ADMINISTRATIVE PROCEDURES

Transcription

1 PROCEDURE NO: A-SE ADMINISTRATIVE PROCEDURES SUBJECT: SEIZURE MANAGEMENT INTRODUCTION Students with seizure disorders can progress through growth and developmental stages normally. They are active and are interested in the same activities as their peers. They should be encouraged to take part in all regular school activities, including sports. Toward effective support in the school setting, for students with seizure disorders, a number of important areas must be considered. These include: providing a basic understanding of seizures, identification of role responsibilities and outlining emergency procedures. BASIC UNDERSTANDING A seizure disorder is a neurological disorder which causes a sudden burst of hyperactivity in the brain. This hyperactivity produces seizures which vary from one person to another in frequency and form. A seizure may appear as a brief stare, an unusual movement of the body, a change of awareness, or a convulsion. A seizure may last a few seconds or a few minutes. Repeated brain seizures usually characterize a seizure disorder sometimes known as epilepsy. Causes In approximately 60-75% of all cases, there is no known cause. Of the remaining cases, there are a number of frequently identified causes. Identifiable Causes: aftermath of infection (meningitis) alteration in blood sugar (hypoglycemia), or other metabolic illness (hypocalcemia) birth trauma (lack of oxygen) brain injury to the fetus during pregnancy brain tumour genetics head trauma (car accident, sports injury, shaken baby syndrome) poisoning poisoning from substance abuse or environmental contaminants (lead stroke

2 Types There are many different kinds of seizures. Seizures are usually split between two categories: generalized and focal (or partial) seizures. Generalized seizures involve the entire brain; these include absence seizures and tonic-clonic/convulsive seizures, which people often imagine when they think of epilepsy. Focal seizures, on the other hand, only involve one part of the brain; these include simple partial seizures and complex partial seizures. Treatment There are a variety of ways to treat epilepsy/seizure disorders which include: medication, surgery, ketogenic diets, and nerve stimulation. Drug therapy is the most common treatment for epilepsy and is usually tried first. Up to 60 per cent of people with epilepsy can control their seizures using medications. The goal of drug treatment is to obtain the best possible seizure control with the fewest side effects. ADMINISTRATIVE PROCEDURES In accordance with Board Policy (Performance of Medical and Physical Procedures for Students) it is recognized that there may be students enrolled in schools who may be living with epilepsy/seizure disorders. The Lambton Kent District School Board is committed to providing a safe learning environment for all students. In order to work towards this goal, it is necessary for school administrators and staff to take steps to support students with epilepsy/seizure disorders. 1.0 COMMUNICATION PLAN / ROLES AND RESPONSIBILITIES 1.1 Identification of Students with Seizures to School Authorities It is the responsibility of parents of children with seizure disorders to identify their children to the school principal and provide: Information regarding the type of seizure disorder, including what the seizure looks like and any possible triggers that should be avoided. A current Seizure Action Plan signed by the parent and child s physician to the Principal for each school year and whenever the physician directs a modification of the prescribed Plan. (Appendix 1). Permission to post photographs and medical information in key locations like the classroom, school bus, staff room, etc. (Appendix 2). Guidance to their child in developing independent coping skills in the management of his or her medical condition. It is recommended that identification of students, and student information updates are completed during the school registration process. Parents are also asked to participate in annual reviews of the Seizure Action Plan.

3 1.2 Identification of Students with Seizure Disorders to School Personnel It is the principal s responsibility: To develop and maintain a current Seizure Action Plan, including emergency response, (Appendix 1) for each student with seizure disorders. To notify all personnel (including secretaries, custodians, supply teachers, educational assistants, bus drivers, etc.) regarding the presence of a student who has a seizure disorder. To distribute and familiarize staff with the individual emergency procedures to be followed for students with seizure disorders. To require the child s classroom teacher to keep a copy of each individual Seizure Action Plan in a place where it will be readily accessible by occasional teachers. (i.e. the teacher s daybook). Share information about seizure management with school council. 1.3 Further Roles and Responsibilities It is the teacher s responsibility: To be aware of the Seizure Action Plan for an individual student with seizure disorders. To participate in training regarding signs, symptoms and emergency treatment of seizure disorders To discuss seizures with the class, in age appropriate terms. To enforce school rules about bullying and threats. To leave medical information in an organized, prominent and accessible format for occasional teachers. To ensure that any emergency medication and cell phones are taken on field trips. It is the student s responsibility: To have an age appropriate understanding of his/her seizure disorder. To comply with taking medications as required. 1.4 In-Service for Teachers and Other School Staff Regular training is needed to ensure school staff and others who are in regular contact with students understand seizure management including emergency response. The principal will ensure that where there are students with seizure disorders: In-service is provided annually for school personnel, occasional teachers and volunteers (on how to recognize and respond to seizure disorders) Where possible, parents participate in training staff in emergency response When needed local health services, support groups or associations be consulted to assist in delivering in-service (i.e. Epilepsy Southwestern Ontario).

