Critical Incident Case Study Essay Sample

* The intent of this instance survey is to analyse and supply recommendations based on information presented in our Critical Incident scenario. In the scenario. Mr. Laird. a sixth-grade instructor. is to map a program of action to suit for a new pupil in his category with epilepsy ( Gollnick & A ; Chin. 1988 ) . To help Mr. Laird in explicating a program. I would remind him to see turn toing the following four cardinal elements: 1. Making a comfy and prosecuting larning environment for Chris and those of her/his schoolmates. 2. Classroom consciousness of Chris’ medical status and that it is painless to Chris and that it is non contagious 3. What classmates could anticipate to see in the event Chris has a ictus per Ms. Chong’s description. 4. Informing and posting stairss with actions pupils are to take to help Chris in the event he has a ictus in category or piece at school.

Recommendations
* Based on information provided in the Critical Incident study. I would foremost inform school disposal of a program to carry on epilepsy awareness instruction and preparation that afternoon. Upon completion of epilepsy consciousness instruction and preparation. with Chris and his family’s consent via written correspondence. I would inform the category of Chris’ status the undermentioned school twenty-four hours after recapping the lesson from the old twenty-four hours. * Upon ab initio run intoing with Chris. I would inquire what medicine. if any. Chris was presently taking. how frequently. and when was his/her last dosage. Additionally. I would inquire if s/he would be opposed to assisting with carry oning epilepsy instruction and whether. if the chance arises. s/he would be comfy with discoursing her/his status with the category after completion of the lesson block.

Furthermore. so I can perchance relieve a ictus or be able to place oncoming of a ictus. I would inquire him/her if any peculiar activity or centripetal conditions tend to trip ictuss. every bit good as any behavioural marks or cues that may bespeak s/he is sing initial phase of a ictus * With blessing and consent mentioned above during initial debut and integrating into the category. to forestall possible stigma. or undue attending to Chris’ medical status. I would present him/her to the category merely like any other and so travel on with planned lessons for the forenoon. Until completion of epilepsy consciousness instruction and preparation that afternoon. I would guarantee Chris is visually monitored throughout the twenty-four hours. * In the afternoon. after reminding Chris about my program for epilepsy instruction and preparation. I would present the category with a inquiry whether anyone has a household. comparative. or friend with a medical status known as epilepsy.

Although pupils may non cognize medical nomenclature. I would steer the treatment and possibly assign prep. if short on clip. to research the alone conditions. description. features. and stairss to take in the event one was to meet person holding a ictus. If treatment does non remain on a coveted class. I would urge depicting to the category that it is a medical status that sometimes causes people to conk and sometimes convulse ( agitate uncontrollably ) . and lose control of bodily maps. More than probably. a kid in the category other than Chris. knows of person who have “fainting spells” ( ictuss ) due to a status which can do unnatural encephalon electrical activity – similar to a computing machine locking up when one forces it to execute excessively many plan maps in a short period of clip. Students should be reminded that sing person holding a ictus might be upseting or frightened to one who has ne’er observed an episode. * Discussion and prep should take to students’ consciousness of symptoms and features as described by Ms. Chong and the undermentioned stairss to take in the event of an episode: If you see encounter person in category sing a ictus: 1. Stay Calm

2. Alarm the instructor
3. Teacher instructs pupils closest to travel desks/chairs to make adequate infinite to safely lie down. 4. Teacher instructs pupils closest to the door to travel following door to inquire instructor to inform school medical forces 5. Teacher instructs staying pupils to stay unagitated and sitting at their desks 6. One pupil put something soft under the fainting subject’s caput as instructor gently roll the individual onto one side 7. Loosen tight vesture

8. Don’t put anything in the oral cavity – the lingua can’t be swallowed and objects placed in the oral cavity can be bitten or inhaled. 9. Don’t attempt to keep the individual.
10. Note any medical qui vive watchband. which may bespeak an exigency contact individual and other information. 11. Note how long the ictus lasts.
* *The supra is a modified version of stairss provided by referenced Mayo Clinic web site * In drumhead. I recommend Mr. Laird be aftering awareness instruction. preparation and practising actions as stated above. Based on Mr. Laird’s cognition of his pupils. I recommend he plan age-appropriate awareness instruction. station easy to understand stairss. and possibly periodic dry runs ( similar to fire drills ) .

Mentions

Gollnick. D. and Chinn. P. ( 1998 ) . Multicultural instruction in pluralistic society ( 5th ed. ) . Upper Saddle River. New jersey: Merrill/Prentice Hall

Mayo Clinic ( 2013 ) . Grand mal ictus. Retrieved from:
hypertext transfer protocol: //www. mayoclinic. com/health/grand-mal-seizure/DS00222/DSECTION=symptoms