help arrives.

Students play in integral part in increasing survival from cardiac arrest. Currently, 31 states require CPR training, including hands on practice on a manikin, as a high school graduation requirement. As of result of this legislation, approximately 1.8 million students (nearly 60 percent of the U.S. student population) are trained each year in the lifesaving skill of CPR.

Being prepared and confident to respond requires keeping skills as fresh as possible. That’s why the American Heart Association recommends receiving CPR training every two years and why it is currently exploring ways to bridge the gap between mandatory high school training and university-level courses.

Since the needs of university level students differ greatly from the needs of middle or high school students, the American Heart Association has introduced the brand new CPR in Schools University Toolkit. The toolkit consists of free resources for event activation, promotion, and social media resources for student athletes, members of a Greek organizations, resident assistants, student government officers, club members, among others. These resources provide everything needed to plan, organize and execute a CPR training event for students on campus.

Bring CPR Training to Your Campus with AHA's CPR in Schools Training Kit


55583fl_w_3_1The AHA’s CPR in Schools Training Kit is an all-in-one educational program that provides an opportunity for college students to bring Hands-Only CPR training to their campuses. Hands-Only CPR is CPR without mouth-to-mouth breaths. It is the recommended approach for anyone who has not been trained by a credentialed instructor who sees a teen or adult suddenly collapse in an out-of-hospital setting.

This kit allows college students to facilitate Hands-Only CPR trainings with their fellow students and spread the message of Hands-Only CPR. In this leadership role, students teach other students how to save lives.

The training kit comes complete with support from the American Heart Association, the trusted leader in heart health. These kits are easy to use, durable, and are designed to train 10 -20 people at once. The kit is also reusable, so one kit can train hundreds of people. Plus, you do not need to be an AHA instructor which is why thousands of high schools and middle schools throughout the country are currently using these kits. The kit can also be used to train campus faculty, staff and community members to extend the lifesaving skills into the community.

Students learn so much in college, but it’s also important to continue the skills they learned in high school. Please share this with friends and family to make students aware that they can become a part of the generation of lifesavers and help save a life with CPR.

Ask the Expert: Vision Screening with Dr. P. Kay Nottingham Chaplin, (EdD)

Ask The Expert

School Health is pleased to bring you this “Ask the Expert” blog with Dr. P. Kay Nottingham Chaplin, (EdD), director of Vision and Eye Health Initiatives for School Health and Good-Lite, member of the Advisory Committee to the National Center for Children’s Vision and Eye Health (NCCVEH) at Prevent Blindness, and co-chair of the NCCVEH Education/Data Subcommittee.

In this blog, Dr. Nottingham Chaplin will address a few commonly asked questions about vision screening, guidelines, and best practices.  


 

Q: What is the difference between optotype- and instrument-based vision screening?

A:  Optotype-based screening is the name for screening with tests of visual acuity, commonly known as eye charts. Software tests of visual acuity, such as EyeSpy 20/20™, are also available for optotype-based screening. “Optotype” is the name for pictures, letters, or numbers on tests of visual acuity.

Recognition visual acuity is the quantifiable, subjective measurement of the clarity, or clearness, of vision at the brain level when identifying black optotypes on a white background using specific sizes at a prescribed and standardized distance.

Instrument-based screeners neither measures visual acuity nor provide reports with visual acuity values (i.e., 20/XX). Instead, these devices analyze light reflecting from the retina at the back of the eye. This analysis provides information about the presence of risk factors in the eyes that may lead to decreased vision or amblyopia.

Instrument-based screening devices, such as the Welch Allyn® Spot™ Vision Screener, measure both eyes simultaneously and provide objective information about:

  • Significant refractive errors (i.e., hyperopia, myopia, and astigmatism);

  • Asymmetry of the refractive error from one eye to the other, known as anisometropia (for example, one eye may be myopic and the other hyperopic);

  • Misalignment of the eyes;

  • Presence of media opacities (i.e., cataract); and

  • Anisocoria (unequal pupil size).


Q: Do national guidelines or recommendations exist for instrument-based screening?

A: Two national guidelines or recommendations currently exist.

In 2015, the National Expert Panel (NEP) to the National Center for Children’s Vision and Eye Health at Prevent Blindness published recommendations for lay screeners, nurses, and others who screen children in educational, public health, or primary health care settings.

The NEP paper states that when screening children ages 3, 4, and 5 years, instrument-based screening is useful for shy, non-communicative, or preverbal children who cannot participate in optotype-based screening.

A guidance document from the American Academy of Pediatrics (AAP), American Association of Certified Orthoptists, American Association for Pediatric Ophthalmology and Strabismus, and the American Academy of Ophthalmology was published in 2016 for screening the vision of infants, children, and young adults. The AAP guidelines are for pediatricians and primary care physicians.

The AAP guidance document states:

  • Instrument-based screening can begin with children as young as age 12 months, although screeners will likely be more successful engaging a child at age 18 months.

  • At age 3 years, distance optotype-based screening may be attempted or the child can be screened with an instrument.

  • At ages 4 and 5 years, either distance optotype-based or instrument-based screening may be used.

  • At ages 6 years and older, optotype-based screening remains the preferred method, but instrument-based screening may be used when children and young adults cannot participate in optotype-based screening.

  • Instrument-based screening may be a helpful alternative when screening children of any age who have development delays.


Q: If I use an instrument, such as the Welch Allyn® Spot™ Vision Screener, do I need eye charts?


A: Screeners cannot successfully screen 100% of children with tests of visual acuity. Similarly, screeners cannot successfully screen all children with an instrument. Reasons may be related to pupil size, environmental lighting, and a child’s ability to fixate on the device’s target.

If you primarily conduct instrument-based screening, you want a test of visual acuity, such as an eye chart or Eye Spy 20/20, as a back-up jto be used if you cannot capture an reading with an instrument. For example, if an instrument has a 90 percent capture rate, a test of visual acuity will enable you to screen the other 10 percent of children the same day.

Whether you prefer optotype- or instrument-based screening, or a combination of the two approaches, a key to successful vision screening is using evidence-based tools and procedures as one of 12 components of a strong vision and eye health system of care. You can also use this checklist to evaluate your annual vision health program.

The right screening tools give us an important leg-up for identifying potential visual impairments. Screening with evidence-based tools helps ensure that we find and treat children with vision challenges so that all can learn and perform to the best of their abilities.
School Health offers a wide variety of optotype- and instrument-based screening tools to meet your needs. Click here to see our full line of vision screening products.

If you have a question that was not answered above, please let us know in the comment section below and we will research the answer.






Keep in touch with Dr. Kay!



