Working with Your School Nurse: What General Education Teachers Should Do To Promote Educational Success for Students with Health Needs
Perspectives & Resources
Objectives
By completing the entire Perspectives & Resources section and reviewing the accompanying activities, the learner will:
- Describe the role of the school nurse
- Describe the importance of the school nurse in the IEP process
- Describe the collaborative relationship between the school nurse, family, school personnel, and community professionals
Standards
This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.
CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of new instructional practitioners but also the evidence-base used to assess those qualities in the classroom.
- Standard 1: Content and Pedagogical Knowledge
The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities. Please note that, because the IRIS Center has not yet developed resources aligned with DEC Topic 8: Transition, that topic is not currently listed on this page.
Teaming and Collaboration
- TC1. Practitioners representing multiple disciplines and families work together as a team to plan and implement sup ports and services to meet the unique needs of each child and family.
- TC2. Practitioners and families work together as a team to systematically and regularly exchange expertise, knowledge, and information to build team capacity and jointly solve problems, plan, and implement interventions.
- TC3. Practitioners use communication and group facilitation strategies to enhance team functioning and interpersonal relationships with and among team members.
- TC4. Team members assist each other to discover and access community-based services and other informal and formal resources to meet family-identified child or family needs.
- TC4. Practitioners and families may collaborate with each other to identify one practitioner from the team who serves as the primary liaison between the family and other team members based on child and family priorities and needs.
InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation.
- Standard 10: Leadership and Collaboration
When you are ready, proceed to Page 1.