DOCSLIB.ORG

Disease Summary

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Disease Summary November 2, 2004 Vol. 53, No. 22 Telephone 503/731-4024 Emergencies 503/731-4030 Fax 503/731-4798 [email protected] www.dhs.state.or.us/publichealth/cdsummary/ AN EPIDEMIOLOGY PUBLICATION OF THE OREGON DEPARTMENT OF HUMAN SERVICES LOSING OUR GRIPPE: FIGHTING FLU WITHOUT VACCINE LTHOUGH vaccination is the This patient is already ill; how can Next, give antiviral prophylaxis most effective way to protect others be protected? Hospitalized pa- promptly to all asymptomatic residents the general public from influ- tients need to be cared for using droplet and staff to prevent influenza A infection; A 3 enza, other strategies also can help— precautions (gown and gloves if soiling healthy staff should receive medication for particularly this year when our vaccine likely; wear mask if within 3 feet of two weeks after vaccination; but residents supply is half of what was expected. patient; private room if possible). and any unvaccinated staff need it until 7 This CD Summary reviews guidelines In the clinic, effective infection con- days after the outbreak is over. LTCF staff for antiviral use, flu infection control trol starts by encouraging respiratory are high priority for vaccination and pro- and “respiratory etiquette.”* The fol- etiquette in the waiting room.4 phylaxis because, if ill with influenza, lowing scenarios are intended to help • Ask patients to volunteer acute respi- they could easily infect several residents. you minimze the morbidity and mortali- ratory symptoms at check-in. The recommended agents for prophylaxis ty of influenza, given constraints of • Have tissues, receptacles, and hand- are amantadine and rimantadine, a.k.a. the vaccine and medication supply. hygiene (alcohol rubs work for influ- adamantanes. Both are active only against SCENARIO 1 enza) available in waiting areas. influenza A and can cause GI and CNS Influenza is crowding ERs, kids are • Offer masks to patients with cough, side effects; the latter occur more often home from school sick, and two of your and seat coughing patients at least 3 with amantadine (5–10%) than with colleagues are ill when an elderly patient feet from others. rimantadine (1–2%). To help preserve the with chronic obstructive pulmonary • Wallpaper your office with “Cover supply, oseltamivir is reserved for prophy- disease presents with fever and cough for Your Cough” posters to encourage laxis when adamantane-resistant virus is 1 day. He did receive influenza vaccine the practice of respiratory etiquette by suspected. Federal officials believe that this year, but you highly suspect influenza your patients at all times. plenty of adamantanes will be available A. What should you do? Some clinics may be able to arrange commercially this year. During peak flu season, many pa- “sick” and “well” waiting areas or to Third, treat suspected cases of influenza tients with typical symptoms (fever, room patients quickly to minimize the with a neuraminidase inhibitor (vide su- cough, myalgia) will have influenza; in time spent in close quarters. Consider pra) and isolate them with droplet precau- the spring or early fall flu is much less modifying appointments so individuals tions. If several residents are ill, care in a likely. In this situation, your high-risk being seen for high-risk chronic condi- cohort setting by a subset of staff may patient should be treated empirically tions are not seen at the same time as limit further spread.5 with an influenza antiviral agent for 5 those with acute fever and cough. Al- CD Summary readers know that antibi- days. Oral oseltamivir (Tamiflu®) and ways remember hand-hygiene before otics have no effect on influenza virus but inhaled zanamivir (Relenza®), both and after patient contact, and if your that bacterial pneumonia is an important neuraminidase inhibitors, are effective patient is coughing, think about wearing complication of influenza infection. Con- in decreasing the rate of influenza com- a mask yourself. These precautions may sider antibiotics if and only if you suspect plications (including hospitalization)1 also help prevent the spread of other bacterial superinfection, typically heralded and are less likely than amantadine and respiratory illnesses, such as SARS, by clinical deterioration several days into rimantadine to cause drug resistance. should it rear its ugly head in Oregon. illness. Inhaled zanamivir should not be used in SCENARIO 2 Finally, make sure your LTCF pro- this patient because it can cause bron- In December you learn of several motes respiratory etiquette, hand-hygiene, chospasm. cases of influenza A at the long-term- and common sense. Are tissues, trash All influenza antiviral agents are of care facility (LTCF) of which you are cans, sinks (or hand gel dispensers) avail- most benefit when started promptly; the the medical director. What can you do to able? Are feverish, coughing employees at efficacy of oseltamivir rapidly dwindles contain this