For more information and references:
Vision and Eye Health at NASN: https://www.nasn.org/ToolsResources/VisionandEyeHealth

Committee on Practice and Ambulatory Medicine, Section on Ophthalmology, American Association of Certified Orthoptists, American Association for Pediatric Ophthalmology and Strabismus, American Academy of Ophthalmology (2016). Visual system assessment in infants, children, and young adults by pediatricians. Pediatrics, 137(1), 1-3. Retrieved from http://pediatrics.aappublications.org/content/pediatrics/137/1/1.51.full.pdf

Cotter, S. A., Cyert, L. A., Miller, J. M., & Quinn, G. E. for the National Expert Panel to the National Center for Children’s Vision and Eye Health. (2015). Vision screening for children 36 to <72 months: Recommended Practices. Optometry and Vision Science, 92(1), 6-16. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4274336/pdf/opx-92-06.pdf

Donahue, S. P., Baker, C. N., Committee on Practice and Ambulatory Medicine, Section on Ophthalmology, American Association of Certified Orthoptists, American Association for Pediatric Ophthalmology and Strabismus, American Academy of Ophthalmology (2016). Procedures for the evaluation of the visual system by pediatricians. Pediatrics, 137(1), 1-9. Retrieved from http://pediatrics.aappublications.org/content/pediatrics/137/1/1.52.full.pdf

National Center for Children’s Vision and Eye Health, Vision Systems, at http://nationalcenter.preventblindness.org/vision-health-systems-preschool-age-children-0

Nottingham Chaplin, P. K., Baldonado, K., Hutchinson, A., & Moore, B. (2015). Vision and eye health: Moving into the digital age with instrument-based vision screening. NASN School Nurse, 30(3), 154-60. Abstract available at http://www.ncbi.nlm.nih.gov/pubmed/?term=Vision+and+eye+health%3A+Moving+into+the+digital+age+with+instrument-based+vision+screening

Nottingham Chaplin, P. K., & Bradford, G. E. (2011). A historical review of distance vision screening eye charts: What to toss, what to keep, and what to replace. NASN School Nurse, 26(4), 221-227. Abstract available at http://www.ncbi.nlm.nih.gov/pubmed/21877630

Nottingham Chaplin, P. K., Marsh-Tootle, W, & Bradford, G. E. (2015). Navigating the path of children’s vision screening: Visual acuity, instruments, & occluders. Retrieved from https://www.schoolhealth.com/media/pdf/NavigatingVisionScreening.pdf

Year of Children’s Vision at http://nationalcenter.preventblindness.org/year-childrens-vision

Much of the information for this document came from:

Nottingham Chaplin, P. K., Baldonado, K., Hutchinson, A., & Moore, B. (2015). Vision and eye health: Moving into the digital age with instrument-based vision screening. NASN School Nurse, 30(3), 154-60. Abstract available at http://www.ncbi.nlm.nih.gov/pubmed/?term=Vision+and+eye+health%3A+Moving+into+the+digital+age+with+instrument-based+vision+screening

 

 

Develop a Lifesaving Cardiac Emergency Response Plan for Your School

 

Sudden Cardiac Arrest (SCA) affects roughly 326,000 people each year, including over 6,000 youth. During cardiac events, time becomes a critical factor. With each passing minute, an SCA victim’s chance for survival decreases by 7 to 10 percent.

Recently, a study that appeared in the AED Rescue ImageCanadian Medical Association Journal showed that people who suffer cardiac arrest on the upper floors of high-rise buildings are less likely to survive than those on the lowest floors. The study found that less than 1 percent of people above the 16th floor survived a cardiac arrest, while over 4 percent of people on the first or second floor survived. The higher floors are associated with longer response times for EMS personnel to reach victims, and they directly correlate to lower survival rates.

But these first minutes are critical whether a victim of SCA is in a tall building or a small community school. That’s why it’s important for both rural and urban communities to develop a planned response to a cardiac emergency, before the emergency occurs. Having a planned response that is known and rehearsed can help save precious minutes between an SCA event and when a victim begins to receive care.

To help prepare your school for a cardiac emergency, the Sudden Cardiac Arrest Foundation recommends having a Cardiac Emergency Response Plan in place. A Cardiac Emergency Response Plan is a written plan that establishes what steps to take if an SCA event happens in your school.

According to the SCA Foundation, the Cardiac Emergency Response Plan will help make sure that you can respond efficiently and effectively when a cardiac emergency occurs. Quick action in the first few minutes of a cardiac emergency, even by lay bystanders, can double or even triple a victim’s chance of survival.

With a Cardiac Emergency Response Plan, you can:

  • Identify a Cardiac Emergency Response Team – The Cardiac Emergency Response Team should include staff members with CPR/AED training, the school nurse, school administrators, health and physical education teachers, athletic directors, athletic trainers, coaches, and event advisors. Each member of the team should be familiar with the plan, and provide evaluations and updates as necessary.

  • Properly Place AEDs – The number of AEDs placed at a school should be sufficient to enable the response team to retrieve an AED and respond to a victim within two minutes of notification, both inside the school and on the school grounds. AEDs should have clear signage and should always be in locations that are accessible at all times. School Health offers a full line of AEDs and accessories to make sure that your school has the equipment you need.

  • Ensure AED Readiness & Maintenance – AEDs should be regularly checked and maintained according to manufacturer’s recommendations. Schools should designate a specific contact to verify AED readiness and maintenance. In addition, resuscitation kits - including latex free gloves, a razor, a pair of scissors, antiseptic wipes, and a CPR barrier mask – should accompany all AED devices

  • Establish Emergency Response Protocol – The Cardiac Emergency Response Team should establish a protocol to follow in case of a cardiac event. The protocol should include properly recognizing the signs of cardiac arrest, calling 911 and assigning someone to meet the emergency responders, starting CPR, and using an AED.

  • Train Staff for Cardiac Events - The sooner an SCA victim receives care, including bystander CPR, the more likely they are to survive. An effective Cardiac Emergency Response Plan calls for at least 10 percent of school staff – including the school nurse – to be trained in CPR and AED use. This training should include both cognitive and hands-on practice, with continuous training that helps to ensure readiness in the event of a cardiac emergency. Products like the AHA’s CPR in School Training Kit can help ensure that your staff has the training that they need.

  • Notify Parents – The Cardiac Emergency Response Team should notify parents that the school has adopted a Cardiac Emergency Response Plan, and encourage parents to be trained in CPR/AED use.


These carefully orchestrated responses to cardiac emergencies will help reduce deaths in school settings and can help ensure that chaos does not lead to an improper or inadequate response.


For more information about Cardiac Emergency Response Plans and insightful SCA information, please visit the Sudden Cardiac Arrest Foundation.

Worried about lice outbreaks? Don’t lose your head.

As students with their winter hats and caps return to school from break, we’ll see another visitor come with them: head lice.


badge_lice_outbreak2

Winter is a more active time for lice outbreaks as children have more close contact and often share coats, scarves, and hats with one another. And as lice outbreaks increase, so does the news around them. Lately parents and health professionals have been bombarded by over-hyped information campaigns about “super lice.” When we hear “super lice” we immediately conjure mental images disgusting bugs that are bigger and stronger than any kind of lice or nit that we’ve seen before. We picture them crawling around the scalps of children and jumping menacingly as they spread among the children of the school.

