Anaphylaxis Anaphylaxis

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Dr Alyson Kakakios
Consultant Paediatric Immunologist
Head, Department of Allergy and Immunology
The Children’s Hospital at Westmead
NSW Australia

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Students who have medical, developmental and psychological conditions may need additional supports and adjustments to enable them to engage in learning. The type and extent of the adjustments may vary depending on the individual requirements of the student and other relevant circumstances. Multiple adjustments may be required and may include multiple activities. Adjustments may not be required for a student with a disability in some circumstances.

For more information on adjustments see:

  • Schools and teachers.

Assessing student needs

Every student’s achievement and progress in class is assessed by their teacher(s). Teachers use a variety of ways to assess their students including observing their work in class and looking closely at the work they produce. They make assessments of their students’ progress throughout the year.

  • Identify the additional health and learning needs for each student, so that appropriate support can be arranged.

  • Discuss between parents or carers and the principal of the student’s school about the process used to arrange support for a student who has additional health and learning needs.

  • Formal and informal assessment: Schools use a variety of ways to assess a student. For example, some kinds of learning are best assessed by observing students; some by having students complete projects or make products; and others by having students complete paper and pen tasks such as tests.

  • Provide opportunity: Assessment needs to provide opportunities for every student to demonstrate what they know, understand and can do.

  • Additional information gathering: Schools may also need to collect information from a number of other relevant sources such as parents or carers, previous schools or teachers, school reports and healthcare professionals. This information gathering is supported by the school’s planning team. In New South Wales Public Schools this is done through the Learning Support Team.

For more information on assessment see:

  • Schools and teachers.

Planning to meet students’ needs

A classroom teacher, with the support of the school’s planning team (the Learning Support Team in New South Wales Public Schools) writes a teaching program in which he/she documents decisions about what to teach and what students should learn. The decisions made will be assisted by the teacher’s knowledge of the students’ learning needs through assessments.

The classroom teacher, with the support of the Learning Support Team should consult with:

  • parents/carers

  • other staff including support staff

  • specialist teachers

  • healthcare professionals

  • the student as appropriate.

The information gained from the assessments and meetings will be used as a basis for planning the support required by the individual student, the teachers and the school. Schools develop a range of plans to meet the individual needs of students. Schools play a key role in developing and implementing health care plans for students with more complex needs and Learning Plans to support the additional learning needs of students. Together these plans support the particular needs of the student at school.

Teachers and their schools use a range of different names for learning plans. Some of these include:

  • Early Learning Plan (ELP)

  • Individual Education Plan (IEP)

  • Education Plan (EP)

  • Individual Literacy Plan (ILP)

  • Individual Learning Plan (ILP)

  • Personalised Learning Plan (PLP)

  • Individual Transition Plan (ITP)

  • Individual Behaviour Management Plan (IBMP)

Schools will continue to use the terminology that best meets their educational planning needs.

A learning plan does not have to be a separate document developed for an individual student. In many instances a Learning Plan for a specific student or group of students will be incorporated, maintained and monitored within the classroom program.

For more information on planning see:

  • Schools and teachers.

Key points for school staff about anaphylaxis

  • Anaphylaxis is a medical emergency.

  • Schools are required to develop and implement individual health care plans for students diagnosed at risk of anaphylaxis. The health care plan will include an emergency response plan and strategies to minimise the risk of exposure to known allergens.

  • Adrenaline is the primary treatment for anaphylaxis.

  • Anaphylaxis Guidelines for Schools. (2nd ed.) 2006 outlines the steps schools need to follow to manage the needs of students who have been diagnosed as being at risk of a severe allergic reaction.

  • Schools must arrange specialist anaphylaxis training for staff where a student in the school is diagnosed as being at risk of anaphylaxis. The specialist training includes practical instruction in the use of adrenaline auto injectors and training in recognising the symptoms of anaphylaxis and the emergency treatment. Training is appropriate for all school staff including school administrative staff, casual staff and the school canteen manager.

For more information Download: Key points for schools about anaphylaxis (.pdf 80kB)