outbreak? work? Is sick leave is provided for ill with each 12-hour delay.2 Don’t bother First, notify your local health depart- employees? Those without sick leave may starting treatment more than 48 hours ment (all outbreaks are reportable, re- need to work even when ill (not good!). after onset unless hospitalization is gardless of etiology); then, vaccinate SCENARIO 3 required or life-threatening complica- any residents or staff missed in this You care for individuals with severe tions are anticipated. year’s campaign. Vaccine distribution is immunosupression (e.g., oncology pa- * CDC’s attractive “Cover Your Cough” posters expected to continue through January tients on chemotherapy, transplant recipi- provide practical respiratory etiquette tips in your 2005. Don’t give up on your vaccination ents, HIV-infected patients, etc.) and you choice of languages. Get them at http://www.cdc.gov/ flu/protect/covercough.htm. effort until the season is over! staunchly promote annual influenza vacci- The CD Summary (ISSN 0744-7035) is published biweekly, free of CD SUMMARY charge, by the Oregon Dept. of Human Services, Office of Communicable PERIODICALS Disease and Epidemiology, 800 NE Oregon St., Portland, OR 97232 November 2, 2004 POSTAGE Periodicals postage paid at Portland, Oregon. Vol. 53, No. 22 Postmaster—send address changes to: PAID CD Summary, 800 NE Oregon St., Suite 730, Portland, OR 97232 Portland, Oregon If you need this material in an alternate format, call us at 503/731-4024. IF YOU WOULD PREFER to have your CD Summary delivered by e-mail, zap your request to [email protected]. Please include your full name and mailing address (not just your e-mail address), so that we can effectively purge you from our print mailing list, thus saving trees, taxpayer dollars, postal worker injuries, etc. nation despite your worry that your SUMMARY REFERENCES patients may not mount a protective Since we can predict neither the size 1. Kaiser L, Wat C, Mills T, et al. Impact of oseltamivir treatment on influenza-related lower respiratory tract response. How can you protect them nor the severity of the 04–05 flu season, complications and hospitalizations. Arch Intern Med once influenza is detected in the com- we promote adoption of respiratory eti- 2003;163:1667–72. 2. Aoki FY, Macleod MD, Paggiaro P, et al. Early adminis- munity? quette, clinic infection control, and rea- tration of oral oseltamivir increases the benefits of If local supplies are adequate, then sonable use (and expectations) of influenza treatment. J Antimicrob Chemother influenza antivirals. This flu season is a 2003;51:123–9. consider prophylaxis of high-risk indi- 3. Infection control measures for preventing and controlling viduals with amantadine or rimantadine good time to make them part of daily influenza transmission in healthcare facilities. CDC. practice. For additional information on (Accessed November 16, 2004 at http://www.cdc.gov/flu/ for the duration of the influenza season professionals/infectioncontrol/healthcarefacilities.htm). (see http://www.cdc.gov/flu/weekly/ influenza antiviral guidelines and influen- 4. Respiratory hygiene/cough etiquette in healthcare fluactivity.htm and our website for za testing, see http:www.cdc.gov /flu/ settings. CDC. (Accessed November 16, 2004 at http:// www.cdc.gov/flu/professionals/infectioncontrol/ weekly reports). Be sure to review the professionals/treatment/ and http://www. resphygiene.htm. side-effect profiles and drug interactions cdc.gov/flu/about/qa/testing.htm. 5. Detection and control of influenza outbreaks in acute care facilities. CDC. (Accessed November 16, 2004 at http:// before prescribing. Primum non nocere: www.cdc.gov/ncidod/hip/INFECT/flu_acute.htm#13). do not let your outpatient clinic imperil Prophylaxis and treatment of influenza A in non-pregnant patients 1 your fragile patients; minimize the threat using the infection-control suggestions Groups Drug Dose Duration in scenario #1. Limited Supply SCENARIO 4 At 4:30 pm on a Friday afternoon Treatment • High-risk persons, first 48 hours of illness 2 Oseltamivir or 75 mg p.o. b.i.d. during flu season, you get a call from an • Any person with potentially life- 5 days 3 otherwise healthy adult with acute onset threatening influenza Zanamivir 10 mg inhaled b.i.d. of fever and cough 24 hours ago. The Prophylaxis office closes in 15 minutes; should you • Outbreaks in institutions caring for Duration of elderly or other high-risk groups Amantadine or 4,5 outbreak or 7 Rimantadine 100 mg p.o. b.i.d. days after last prescribe an influenza antiviral by • Exposed high-risk persons phone? exposure Unless there is a shortage, consider Adequate Supply prompt treatment of otherwise healthy Treatment people with oseltamivir or zanamivir for Oseltamivir or 75 mg p.o. b.i.d. 2 • Healthy adults, children >1 yr 3 5 days 5 days to decrease the duration of symp- Zanamivir 10 mg inhaled b.i.d. toms (but not the already low rate of Prophylaxis • Unvaccinated high-risk persons complications) in this population.