We naturally become concerned for the welfare of children when they hear these fear-inducing names. We look for ways to respond quickly, and with brutal force – hoping to prevent the spread of infestation.  However, this response can sometimes create problems where none existed before.

Know the facts - “Super lice” are actually treatment-resistant lice with a media-hyped name. As an example, think of infections that are resistant to antibiotics. Treatment resistant lice are created in much the same way – through improper use of chemical applications or prescription treatments.

Interestingly, treatment resistant lice are not a new phenomenon. These kinds of lice have been present in schools for over 40 years.


Campaigns and media stories about super lice contain pieces of information that, while factual, are dangerous when taken without context. This can breed fear and cause further problems. For example, improper treatment with harsh chemicals and pesticides is one of the ways that treatment-resistant lice have become stronger. And sometimes parents resort to home remedies such as mayonnaise or olive oil that are not scientifically proven to be effective in treating lice. That's why manual removal through combing is a critical part of treating any lice infestation.

Combing is the only safe and effective method to end infestations especially for lice that are resistant to chemical treatments. School Health is pleased to offer the LiceMeister® Comb, which has the US Food and Drug Administration clearance as a medical device for the purpose of screening, detecting, and removing lice and their eggs (nits). Lice combs are also useful for removing dead nits from the hair in order to reduce diagnostic confusion and the chance of unnecessary re-treatments in the future.

How you can be prepared - Parents should become proactive in the examination and treatment (when necessary) of their children when they are exposed to lice. With proactive examinations, parents are able to identify lice concerns early which makes treatment easier, and helps prevent the spread of lice among students.

Sometimes, identifying head lice can be quite difficult. Using the LiceMeister Comb along with a magnifying lens is recommended to accurately identify lice. It can be easy to confuse nits with dandruff, hair spray droplets, and dirt particles.

  • The best diagnosis is made by finding a live nymph or adult louse on the scalp or hair of a person.

  • Nits attached firmly within 1/4" of the base of hair shafts may indicate an infestation if no moving nits are found. This is not accurate 100% of the time.


Watch for signs of lice - that "Tickly" Feeling Can Be a Sign of Head Lice

Head lice symptoms include:

  • A tickling feeling or a sensation of something moving in the hair

  • Frequent itching

  • Sores from scratching


Oh no, head lice! The National Pediculosis Association (NPA) has identified tips to help parents and schools control head lice without the danger of exposing children and their environment to pesticides and other harsh chemicals.

NPA’s Tips for Parents:

  1. Know how to identify lice and nits in advance of outbreaks. (See NPA’s Critter Card)

  2. Know how to check heads at home so kids can arrive to the group setting lice and nit free. (See NPA’s LiceMeister comb teaching video)

  3. Know your child's school policy on head lice. Policies vary greatly from school to school.


Of course, the best way to treat lice is not to get them in the first place.

What You Need to Know About the Latest AHA Guidelines

New information from the American Heart Association about providing lifesaving care during a cardiac emergency.


 

Resuscitating unconscious boyOn October 15th 2015, the American Heart Association (AHA) released the newly revised guidelines for cardiopulmonary resuscitation (CPR), and emergency cardiovascular care. The AHA continues to emphasize the importance of HIGH QUALITY CPR in an emergency cardiac situation. Effective CPR provided immediately after a cardiac event can double or even triple a victim’s chances for survival.


Studies have shown that people who feel comfortable performing CPR are significantly more likely to attempt life-saving resuscitation. Routine practice is needed in order to get the rhythm down for to perform the proper depth and rate of CPR.



Here are the AHA’s newest guidelines for providing high quality CPR:

 




Single rescuer:





  • The recommended sequence for a single rescuer has been confirmed: the single rescuer is to initiate chest compressions before giving rescue breaths to reduce delay to first compression. The single rescuer should begin CPR with 30 chest compressions followed by 2 breaths.





Single or multiple rescuer:




  • There is continued emphasis on the characteristics of high-quality CPR: compressing the chest at an adequate rate and depth, allowing complete chest recoil after each compression, minimizing interruptions in compressions, and avoiding excessive ventilation.

  • The recommended chest compression rate is 100 to 120 compressions per minute (updated from at least 100/min).

  • The clarified recommendation for chest compression depth for adults is at least 2 inches but not greater than 2.4 inches.





How do you know if you are performing high quality CPR during a rescue? With CPR, practice makes perfect. From manikins to AEDs to CPR masks, School Health offers the products that you need in order to practice proper CPR. We can help you make sure that everyone is properly trained to respond in an emergency cardiac situation.



Watch a video to see how Pasadena ISD is training the next generation of lifesavers!





 




 




Consider the following products for quality CPR and CPR practice:





 






























CiSTrainingKitAHAFullProduct_LS_med The American Heart Association CPR in Schools Training Kit gives you the tools you need to teach the core skills of CPR and AED use in under 30 minutes.
59105_w The CPR RsQ Assist helps the lay responder perform high quality CPR by combining voice commands with a metronome that indicates proper compression frequency.
loopscreengrabgamify-2 When training students or community groups to perform life-saving CPR, School Health recommends the LOOP CPR Training Game. The LOOP uses game-related concepts to create a compelling training experience by showing what’s right and what needs to improve.
prestan_three-adult_v21_1 The Prestan Adult Manikin with CPR Monitor is a way to practice on a life-size manikin, offering a realistic experience to provide better CPR outcomes in emergency situations.
55410 The Prestan CPR/AED Training Kit is available exclusively through School Heath and is the complete CPR/AED training solution. By combining Prestan Manikins, the Prestan AED Trainer, and the LOOP CPR training game, training groups can practice the skills they need to achieve proper rhythm and depth, as well as best practices for proper AED use.
g5_expirationupdate Todays advanced AEDs also provide real-time feedback that offer helpful instructions to guide responders in emergency situations. School Health recommends the Cardiac Science Powerheart G5, the ZOLL AED Plus, and the Heartsine 650P. These advanced AEDs combine ease of use and reliability to help everyone when responding in an emergency situation.




For incredible save stories and insightful SCA information please visit the Sudden Cardiac Arrest Foundation.

4 Tools to Help Children Exercise Their "Speech Muscles"

Enhance speech therapy exercises with these four activities that can accelerate learning and increase performance.


