Abstract: . . .  conducting after school activities. This education may include: overview of life-threatening food allergies ; prevention strategies; emergency care plans; medication training; food safety; sanitation; and specific accommodations, such as field trips. 19 Page 26 Guidelines for Managing Life-Threatening Food Allergies in Connecticut Schools Parents The school nurse in collaboration with school administration may provide education to parents of students with life-threatening food allergies . This education may include: general information (anaphylaxis, epinephrine, etc); school medication policies and . . .
. . .  self-advocacy and competence in self-care. Strategies may include: Collaborating to help families and school staff define reasonable (and unreasonable risks) for children at each developmental stage. These risks may include self carrying and self- administration of medication, making food choices in the school cafeteria, educating peers about life-threatening food allergies , etc. Determining appropriate steps for safety in the context of children’s needs to take risks in order to learn and develop. These strategies are often incorporated into the student’s individualized health care plan. Note: See Appendix E for a list of educational resources including developmentally appropriate  . . .
. . .  competence in self-care. Strategies may include: Collaborating to help families and school staff define reasonable (and unreasonable risks) for children at each developmental stage. These risks may include self carrying and self- administration of medication, making food choices in the school cafeteria, educating peers about life-threatening food allergies , etc. Determining appropriate steps for safety in the context of children’s needs to take risks in order to learn and develop. These strategies are often incorporated into the student’s individualized health care plan. Note: See Appendix E for a list of educational resources including developmentally appropriate peer and student . . .
. . .  competence in self-care. Strategies may include: Collaborating to help families and school staff define reasonable (and unreasonable risks) for children at each developmental stage. These risks may include self carrying and self- administration of medication, making food choices in the school cafeteria, educating peers about life-threatening food allergies , etc. Determining appropriate steps for safety in the context of children’s needs to take risks in order to learn and develop. These strategies are often incorporated into the student’s individualized health care plan. Note: See Appendix E for a list of educational resources including developmentally appropriate peer and student education . . .
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