Load more

Recommended publications
  • LGBTQIAP+ ETIQUETTE GUIDE and GLOSSARY of TERMS Co-Authored by Luca Pax, Queer Asterisk and the Vibrant Staff (2016, 2017)
    LGBTQIAP+ ETIQUETTE GUIDE and GLOSSARY OF TERMS Co-authored by Luca Pax, Queer Asterisk and The Vibrant Staff (2016, 2017). www.queerasterisk.com www.bevibrant.com Sex, gender, and sexuality can be complicated subjects, and are deeply personal. Sex is comprised of our primary and secondary sex characteristics, anatomy, and chromosomes, and is separate from gender identity or expression. Gender identity can be described as an innermost understanding of self, and gender expression is how we embody or communicate who we are to the world. Sexual orientation is who we choose to be close with, and how. Sex does not always inform gender, and gender does not always inform sexuality. None of these categories exists solely on a continuum of male to female, or masculine to feminine, and people have non-binary genders and sexualities, as well as intersex, agender, and asexual identities. People with sex, gender, or sexuality identities that dominant society regards as “normative,” i.e. male or female, cisgender, or heterosexual, may have not actively thought much about how they define or claim their identities, because they have not had to. Many people whose identities are marginalized by society experience erasure and invisibility because they are seen as non- normative. This glossary of terms related to sex, gender, and sexuality is neither exhaustive nor absolute. Language and concepts of identity are constantly evolving, and often differ amongst intersections of race, class, age, etc. Many of these terms, as well as the communities that use them are White-centered. Everyone has a right to self-define their identities and have access to validating terminology that others will use to respect who they are.
    [Show full text]
  • Code Gray.Pub
    Written by Christine Mitchell, RN, FAAN and Ben Achtenberg with a historical commentary by Susan Reverby, PhD and assistance from Joan Sawyer and Karen Wolf, RN, MS Contents INTRODUCTION ....................................................................................... 3 Background ............................................................................................3 Synopsis of the Film ..............................................................................3 Suggested Uses .......................................................................................4 Scheduling ..............................................................................................4 FILM AS A TOOL FOR DISCUSSION .......................................................4 WHAT IS NURSING ETHICS? ...................................................................5 GLOSSARY ...................................................................................................5 SOME GENERAL DISCUSSION QUESTIONS ........................................6 CASE 1: BENEFICENCE ............................................................................7 Description of the Case .........................................................................7 The Principle: Beneficence ...................................................................7 Questions for Discussion ......................................................................8 CASE 2: AUTONOMY ................................................................................9 Description
    [Show full text]
  • Arbitrator Resource Guide for Virtual Hearings Table of Contents Introduction
    FINRA Dispute Resolution Services Arbitrator Resource Guide for Virtual Hearings Table of Contents Introduction ............................................................................................................................................ 2 Getting Started ........................................................................................................................................ 2 What You Need ................................................................................................................................... 2 Additional Considerations for Virtual Hearings ........................................................................................ 2 Fairness and Impartiality...................................................................................................................... 2 Confidentiality and Security ................................................................................................................. 2 Technology Challenges ........................................................................................................................ 3 Preparing for the Virtual Hearing ............................................................................................................. 3 Note to the Chairperson ...................................................................................................................... 3 Commencing the Virtual Hearing ............................................................................................................