 




















Mirrors


Use a mirror to heighten the child's awareness of how muscles of the mouth are used to produce speech. The mirror provides the child with a visual image of the sounds they are being taught. By using a mirror, the child sees how the lips and tongue work to produce sounds. Children can build speech muscles by looking at a mirror and making funny faces!
89819_w

Straws


Give your child a straw and ask her to blow through it. This activity strengthens the lips and cheeks. Some children allow air to escape through the sides of the mouth, and the result is "slushy speech." By blowing through a straw, the child stabilizes the jaw and practices appropriate lip closure.
11468fl_lg

Toobaloo


This simple, break-resistant device magnifies voices so students hear themselves clearly while speaking softly. The auditory feedback helps students to focus and hear the sounds that make up words (phonemes) more clearly as they learn to read, spell, or process language aloud. Speech students can use the Toobaloo to help improve their articulation and phonology.
toobaloo

WhisperPhone


Hands-free, acoustical voice-feedback headsets help learners hear phonemes and their own voices more clearly. Whisper Phones strengthen the learning process by intensifying the sound of one's voice and minimizing auditory distractions. Users are able to focus much better on what they are learning and classrooms are actually quieter because children only need to use a soft voice to hear themselves clearly.
74507_01_w (1)

October is Sudden Cardiac Arrest Awareness Month

Saving a Life at Windsor Union Junior/Senior High School


Karen Townsend, RN Karen Townsend, RN

On a September day in 2015, Karen Townsend was working in her office when she received a call that would set any school nurse on edge: A teacher had collapsed in a classroom, while teaching. As a Registered Nurse, Karen has spent time working both in the classroom and operating room settings; she’s pretty much seen it all. But dealing with medical trauma that happens in front of students can add additional layers of complexity to any situation.

The call Karen received didn’t give her a lot of medical information about the incident. The teacher, we’ll call him John, had fallen backward from a standing position and was lying on the floor struggling to breathe. He was not responsive. Growing up in a small town in Vermont has its advantages. On one hand, you know everybody. On the other hand – you know everybody… Karen knew John and had worked with him for years. In fact, he was her math teacher when she was in high school.

Karen hurried out of her office as the students were being cleared from the room. On arriving, she visually assessed the situation. John’s color was terrible, she recalls, and his breathing was agonal (he was gasping for air). This was indeed a critical situation.

As luck goes, this was a very lucky day for John – even though it may not have seemed like it at the time. John is a retired teacher who works on a limited schedule. He wasn’t scheduled to work that day but had been called in to cover for another teacher. His doctors said that if he had been home, alone, without the immediate response of Karen and the other staff (some of whom were EMT’s) he wouldn’t have survived.

John had suffered a massive heart attack, also known as Sudden Cardiac Arrest. Every hour in the United States, approximately 38 people will have a cardiac arrest event outside of the hospital. Sudden Cardiac Arrest (SCA) is the number one killer of people today. During 2014 roughly 326,000 people suffered SCA. 3,000 of them were 21 years of age or younger. Of the 326,000 people who suffered SCA, roughly 90% of the victims died.

But with CPR and early defibrillation by an AED a victim’s chances of survival double, and in some cases triple. The only way to resuscitate an SCA victim is with early defibrillation (within 3 to 5 minutes). But by administering proper CPR during a cardiac emergency, the heart keeps pumping blood to the brain and vital organs – buying precious time while you wait for defibrillation. Luckily for John, Windsor Union Junior/Senior High School had an AED onsite and though it was 3 floors away, it was still close enough to save a life. Since this incident, the school has purchased 3 more AED’s – one for each floor.

Karen and the other staff continued with CPR while they attached the leads from the AED. At this time there was no discernable pulse and the AED delivered the first shock. CPR continued while the AED device analyzed John. His color began to improve but with a still-weak pulse the AED identified that a second shock was appropriate. After the second shock, John’s condition improved again and as the paramedics arrived with the ambulance John had begun to respond. Though he was not fully coherent before he left for the hospital, he was able to respond to the paramedics – a great improvement over his initial condition.

Assess Your Plan to Respond to SCA


[caption id="attachment_2060" align="alignleft" width="200"]SCA Month October is Sudden Cardiac Arrest Awareness Month[/caption]

October is a time to focus on stories like this because it brings awareness to how to save even more lives. The only way to reduce the number of SCA deaths is by increasing the number of people trained in CPR and increasing the number of publicly accessible Automated External Defibrillators (AEDs). In fact, schools and communities that have comprehensive CPR and AED programs that include CPR/AED training achieve survival rates around 40% - over four times the national average.

And the benefits of CPR and AED programs extend beyond the victims of SCA themselves to the community around them. A great impact is felt by the friends and loved ones of an SCA victim. In Karen's case, the students in the classroom witnessed a horrible trauma. However, the situation was made somewhat better because Karen could tell the students that though his condition was serious, John was going to be Ok. A life was saved because Windsor had an AED onsite their staff had both CPR and AED training.

Studies have shown that people who feel comfortable performing CPR are significantly more likely to attempt life-saving resuscitation. Routine practice is needed to achieve the proper rhythm, depth, and rate of CPR. Karen recalls that administering CPR and the AED on this day was much different than during practice. Without the training and practice she'd received, she wouldn’t have felt as confidant beginning resuscitation. She may have hesitated or waited for someone else, resulting in delays that could have had grave consequences.

On this day, the school was prepared – and so were the staff and, as a result, a happy ending. Because of their preparation, John made it to the hospital in time. Once there, he received a stent and spent about 5 days recovering before being released to fully recover at home.

School Health has the products and resources you need to ensure that your staff has both the right equipment and the right training to respond during an emergency situation.

For more incredible save stories and insightful SCA information please visit the Sudden Cardiac Arrest Foundation.

Together we can work to be prepared for sudden cardiac arrest.


Thank you to Karen Townsend, RN and Windsor Union Junior/Senior High School for sharing their story.

Grant for Teaching CPR in Schools

 

John Meiners Photo 2015_editedThis blog has been written by John Meiners. John Meiners is Executive Vice President of Emergency Cardiovascular Care (ECC) Programs and International Strategies for the American Heart Association (AHA). In this key role, John leads AHA’s global effort to increase survival from cardiac arrest by working toward AHA’s global goal of reducing mortality from cardiovascular diseases and stroke by 25% by 2025.



Creating the Next Generation of Lifesavers


In the United States, 38 people every hour will have a cardiac arrest outside of the hospital. However, only 10 percent of these victims will survive. Seventy percent of the time, cardiac arrests will occur in the home. Lifesaving CPR performed by a bystander can double or even triple a person’s chance of surviving a cardiac arrest. The life you save by performing CPR is most likely to be your own family or friend!


Students play an integral part of increasing survival from cardiac arrest. Twenty-four states now require all students to be trained in CPR, with hands-on practice on a manikin, before graduating from high school. That means approximately 1.2 million students (nearly 40 percent of the U.S. student population) will be trained in CPR each year! The American Heart Association (AHA) is actively involved in helping to create the next generations of lifesavers who will help increase the chance that a cardiac arrest victim has the help he or she needs until paramedics arrive.

0807 CPR in Schools Map-01


Apply for a Grant to Train Your Students


renditionDownloadIn the first year of the AHA-Ross Dress for Less Stores CPR in Schools Program, we have trained more than 330,000 middle school students in life-saving CPR. Over three years, more than 1,000,000 students in 33 states will learn CPR. For more information about this successful CPR in Schools Program, please visit here.