4 3.0 EMERGENCY RESPONSE In all types of seizures, the goal is to protect the person from harm until full awareness returns. The Seizure Action Plan (Appendix 1) should outline how to respond when a seizure happens. Steps to follow in emergency seizure first aid include: 1) Stay calm: Most often, a seizure will run its course and end naturally within a few minutes. 2) Time It: If the seizure lasts more than 5 minutes or repeats without full recovery between seizures, call Call if the person is pregnant, has diabetes, is injured from the seizure or the seizure occurs in water. 3) Protect from injury: Move sharp objects out of the way. If the person falls to the ground, roll them onto their side and place something soft under their head. If the person wanders about, stay by their side and gently steer them away from danger. When the seizure ends, provide reassurance and stay with the person if they are confused. If the person is still confused one (1) hour afterward, call Do not restrain the person and do not put anything in the person s mouth. 4.0 LEGAL IMPLICATIONS In 2001, Ontario passed the Good Samaritan Act to protect individuals from liability in respect of voluntary emergency medical or first aid services. This Act provides that despite the rules of common law, if an individual, without reasonable expectation of compensation or reward, provides emergency first aid assistance: to a person who is ill, injured or unconscious at the immediate scene of the accident or emergency, the individual is not liable for damages resulting from negligence in acting (or failing to act) unless it is established that the damages were caused by the gross negligence of the person. Implementation Date: October 2017 Reference: Policy and Regulations

5 APPENDIX 1 SEIZURE ACTION PLAN Student Photo: Student Name: Date of Birth: School Year: Grade: Teacher/Room Parent/Guardian: Number: Phone Number(s): Physician: SEIZURE INFORMATION: Seizure Type Description (What Does it Look Like? How Long Does it Usually Last?) Phone Number: Action When It s a Medical Emergency (9-1-1) When to Contact a Parent/Guardian MEDICATIONS: TRIGGERS: OTHER CARE NEEDED: Page 2

6 SEIZURE EMERGENCY RESPONSE RESCUE/EMERGENCY MEDICATION My child requires rescue medication. Yes No Type of Medication Dosage Method Recommended Person to Administer SEIZURE FIRST AID 4) Stay calm: Most often, a seizure will run its course and end naturally within a few minutes. 5) Time It: If the seizure lasts more than 5 minutes or repeats without fully recovery between seizures, call Call if the person is pregnant, has diabetes, is injured from the seizure or the seizure occurs in water. 6) Protect from injury: Move sharp objects out of the way. If the person falls to the ground, roll them onto their side and place something soft under their head. If the person wanders about, stay by their side and gently steer them away from danger. When the seizure ends, provide reassurance and stay with the person if they are confused. If the person is still confused one (1) hour afterward, call Do not restrain the person and do not put anything in the person s mouth. SPECIAL INSTRUCTIONS: This Plan, including Emergency Response, has been validated by a Physician. Physician Signature First Emergency Contact: Phone Number(s): Second Emergency Contact: Phone Number(s): Date Relation: Relation: Parent Signature: Date: Epilepsy Specialist Signature: Date: (Optional)

7 APPENDIX 2 LAMBTON KENT DISTRICT SCHOOL BOARD CONSENT FOR RELEASE OF INFORMATION I give my permission for School Principal to share information regarding my child s,, seizure disorder. Child s Name I recognize that sharing my child s picture and information about his/her condition will assist the school in quickly responding to an emergency situation. Date Signature of Parent or Guardian