    [Show full text]
  • Your Guide to Business Gift Etiquette Reduce Your Holiday Hosting Risk
    November–December 2019 Your guide to Charitable business gift gift giving etiquette Your holiday Reduce your business rush holiday hosting survival guide risk Best holiday quiz ever! From the f irm A season of giving… ere we are at the tail end of the year. And that • A new take on milk and cookies—If your family H means it’s time to get things wrapped up so wants to serve up something a little different for you can breathe easy and enjoy this special season. Santa or just enjoy a seasonal sweet treat, dive Be sure to check out our year-end tips to help you. into our recipes. Then it’s time to unwrap some holiday cheer, starting Of course, business doesn’t completely stop at with everything this issue has to offer…including the holidays, and you probably have more than these holiday goodies: a few work-related gatherings and gifts on your • ’Tis the season for giving to friends, family and list. To help you get through everything as grace- coworkers. We keep you updated on the most fully as possible, check out our holiday etiquette current charitable giving and gift rules. for business. • Hosting tips to ensure everyone can enjoy Wishing you a wonderful holiday season! holiday cheer safely. • Take your guests for a trip around the globe Sincerely, this holiday with our festive quiz. Your trusted advisors 2 | NOVEMBER–DECEMBER 2019 In this issue November–December 2019 Features 4 4 • Your guide to business gift etiquette ’Tis the season for generosity and showing others appreciation.
    [Show full text]
  • Medical Ethics in Peacetime and Wartime: the Case for a Better Understanding
    International Review of the Red Cross (2013), 95 (889), 189–213. Violence against health care doi:10.1017/S1816383113000775 Medical ethics in peacetime and wartime: the case for a better understanding Vivienne Nathanson Vivienne Nathanson qualified in medicine at the University of London in 1978. She is Director of Professional Activities at the British Medical Association, and is responsible for public health, human rights, medical ethics, international affairs, medical education, and many other areas. She writes and lectures extensively on ethics, human rights, and public health, contributing chapters to books and e-learning resources on the same areas. She is currently an honorary Professor in the School for Health at the University of Durham. She was recently called as an expert witness to the public enquiry into the death in UK custody of Baha Mousa, and to the public enquiry into the use of contaminated blood products in Scotland (the Penrose Enquiry). Abstract Health-care workers face ethical dilemmas in their decision-making in every clinical intervention they make. In times of armed conflict the decisions may be different, and the circumstances can combine to raise ethical tensions. This article looks at the tensions in peacetime and in times of armed conflict and examines the types of cases that doctors and other health-care workers will face. It also discusses the common ethical decision-making framework and the role of communication within both clinical care and ethical analysis. © icrc 2014 189 V. Nathanson Keywords: ethical dilemma, ethical analysis, decision making, consent, confidentiality, communication, trust. Health-care workers worldwide follow the same ethical codes and principles, developed to protect patients from abuse and to make clear the limits that those professionals will apply to their decision-making.
    [Show full text]
  • Catalog of Services Consulting Services Learning & Development Workshops
    Catalog of Services Consulting Services Learning & Development Workshops For more information: Florida Institute of Government University of Central Florida College of Community Innovation (407) 882-3960 and Education www.iog.ucf.edu 12443 Research Parkway, Ste. 402 [email protected] Orlando, FL 32826-3282 Mari Rains, Director [email protected] Consulting & Technical Assistance Services Did you know that in addition to offering Training & Development Workshops the UCF Institute of Government also offers consulting services? Technical Assistance Services: Charter review Advisory Board Training Community Visioning/Strategic planning Meeting facilitation services Citizen Surveys Records management plans IT plans Tree inventories Process Improvement Performance Measurement & Benchmarking Conference Planning & Coordination HR, OD & Talent Management Services: HR Compliance Audits Developing or revising employee policy manuals, procedures, & managers’ handbooks Updating job descriptions Designing hiring procedures, including recruitment, interviewing & selection Developing performance appraisal systems Establishing performance coaching & improvement systems Investigating employee complaints & grievances Mediation & interventions between supervisors & staff Employee Morale/Climate Surveys Conducting Exit Interviews Succession Planning Leadership Assessments Team Assessments Leadership Coaching Competency Modeling Career Pathing Organization Development Change Management Strategies Facilitating Strategic Planning Sessions:
    [Show full text]
  • Research Within the District
    Instruction AR 6162.8(a) RESEARCH WITHIN THE DISTRICT Criteria and Guidelines for Approval of Research Studies 1. Criteria for approval of research studies within the district include the following: The research study should: a. Have the potential of immediate or ultimate value to the district. Research which offers no apparent benefit to the district at some level cannot be supported. b. Not disrupt or significantly interfere with student instructional duties and teaching or other staff duties. c. Be devoid of any procedure or element that might cause confusion, or interfere with student learning. d. Avoid duplication of existing data or literature and address relevant educational problems or issues. 2. In addition, the following guidelines must be met: a. Proposed research should be acceptable to the local community. Research which may be perceived as infringing on privacy, wasteful of money or resources, destructive or inhumane, or detrimental to community values would be unacceptable. b. The researcher must agree in writing to follow district procedures in conducting research. c. The district reserves the right to withhold permission to conduct research within the district. Further, the district may at any time terminate, disallow, or disapprove of any research or research procedure involving district personnel, students, or other district resources. d. No individual assessment/testing may be conducted with students without first obtaining informed student/parental consent in writing. This means the parent must be told what test(s) will be administered, what information will be obtained, why the test(s) will be administered, and what will be done with the results. In the case of federally funded projects requiring Federal Wide Assurance, all eight elements of the Informed Consent procedure must be met prior to review and approval.** AR 6162.8(b) RESEARCH WITHIN THE DISTRICT (continued) e.
