Swallowing School
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Swallowing School
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Nursing Assistant (CNA)
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Addressing swallowing and feeding in the school system is a complex process that is not typically part of the scope of practice of school district therapists. And when you’re first beginning to implement a district-wide plan , it can be a daunting task.
Many questions surround this topic, including:
These are just some of the questions that many school-based SLPs, OTs, PTs, and nurses are asking when approached with the possibility of addressing swallowing and feeding.
The first step in moving toward addressing swallowing and feeding in the school setting is to understand these four reasons why districts must address swallowing and feeding:
Swallowing and feeding disorders can be challenging to address in a school system, particularly because school systems lack the medical supports available in other settings such as hospitals.
The following are some essentials when addressing swallowing and feeding in the school system:
School-based teams should consist of the following:
The school-based team works collaboratively with the medical-based team which is typically made up of the following:
Safety is the primary consideration when addressing swallowing and feeding in the school setting.
Children often eat at school twice a day, with snacks provided between meals. A step-by-step procedure with accompanying forms will help a district make sure that nothing is overlooked and that all issues and concerns are addressed.
The necessary steps for addressing swallowing and feeding in the school setting are:
Every school district in the country has children with swallowing and feeding issues and concerns. The IDEA, legal mandates, USDA regulations, and Code of Ethics for therapists and nurses require that districts address these concerns in order for students to be safe at school and to receive adequate nutrition and hydration to access their curriculum and attend school.
While there are many questions, there are also some concrete, logical answers that will help school districts establish an approved procedure utilizing a team approach with the result of safe mealtimes at school for students.
Be prepared to address a range of issues surrounding swallowing and feeding disorders in schools with the following MedBridge courses:
Emily Homer, MA, CCC-SLP, has worked in school systems for the majority of her career in speech language pathology. She provides presentations and consultation services to school districts throughout the country on addressing swallowing and feeding in school systems. She is the 1999 recipient of the Louis M. DiCarlo Award for the establishment of an interdisciplinary dysphagia team in her district and served as Chair of the ASHA Committee on Swallowing and Feeding Disorders in the Schools.
She is the author of Managing Swallowing and Feeding Disorders in Schools , Plural Publishing (2016). In addition, Ms. Homer has published articles on swallowing and feeding in the school setting in Language, Speech and Hearing Services in the Schools, Seminars in Speech and Language, Communication Disorders Casebook: Learning by Example, Survival Guide for School-Based Speech/Language Pathologists, and Division 13 and 16 newsletters. She has also been featured in the ASHA Leader and Advance magazine.
“Michael” is entering the public school system at four years old with a diagnosis of spastic…
“We don’t address swallowing and feeding in our district but…we have a medically fragile student…
Here you are, a seasoned and successful school speech-language pathologist, enjoying the rewards of helping…
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Vivian Dim, OT Reg. (Ont.), BHSc (OT), MClSc (WH), CHT, LLCC, IIWCC
Angela Mansolillo, MA/CCC-SLP, BCS-S
Mike Studer, DPT, PT, MHS, NCS, CEEAA, CWT, CSST, FAPTA
ChrisTiana ObeySumner, MPA, MNPL (they/them)
“I love MedBridge because it allows me to browse different education programs at my own pace and to learn about other subjects other than my primary focus of pelvic health. This allows me to keep abreast of current research in various areas of PT.”
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