We are excited to announce our newest grant program for high schools! Because of the generous donation from the Ross Stores Foundation, 250 high schools across the country will receive 2 FREE CPR in Schools Training Kits™ in the 2015-2016 school year. This all-in-one kit contains 10 manikins and materials for school teachers or administrators to train hundreds of students, as well as online resources to make implementation easy. Students learn the core skills of CPR in under 30 minutes, and it contains everything needed to learn CPR, AED skills and choking relief in school classroom settings. The easy-to-use kit utilizes the AHA’s latest science guidelines and it is portable, allowing for easy storage. It was developed for educators, school nurses or even student leaders to train groups of 10-20 students at once in a school setting.

If you’d like to learn more about getting your school involved, visit www.heart.org/rosscprschoolgrant.


Hurry! The deadline for grant applications is September 30th, 2015.

Remember, cardiac arrests can happen to anyone, anywhere, and when you least expect it.


Abby Snodgrass is one of those students that was able to learn CPR in high school and become a lifesaver. This is her story:

Abby was out shopping when she heard commotion on the next aisle. She ran to see what was going on and saw an 11-month-old baby who suddenly stopped breathing. Abby had recently learned CPR at her Hillsboro High school in Missouri and immediately starting performing the lifesaving technique. The baby eventually started breathing again, and emergency responders said if Abby had not acted so fast, the baby might have died.

This is just one of the many great stories of students saving lives through CPR they learned in school, thanks in part to partners like Ross Stores who donate funds to provide grants for hundreds of high schools across the country. While we’ve made some great progress over the years, we also need your help to expand this program across the country! If CPR training is not currently required in your state, join us in supporting legislation at http://becprsmart.org.

We thank you for being such an integral part of creating safer communities. Together, we can increase survival from cardiac arrest.

For incredible save stories and insightful SCA information please visit the Sudden Cardiac Arrest Foundation.

School Nurse from New Orleans Wins $10,000 to Upgrade Her Health Room

Angela_Damico_social_revised2Nurse Angie from Dwight D. Eisenhower Academy is Selected as the 2015 Ultimate Upgrade: Health Room Edition Contest Winner


Her students know Angela Damico fondly as “Nurse Angie.” Every day Nurse Angie cheerfully shows up to her New Orleans office to face another day of bumps, bruises, coughs, splinters, stomachaches, and bee stings. And that’s on a quiet day. Nurse Angie regularly administers prescription medications, and handles the more serious medical issues that come up in her population of nearly 800 young students.

But Nurse Angie works in a small room that also serves as the office for 3 other teachers. The furniture in her office is old and worn, and some of it broken. During examinations, a wiggly fabric screen provides privacy as students come and go from the crowded room.

Yet Nurse Angie works tirelessly without complaining about her equipment or conditions. It is because of this that School Health is pleased to be able to award the Ultimate Health Room Upgrade grand prize to Angela Damico at Dwight D. Eisenhower Academy in New Orleans!

We will work closely with Nurse Angie to provide her a more functional health room that serves her and her students. And, we will keep you updated on the progress along the way.

Here is an excerpt from the entry for Nurse Angie, submitted on her behalf by a colleague:


"Each morning Nurse Angie walks with her cooler to the cafeteria to carry ice back to her office, where she hands out ice packs for bumped heads and “magic” peppermints to settle upset stomachs. She has a continuous stream of customers with complaints ranging from coughs to splinters to bee stings. She administers ADHD, asthma, allergy and other every day prescription medications, and often can be heard calling parents and doctors to remind them to keep things up to date. She handles the many serious medical issues that crop up with our student population of nearly 800…juvenile diabetes, Sickle Cell Anemia, HIV, seizure disorders, psychiatric disorders. She races out of here when necessary to treat fight victims, evaluate sprains and falls and stabilize broken bones on the playground. In between all of these medical emergencies Nurse Angie calls parents to give them a “heads up” on what accident or illness has occurred at school today, or to tell them what to look out for if there has been a head injury.

She conducts hearing, vision and height/weight screenings, scoliosis screenings, brings in doctors and dentists to provide physicals or examinations for our high poverty student population. She prepares first aid kits for field trips and sporting events. She keeps track of immunizations and sports physicals, and each year must organize and file the most enormous mound of paperwork I have ever seen. She educates parents about the children’s medical conditions. She feeds hungry students and counsels those with eating disorders. She hosts children at lunchtime who are allergic to fish and sends out reminder emails to the staff about those allergies.

Nurse Angie does all of this cheerfully, never complaining about the shortage of outlets as she unplugs and re-plugs all of her necessary equipment into the overloaded extension cords. She has no privacy to give injections or examinations. She soothes the children with a pleasant “Oh, my Angel” so that they never complain about the large dents in the collapsing leather beds. Sometimes as I glance into her side of the room I am reminded of that scene in “Gone With the Wind” where all the soldiers are lined up laying on the ground…sometimes there are so many kids in the beds, chairs and in line to see her that I wonder how she keeps her patience.

Dwight D. Eisenhower Academy is located in the Algiers neighborhood of New Orleans, LA. It was originally built in 1970 and operated as a public elementary school run by the Orleans Parish School Board. In August 2005 Hurricane Katrina devastated the city of New Orleans, damaging or destroying nearly all the 128 school buildings. The Eisenhower school building was wind-damaged, but not flooded, and closed for a time following Hurricane Katrina. It reopened as an open enrollment public charter school, and since that time the enrollment has doubled, tripled, and quadrupled. Conditions here at the school are extremely overcrowded and there is no money for building maintenance. The building has never been remodeled.

Nurse Angie needs privacy screens, lockable storage cabinets, file cabinets and a desk that lock, a hot water heater, an ice machine, more outlets, and new exam beds at the very least. Nurse Angie needs to know that someone cares about her as she is so busy caring for others."

Stay tuned for the “after” picture and update from Nurse Angie’s Ultimate Upgrade!

Just Ask Questions: One Strategy Toward Meaningful Outcomes

Our featured blog writer Gabe Ryan was invited to speak about his experiences throughout his educational and professional career. Gabe has used a wheelchair since he was three years old and is an experienced user of assistive technology tools. Some of these tools have been life-changing for him and he looks forward to sharing his experiences and perspectives with our blog readers. 

blog6_1I was recently invited to speak as the Keynote for the Sacramento County Office of Education’s Infant Development Program. This is the ‘early start’ program for our area. Because I was a graduate of this program, the staff was particularly interested in how my life had been and what I had been doing since I transitioned out of their care as a little guy.

As a person who has moved through general education receiving support and services from educational programs, it is exciting to me that the professionals in this field were interested in hearing my perspective. I shared my experience from preschool to high school, my employment, and my activities outside of education. I reflected on different milestones and what I thought were points of interest to those working with our youngest children and their families.

A few months after this presentation another exciting opportunity was offered to me, this time at a state level! I was asked to present to the California Department of Education’s Advisory Commission on Special Education (ACSE) as the student voice of the month. The commission was interested in hearing a student’s perspective on their experience.