    [Show full text]
  • Creating and Implementing an Online Course Etiquette
    Creating and Implementing an Online Course Etiquette Appreciative Agreement: Recommendations and Insights for Updating Course Material and Social Expectations to Aid in the Transition to Online Learning During the COVID-19 Pandemic A tech report created by the Texas A&M University Engineering Education Faculty and Friends 123 12 23 12 Tracy Hammond , Robert Lightfoot ,​ Samantha Ray ,​ Shawna Thomas ​ ​ ​ Keywords Engineering education, online learning, virtual learning, course management, appreciative agreement, COVID-19 1 Engineering Education Faculty, Texas A&M University 2 Department of Computer Science & Engineering, Texas A&M University 3 Sketch Recognition Lab, Texas A&M University Engineering Education Faculty Technical Paper | Online Course Etiquette Appreciative Agreement Citation Hammond, Tracy; Lightfoot, Robert; Ray, Samantha; Thomas, Shawna (2020). Creating and Implementing ​ an Online Course Etiquette Appreciative Agreement: Recommendations and Insights For Updating Course Material and Social Expectations to Aid in the Transition to Online Learning During the COVID-19 Pandemic. ​ This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. ​ ​ Engineering Education Faculty Technical Paper | Online Course Etiquette Appreciative Agreement Abstract With the threat of COVID-19 risking the health and safety of the 19.9 million students and 1.5 million faculty studying and working at colleges and universities across the U.S., these institutions have had little choice but to replace traditional, in-person classes with online, virtual alternatives. This unprecedented rapid adjustment has come with many unexpected difficulties as neither faculty nor students were prepared to teach or learn virtually, respectively. Beyond the obvious challenges of converting course material and accessing resources, an invisible difficulty lies in the lack of social expectations for this unfamiliar environment.
    [Show full text]
  • Standards of Professional Conduct, Etiquette and Code of Ethics) Regulations, 1982
    Practitioners of Indian Medicine (Standards of Professional Conduct, Etiquette and Code of Ethics) Regulations, 1982 G.S.R.—In exercise of the powers conferred by clause (1) of section 36 read with sub section (1) and (2) of section 26 of the Indian Medicine, Central Council Act 1970 (48 of 1970), the Central Council of Indian Medicine, with the previous sanction of the Central Government, hereby makes the following regulations for laying down standards of professional conduct, etiquette and code of ethics to be observed by practitioners of Indian, Medicine namely :— PART I PRELIMINARY 1.Short title and commencement.— (1) These regulations may be called the Practitioners of Indian Medicine (Standards of Professional Conduct, Etiquette and Code of Ethics) Regulations, 1982. (2) They shall come into force on the date of their publication in the Official Gazette. 2. Definitions.— (1) In these regulations, unless the context otherwise requires :— (a) "Act" means the Indian Medicine Central Council Act, 1970 (48 of 1970); (b) "Form" means a form appended to these rules; (c) "Practitioner of Indian medicine" means the Physicians and Surgeons of Indian Medicine who are for the time being enrolled on any State Register of Indian Medicine and who possess any of the recognised medical qualifications; (d) "Section" means section of the Act. (2) Words and expressions used but not defined in; these regulations shall have the meanings assigned to them in the Act. 3. Declaration.—Every practitioner of Indian Medicine shall, within a period of 30 days from the date of commencement of these regulations, and every practitioner of Indian medicine who gets himself registered after the commencement of these regulations shall, within a period of 30 days from such registration, make before the Registrar of the State Council or the Board, a declaration in Form A and shall agree to abide by the same.
