Including and Accommodating for Children with Food Allergies

Including and Accommodating for Children with Food Allergies in a School Setting by Annette Fornadel

As of 2010, 1 in 25 children have a food allergy. This statistic is relevant because it means there is a very real possibility that there may be a food-allergic student in each classroom.

Goals of this presentation: Provide general understanding of food allergies, Discuss why accommodating for food-allergic children is important, and Propose the necessary actions and accommodations to be made so as to provide a safe, inclusive environment within the school for food-allergic children.

What is a food allergy? A food allergy occurs when the body’s immune system makes antibodies to normally harmless food. Antibodies are chemicals produced by the immune system in response to foreign substances. That process causes histamines and other chemicals to be released triggering an allergic reaction.

What are the symptoms of an allergic reaction? skin rashes, hives, or itching, vomiting, cramps, diarrhea, swelling of the lips, tongue and throat Anaphylaxis: difficulty breathing, a drop in blood pressure, or loss of consciousness

Six foods account for 90% of all food allergic reactions. They are: Milk Peanuts Eggs Tree Nuts Soy Wheat Fish and Shellfish are also common allergens (from the American Academy of Allergy Asthma and Immunology)

Why accommodate for food allergies in a school setting? § Legal compliance § Creating an inclusive classroom environment

Legal Compliance The Americans with Disabilities Act Amendment (ADAA) of 2009 made interpretive amendments to the Rehabilitation Act of 1973. The Rehabilitation Act of 1973, Section 504 was put in place to end disability-based discrimination. It addresses regular, not special education, and it does not provide any funding. Section 504 states that a student’s disability meets three criteria: 1. a physical or mental impairment that 2. substantially limits 3. a major life activity Food allergies meet this criteria.

Creating an inclusive classroom environment Welcoming and including children with allergies in the classroom empathy |ˈempəθē| noun the ability to understand share the feelings of another. Teachers and children alike need to better empathize with children who have special needs such as a food allergy. Food-allergic students should be included in all activities and should not have to forgo special treats because of their allergies.

What allergic children want you to know: o I long to be included. o I’m scared I could die from my food allergies. o I feel like I’m the only one sometimes. o I get confused when grown-ups offer me food. o I’m embarrassed when people fuss over what I’m eating. o I hear all adult conversations about my food allergies. o Sometimes I’m sad about having food allergies.

Proposed Action Plan Educating School Staff: Food Allergy Workshop Educating Students Creating an Inclusive Classroom Environment Food Allergy Management Strategies: Cafeteria Field Trips

At the beginning of each school year, all school staff should participate in a workshop that includes: Food Allergy Basics Practical Food Allergy Management Strategies Review of Laws that Affect Food-Allergic Educating School Staff: Food Allergy Workshop Students Using an Epipen

To foster understanding, acceptance, and empathy, plan and teach a lesson about food allergies. This can be easily done with a book on the subject followed by age-appropriate discussion. (See “Resources” for excellent additional information). It is important to emphasize how all Educating Students people have similarities and differences and that everyone wants to be accepted. (Hay, G. H. , Harper, T. B. , Moore, T. G. , 2006)

Classrooms can and should be fun…and safe for all children. Food as rewards, lessons using food, and snacks are all part of the classroom environment at one time or another. THOUGHTFUL PLANNING + COMMUNICATION Creating an Inclusive Classroom Environment with the parents of the food-allergic child = ALL children enjoying the classroom experience

Food Allergy Management: Cafeteria § Results of studies of children with food allergies indicate that 16% to 18% have experienced a reaction at school (American Academy of Pediatrics). § A Food Allergy Action Plan should be accessible and should include a photo of the child and allergies, symptoms, and treatments. (click here for an example). § An epi-pen should be accessible, not locked in a closet or locker. § All cafeteria staff should know the students with food allergies and the protocol of the Food Allergy Action Plan.

Review the Food Allergy Action Plan. Communicate with the parents about any special needs while on the field trip. Brief chaperones and staff about the student and his/her food allergies, foods to avoid, and symptoms. Bring the food-allergic student’s medication (epi-pen) and a cell phone for emergencies. Food Allergy Management: Field Trips

How will this information benefit teachers and students? o Teachers are knowledgeable and prepared to welcome a foodallergic child into the classroom. o Food-allergy awareness provides an opportunity to teach children about empathy and equality. o Teachers can provide a safe, welcoming environment for all children.

Resources American Academy of Allergy Asthma & Immunology: www. aaaai. org For lesson plans, food allergy action plans, bus and field trip safety tips: The Food & Allergy Anaphylaxis Network: www. foodallergy. org Epi-pen demonstration: www. epipen. com/how-to-use-epipen

Recommended Children’s Books About Allergies Chad The Allergic Chipmunk: A Children’s Story of Nut Allergies by Nicole Smith Cody The Allergic Cow: A Children’s Story of Milk Allergies by Nicole Smith Allie The Allergic Elephant: A Children’s Story of Peanut Allergies by Nicole Smith

References Abramovitz, M. (2009). Fearsome Food Allergies. Current Health, December, 15 -17. Hay, G. H. , Harper, T. B. , Moore, T. G. (2006). Assuring the Safety of Severely Food Allergic Children in School. The Journal of School Health, 76 (9), 479 -481. Lacina, J. (2010). Allergies in School: A Review of Research. Childhood Education, 86 (4), 264 -266. Sicherer, S. , Mahr, T. (2010). Clinical Report: Management of Food Allergy in the School Setting. Pediatrics, 126, 1232 -1239 www. foodallergy. org. The Food Allergy and Anaphylaxis Network (FAAN). Web. 18 March 2011. www. aaaai. org. American Academy of Allergy Asthma & Immunology. Web. 28 April 2011. www. allergymoms. com. Allergy Moms. Web. 22 April 2011. www. wikipedia. org. Wikipedia. Web. 30 April 2011. Zirkel, P. (2009). Section 504: Student Eligibilty Update. The Clearing House, 82, 209 -211 Zirkel, P. (2009). What Does the Law Say? New Section 504 Student Eligibility Standards. Teaching Exceptional Children, 41 (4), 68 -71.

Questions?