Being asked to share at these two events was encouraging. I appreciated the opportunity to share my knowledge, and being a part of their professional development was meaningful to me.

In my presentations I used an analogy that went something like this: each person, be they teacher, parent, service provider, or student is like a cog in a giant machine. I feel this is an important key point to continue to share. Some have small parts, some have larger and more complex parts. Some people only know their piece of work, while others know everything about the giant machine. But regardless of their position everybody involved is crucial to the outcome.

Service providers may not always see an outcome immediately or directly. But their work in combination with other providers, systems, and parents can be a huge part of advancing to a positive outcome for a student. These outcomes could be months or years down the road, sometimes figuring things out or reaching goals takes time.

I am fortunate to have continued opportunities to share my perspective and ideas. I challenge you to reach out to those you serve and ask how your services have impacted their outcomes, ask for ideas and input on the services you provide. You may find a wealth of resources and knowledge right at your fingertips.

No matter what agency you are from you make a difference and impact those you serve. Working together we create a system that is supportive and encourages learning, independence, and a better quality of life.

Are Your Eye Charts Up to Date? The Evolution of Eye Charts Over the Past 150 Years

StandardizeEyeChartsEye charts are an important part of vision screening, but how did these vision screening tools look in 1915? What about 1862? The answer may surprise you.


 

When you think of the word “Snellen,” you probably think of Snellen’s legacy – the Snellen Eye Chart with the big "E" at the top. This chart continues to hold a place of prominence on many walls in school nurse's offices and in the hallways of medical practices today.

Snellen, a Dutch ophthalmologist, introduced the first version of his eye chart in 1862, as a way to determine visual acuity (Bennett, 1965). Recently featured on CBS Sunday Morning, Snellen's work set a new standard for vision screening. His Snellen Eye Chart and the  Snellen Ratio are still in wide use today.

Before 1862, oculists used varied and sometimes interesting methods to assess visual acuity.

When the first school setting vision screening program began in 1899, a Snellen chart was used. (Appleboom, 1985) Many versions of eye charts have come and gone over the years, and even today's version of Snellen's chart differs from the 1862 version.

But did you know that the time-honored Snellen chart is not the preferred letter chart for testing visual acuity in 2015?

Why is a Snellen chart not the preferred chart of 2015?


 

While Snellen charts revolutionized vision screening programs they do not adhere to national and international guidelines for standardized eye chart design (Nottingham Chaplin & Bradford, 2011). Six guidelines for standardized eye chart design are (Nottingham Chaplin & Bradford, 2011):

  1. Optotypes should be of approximate equal legibility.

  2. Each line on an eye chart should have the same number of optotypes (typically 5).

  3. Horizontal spacing between optotypes should be equal to the width of the optotypes on a line.

  4. Vertical spacing between lines should be the height of the optotypes in the next line down.

  5. The size of optotypes should progress geometrically up or down the chart by 0.1 log units (i.e., 20/32 vs. 20/30).

  6. Optotypes should be black on a white background under good lighting conditions (luminance between 80 cd/m2 and 160 cd/m2).


If you were to draw a line around the outside of the ototypes on an eye chart adhering to the national and international guidelines, you would see a chart with an inverted triangle. Conversely, if you outlined the optotypes on a chart that does not adhere to national and international guidelines, you would see a chart with a rectangle.

no

So, look at the eye chart yesyou use. Do you see the inverted pyramid or a rectangle?

What should we use instead of Snellen charts for Vision Screening?


 

Despite many state, public health, & district vision screening guidelines listing Snellen as the preferred chart for school aged children it has been recommended to use Sloan charts for vision screening.

Developed by Louise Littig Sloan, phD, and Dr. Palmer Good, of The Good-Lite Company, the preferred tests of visual acuity for school-aged children and adults use Sloan Letters as optotypes.

Sloan published information about those letters in 1959 (Sloan, 1959). which was later used by vision professionals to design a new, standardized chart in the inverted pyramid format.

It is recommended to switch from Snellen to Sloan charts to ensure an evidence-based test of visual acuity for school-aged children that meets national and international design guidelines for standardized eye charts.

School Health offers a variety of Sloan charts and cards that meet the national and international guidelines. Call us today for a consultation on the Sloan-related screening products that are available to you.

Shop Sloan & Snellen Charts & Cards>>

Request a FREE Vision Screening Consultation>>

Resources:

Appelboom, T. M. (1985). A history of vision screening. The Journal of School Health, 55(4), 138-141.

Bennett, A. G. (1965). Ophthalmic test types. A review of previous work and discussions on some controversial questions. The British Journal of Physiological Optics, 22(4), 238-271.

Nottingham Chaplin, P. K., & Bradford, G. E. (2011). A historical review of distance vision screening eye charts: What to toss, what to keep, and what to replace. NASN School Nurse, 26(4), 221-227.

 

Product Review: Candy Corn and Smoothie Switches

The switches with names that excite the taste buds and entice users with their marvelous features.


There are many switches on the market for people who need alternate ways to access their computers, tablets, toys or games, and other daily living activities. Figuring out which switches are right for your needs can be difficult. Comparison charts such as the AbleNet Access Switch Comparison Chart can be helpful way to know about a variety of switches and their features.

I recently had the opportunity to explore two types of sensitive switches, the AbleNet Candy Corn Proximity Sensor and the Smoothie 125/Smoothie 75 by Pretorian Technologies Ltd.

Candy Corn Proximity Sensor  blog4_2


  • Fits in the palm of your hand

  • Activates without pressing or touching

  • Orange lights activate for visual cues

  • Beeping sound for auditory cues

  • 3.5 millimeter switch jack

  • Can be mounted magnetically


Smoothie 125/ 75 blog7_1

  • Low profile

  • Entire area of switch operates with a light touch

  • Auditory click when pressed

  • Varied colors

  • Large 125 mm diameter and small 75 mm diameter

  • Three recessed holes for mounting


blog7_2I started by connecting the switches to an AbleNet PowerLink 4 Control Unit to control everyday use items. The switches were ready to use out of the box, and I found them easy to operate.

Independently turning on and off lamps, an oscillating fan and even a handheld mixer (helping mix muffins) was possible using either switch. They were both easy to operate with either light touch or motion. Positioning is always an important consideration when deciding on placement and switch access. Mounting or angling the switch might take a few trials to get it right. The motion access on the Candy Corn is exciting, however you have to be 10 millimeters or closer for this to activate.

While reviewing these two products, I learned that a longtime friend, Justin, is learning to use two-switch scanning. Justin is using switches that are mounted to his wheelchair near the sides of his headrest.  His mom explained, “For Justin, turning his head to the right and left is his most reliable and purposeful movement.” I decided to visit Justin so he could try the Candy Corn Sensor and the Smoothie  switches.

blog7_3

Here is what Justin’s mom had to say about each:

“Justin can easily turn to the right to click a button type switch, however, his positioning isn’t always exact. I like that the Smoothie switch can be activated with a light touch anywhere on its surface. Justin has a harder time turning far enough to the left to activate a button switch, by positioning the Candy Corn proximity switch within his range of movement, he was able to access his computer games and switch toys without repeated tries.” - Judy Lee

Judy also said that she liked the audio cue of the Candy Corn, which prompted Justin to move his head back to midline. It was wonderful to check these switches out with Justin. With so many ways switches can be used, it was a great opportunity to explore with these lighter touch and proximity tools.

