Page 60 - Anaphylaxis in Schools & Other Settings, 3rd Edition

Saskatchewan
In Saskatchewan, the Ministry of Education, in partnership with stakeholders including school divisions, schools, families, inter-ministry groups, students and human service agencies, continues the journey towards actualization of a needs-based model of identifying and providing supports
for all students. The needs-based model focuses on developing and implementing procedures and practices to support all learners. Provincially students with specific health, medical and personal care needs, such as students living with life-threatening allergies (anaphylaxis), should be involved in a collaborative individualized planning process that results in the creation of an Inclusion and Intervention Plan (IIP). This plan provides written documentation of the student’s specific needs, an outline of the supports required to optimize learning, and specific strategies and plans that will optimize the child’s safety, not only at school, but, within the home and community as a whole.
Yukon
In 2005, the Yukon Department of Education issued its “Administration of Medication to Students” policy to support public school students with severe and life-threatening illnesses and allergies.
The policy was revised in 2006 and 2013. Related education policies that cover the topic of food allergies include “School Nutrition” and the “School Sale of Home Prepared Foods to the Public”. Yukon Education also implemented an Anaphylaxis Policy in September 2012 to clarify roles and responsibilities in managing anaphylactic emergencies in public schools. Additional information about these policies is available at www.education.gov.yk.ca.
Board Policies & School Plans
Every school board should have a written anaphylaxis policy and written procedures which provide minimum standards, as outlined below, for schools within its region. Board policies should be flexible enough to allow schools and classrooms to adapt to the needs of individual children and differences in the organizational and physical environment of schools. Each school should develop its own written anaphylaxis plan which is specific to its environment and complies with the board policy.
At the school level, consideration must be given to factors such as the age and number of children at risk, location of eating areas, level of supervision, and size of the school. Principals should work with staff, parents of allergic children, and school nurses (where available) to develop a written anaphylaxis plan. The most successful board policies and school anaphylaxis plans cultivate understanding and enlist the support of the entire school community.
School board policies should include, but are not limited to:
ƒ An overview of anaphylaxis – definition, signs and symptoms
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Anaphylaxis in Schools & Other Settings
Copyright © 2005-2015 Canadian Society of Allergy and Clinical Immunology
Appendix J