If you are looking for a lighter touch or sensitive switch the AbleNet Candy Corn Proximity Sensor and the Smoothie 125/Smoothie 75 switches might be an excellent option for you.

Learn More about Ablenet Switches at Enablemart>>

This blog was written by EnableMart Blog Writer Gabe Ryan from Sacramento, California. Gabe has used a wheelchair since he was three years old and is an experienced user of assistive technology tools. Some of these tools have been life-changing for him and he looks forward to sharing his experiences and perspectives with our blog readers. Gabe enjoys abstract paintings, is an avid music lover, and enjoys using his iPad and iPhone to connect with family, friends and the community.

How Emergency Oxygen Significantly Changes the Outcome of Medical Emergencies

Badge_OxygenWhen a serious or life threatening emergency arises, there are sometimes additional risks that can prove to be even more harmful than the primary issue. During a physical trauma oxygen can be depleted from the bloodstream, which leaves the victim at an increased risk for shock. Shock occurs when cells and organs are not receiving enough oxygen and nutrients to function properly.

Shock can be caused by any condition that reduces blood flow, or that reduces the amount of available oxygen in the blood. Common causes for shock include:

  • Sudden cardiac arrest

  • Heart attack or heart failure

  • Heavy bleeding

  • Dehydration

  • Severe allergic reactions

  • Spinal injuries

  • Serious injuries


Shock can often be a life-threatening condition affecting multiple organs in the body. Shock requires immediate medical treatment and can quickly escalate the severity of emergencies that may otherwise have not been life-threatening. As many 20% of people who suffer from shock will die from it.

Emergency oxygen helps to treat shock by bridging the gap between the onset of a medical emergency and the arrival of the first responders on the scene. Just like a fire extinguisher, oxygen products can be safely pre-positioned to provide immediate access to medical oxygen during a medical emergency between the onset of the emergency and the arrival of fire & rescue personnel.

According to the National Fire Protection Association (NFPA) response times in the United States for fire & rescue ranges from 6 to 15 minutes from the time of dispatch. The response time can be higher, depending on traffic conditions or rural situations. Emergency oxygen provides immediate application of oxygen to a patient by a by-stander during the first critical minutes between the onset of the medical emergency and the arrival of the fire & rescue personnel.

Emergency oxygen systems are portable and easy to use solutions that focus on providing oxygen to both breathing and non-breathing people who have suffered serious injuries.

The American Red Cross says that emergency oxygen can help to improve the condition of hypoxia (insufficient oxygen reaching the cells) and can also help reduce pain and breathing discomfort.

Did you know?



  • Cardiac arrest in children and adolescents is usually attributed to respiratory causes rather than heart factors.

  • The primary goal of CPR during treatment of sudden cardiac arrest is to provide oxygen to the vital organ, especially the brain.

  • The National Association of School Nurses (NASN) points out that the majority of sudden death in children occurs from respiratory arrest.

  • Emergency oxygen is often overlooked during Sudden Cardiac Arrest incidents where CPR is administered and an AED is present.  While shocking the heart is vital to restart the heart, a lack of oxygen to the brain can prove just as fatal as heart fibrillation.


Emergency oxygen isn't just for use in a Sudden Cardiac Arrest.  Emergency oxygen can also be used for:



  • Asthma attacks

  • Diabetic emergencies

  • Cardiac arrest (post-resuscitation)

  • Chest pain

  • Heat exhaustion

  • Migraine headaches

  • Breathing difficulties

  • Allergy emergencies

  • Seizures

  • Dehydration

  • And many more medical emergencies


90896fl_lg_2School Health offers the OxySure Emergency Oxygen System  as a complete solution to administer emergency oxygen in the event of an emergency. OxySure is a lightweight, portable, and above all SAFE way to have emergency oxygen available, on-demand. This system gives a parent, a bystander, or even the victim themselves the ability to administer lifesaving oxygen when it is needed.

OxySure can help to significantly improve the outcome of a medical emergency. And, it complements the efforts of first responders. We recommend prominent placement of emergency oxygen devices. The most effective placement is alongside an AED device as emergency oxygen is recommended as part of the post-resuscitation process during a cardiac incident.

For more information on OxySure and available accessories for emergency oxygen, contact School Health at 888-323-5465.

Shop All Emergency Oxygen Systems>>







Ryan Eborn Ryan Eborn is from Salt Lake City, Utah, and has worked with School Health and Enablemart since 2010. Ryan graduated from the University of Utah with a degree in Strategic Communication. Since joining the School Health team he has had much experience in the special needs and early childhood fields. Ryan enjoys the rewarding challenge of bringing new tools together with teachers and students so that everyone can perform to the best of their ability. In his off time, Ryan enjoys living in the Rocky Mountains and everything that Utah has to offer, including skiing, hiking, camping and biking.

Scissoring Skills Part 2- The 4 Stages of Scissoring Skills Development

Badge_ScissorsPart2Learning to use scissors in a correct and controlled way takes patience and a lot of practice. For grownups, this is sometimes a skill that we take for granted. Because this is now a simple skill for us, we might expect it to be a simple skill for children too. And, we can sometimes become frustrated when this skill doesn’t progress as quickly as we think it should.

This frustration can introduce angst in to the learning process, which is actually counterproductive for children. Sometimes we feel like we need to “show” children how it’s done for them to understand. But, using scissors effectively is the culmination of a coordination of fine motor skills that we have developed over time.

Understanding the first steps to take and the path by which these skills progress helps us to be patient with children as they work toward their goals.

Stage  1 – Learning to hold the scissors. Children typically can learn to hold scissors between 18 months to 2 years of age. During this stage they will begin by opening and closing scissors with two hands and move to a more mature grasp as time goes by. They may be able to snip paper or a string during this time, and it is often beneficial to practice using a “helping hand” to stabilize the paper while holding the scissors. Cutting at this stage will typically not be directional, and there may not be forward movement of the scissors. Children may also open and close the scissors in an exaggerated manner while they are learning to work with scissors.

Stage 2 – Cutting with lines and curves. Children can progress to cutting straight lines and making curves between the ages of 2 and 4 years. During this stage they will typically start by using the scissors to push a cut across a sheet of paper. It is sometimes beneficial to have children practice cutting small strips of paper during this stage. Using a paper with a heavier weight will provide more stability, which lets the child focus more on operating the scissors, rather than holding the paper. These cuts are not likely to be highly accurate but children will typically be able to have some success with a straight line, and may even begin to turn a paper and make curved cuts as they progress.

Stage 3 – Accurately cutting curves and shapes. Between 4 and 5 years of age children will typically progress to a stage where they are able to cut accurately along curved lines and around shapes. They are able to turn and manipulate the paper as well as the scissors when they follow lines. They will often exercise better control as they open and close the scissors. This enhanced control typically produces smoother and less jagged cuts. At this point most children can work with various weights of paper and may even begin to be comfortable with non-paper materials.

Stage 4 – Mature manipulation and grasp. By ages 5 to 7 years children can generally progress to cutting complex shapes and figures. At this stage, their grasp of scissors and coordination between the cutting hand and the helping hand has become consistent. Most cuts will be made smoothly, without jagged edges or paper tears.

Appropriate expectations and practice are key factors in the progression of scissor skills. Many children progress differently based on their experiences at home or at preschool. EnableMart offers some great products that can give struggling students a leg up, and that help more advanced students perfect their skill.

The Developing Basic Scissor Skills Work Cards detail different steps in scissor skill development. These cards offer exercises appropriate for each level of development and can be photocopied, so that children can re-do exercises or work with the same exercise on different weights of paper.

The Developing Scissor Skills Guide is another great resource to guide scissor skill development from the basic level to the more advanced level.

It is always important to start with the right scissors. EnableMart offers the Child-Safe Scissor Set by Melissa & Doug. These scissors won’t cut clothing or hair, and have safety blades to help prevent injury.

Through patience and understanding, we can support children as they develop this essential skill. If you need help, be sure to contact us for additional resources or products to aid in development

Read Part 1: Five Things Your Children Should Be Able To Do Before They Work With Scissors

Scissoring Skills Part 1: Five Things Your Children Should Be Able to Do Before They Work with Scissors

Badge_ScissorsPart1Using scissors requires the combined use of many skills. Children must incorporate fine motor skills and bilateral coordination with hand-eye coordination. Because coordination of these skills is required, scissor skills tend to develop slowly, and in stages. Sometimes, we have a tendency to become frustrated and try to help by showing how it’s done. But, this “watch-me” approach isn’t as effective in helping children learn effective scissor skills.

Before children learn to use scissors, they should have effectively mastered some basic coordination and motor skills. When kids can perform these basic tasks we can feel more confident in starting to work with scissors.

1. Opening and closing each hand. One of the most basic movements for a child is to grasp something. Newborn infants exhibit the grasp reflex, but that is different than cognitively holding an item. Being able to open and close each hand helps bridge the gap between holding something by reflex and holding something because you want to hold it.

2. Isolating the thumb, index, and middle fingers. Being able to isolate movement between the thumb and fingers is key to being able to hold and manipulate items. (If children aren’t able to isolate their thumb and fingers, having full control over scissors probably isn’t realistic.)

3. Using a fork or a spoon. At feeding time, being able to hold a fork or spoon, and coordinate the movements required to get food from bowl to mouth is important. Using a fork or spoon requires the ability to hold or grasp an object, target a larger area (the bowl), and use muscle memory to make sure that food gets in their mouth instead of on their nose or chin.

4. Control wrists, forearms, and shoulders. Coordinated bi-lateral movement is needed to manage paper and scissors. Children should be able to use and move their wrists, forearms, and shoulders with good control.

5. Using hands in cooperation with each other. Children should be able to use their hands in a coordinated fashion to perform such tasks as taking the lid off of a jar or brushing a doll’s hair. Being able to use one hand to assist the other is a necessary step toward good scissor skills.

Development of these skills may vary depending on individual children, as well as exposure and experience both at home and in a pre-school or daycare setting. It is important to remember patience as these skills develop.

If you feel that development is taking longer than expected, you can sometimes find better results by modifying the tasks or activities that children are doing on a daily basis. Be mindful of incorporating activities that will help to hone motor skills and coordination. Sometimes, it is also necessary to alter our own expectations.

When children continue to have difficulty mastering these skills, screening by an occupational therapist can often be helpful.

Once these skills have been mastered, you are ready to begin to work with children in the development of scissoring skills. Enablemart offers a range of materials to guide you in this development process, including printed guides and development cards, and even scissors that are designed to help children develop scissor skills correctly and safely.

Here are links to a few key products:

Easi-Grip, Mounted Table-Top, Push-Down, & Self-Opening Scissors
Developing Scissor Skills- A Guide For Parents & Teachers
Developing Basic Scissor Skills Work Cards

Read Part 2:  The 4 Stages of Scissoring Skills Development

Multi-Positioning Seat Company Born Out of Need and a Father's Love

Special Tomato, offering special needs products taking the "Dis" from "Disability".                           blog8_1 Read below to find out how the company got its start, and its unique name. 

Carrie Bergeron was born in 1976 to Tim and Peggy Berrgeron. Carrie was their youngest of four children and was born with Down syndrome, a disorder which is typically associated with physical growth delays and mild to moderate intellectual disability, along with characteristic facial features.

In 1976, the information available to parents about Down syndrome was limited. There was less support from the medical community, and social support through understanding and advocacy groups was only just beginning.

Tim and Peggy quickly began to see that many of the things that could help Carrie learn and grow simply did not exist. The lack of available special needs products pushed Tim, an industrial designer, to begin a company that designed products to meet these needs.

Tim began to focus on developing seats that used softer material than had been traditionally available, and that were more durable and aesthetically pleasing. These seats were critical because they offered a way to position a special needs child in ways that facilitated day to day life – making everyday life easier for parents and care givers and more comfortable for the kids in the seats.

But over time, Tim noticed that the traditional materials used in even his seats weren’t as comfortable as they might be. Because special needs children can be seated for sometimes several hours at a time, Tim realized that they should be using a soft material that would breathe, be cleanable, and durable. Through recognition of this need (and through trial and error) the new Soft-Touch material used on today’s Special Tomato chairs was born.

But why the Special Tomato name?


blog8_2One summer evening found Tim in the garden, picking tomatoes in preparation for supper with the family. Carrie went outside to join her dad. She was frustrated and wondering why learning and schoolwork was more difficult for her. And, she wondered why the kids at school would tease her.

Tim recalled the year that Carrie was born, and a “special” tomato that had caught his attention at harvest time. The tomato had a large, smooth bright red side that was enlarged. The large bump on the side was so unique and looked so appetizing, and at supper, they found that tomato to be just as juicy as all the others.

Tim tells Carrie that she is his “special tomato.” Even though she has some differences, the strength of her character and outgoing personality make her just as special as each of her brothers and sisters.

Carrie is well known for her story and for using her gifts to help others as an advocate and a motivational speaker. Learn more by watching her story below:

Learn More about Special Tomato Products


Special Tomato features the Multi-Positioning Seat which offers a soft and lightweight seating solution that is both comfortable and durable.

Other popular seating solutions by Special Tomato include the Hi-Low Multi Position Seating (MPS) System which adds the conveniences of adjustable height and seat pitch.