    [Show full text]
  • Gender Diversity and Pronouns
    Gender Diversity and Pronouns Overview The following content and linked resources have been curated as a primer for instructors to better meet the needs of transgender and non-binary students. This resource is broken into three sections: 1) Why Pronouns Matter 2) Making Mistakes 3) Making Your Classroom More Inclusive of Trans Students Potentially unfamiliar vocabulary is in bold text. Goals 1) To explain why respecting your students’ gender identities matters. 2) To familiarize instructors with trans-inclusive language and appropriate comportment to model for their students. 3) To assist instructors in creating a safe and inclusive environment for transgender students. 4) To provide concrete resources for instructors to implement in their course and syllabus design. Implementation These resources are best reviewed before the planning phase of course design, so the instructor has ample time to consider how they will implement trans inclusive pedagogy in addition to working through any discomfort they may have in advance. Some of the resources can be used as content in class. Challenges 1) Because we have grown up learning to gender people based on internalized visual and cultural norms, it takes a great deal of intentional practice to stop relying on norms in the ways we gender the people we encounter. You will make mistakes along the way, but you will make fewer mistakes with practice. 2) While mistakes are a normal part of the process, those mistakes can still cause harm. Spend time thinking through how to respond when you make mistakes that will best limit the harm to misgendered students. 3) It is common to get defensive when we are asked to change the way we speak, act, or think, especially when it is something as foundational to our worldview and self-view as gender often is.
    [Show full text]
  • Thefrumigroup
    theFrumiGroup 27 Powers of Persuasion Simple Strategies to Seduce Audiences & Win Allies Notes by Frumi Rachel Barr, MBA, PhD. Author: Chris St. Hilaire with Lynette Padwa Publisher: Prentice Hall Copyright year: 2010 ISBN: 978-0-7352-0451-5 Authors’ Bios: Chris St. Hilaire is an award-winning message strategist who has developed communication programs for some of the nation’s most powerful corporations, legal teams, and politicians. The first marketer in the courtroom, Chris is the founder of Jury Impact, a national jury consulting firm, and M4 Strategies, a California-based messaging firm that specializes in influencing public policy. Lynette Padwa is a bestselling author with more than 20 years' experience in publishing. In addition to writing her own books, she has collaborated with experts from the fields of business, entertainment, motivational speaking, psychology, the law, health, parenting, hospitality, and more. Author’s big thought: This book offers an entirely new philosophy of communication. True persuasion is not about arm-twisting or out-maneuvering your adversary. True persuasion is the creation of consensus from conflict or indifference. It’s about taking an idea or a course of action and creating unity of purpose. Using current examples ranging from the Obama campaign to KFC, from Starbucks to the Los Angeles Angels of Anaheim—each chapter of the book offers clear, actionable ways to position your viewpoint as the winning one while also respecting the other side. Rather than turning the situation into “us versus them,” the book offers tactful ways to make the opposition feel valued, not threatened. Running counter to conventional wisdom about power in the workplace, the strategies are insightful, inclusive, and extraordinarily effective.
    [Show full text]
  • Confidentiality Professionalism Ethics Chain of Responsibility Public Relations Phone/Office Etiquette Who Needs to Practice Confidentiality?
    Confidentiality Professionalism Ethics Chain of Responsibility Public Relations Phone/Office Etiquette Who needs to practice confidentiality? • Everyone in the school business. Administrators Teachers Paraprofessionals Cafeteria Workers Custodians LAW • All staff collecting or using personally identifiable information in public education institutions must receive training on confidentiality requirements. ETHICS • Anyone who is part of the educational team has a commitment to maintain ethical standards of behavior in their relationships with students, parents, their supervisors, and other school personnel. Family Educational Rights & Privacy Act • FERPA • Passed 1974, amended 1996 • Parents and students over 18 are granted very specific and extensive rights regarding confidential information contained in education records. In effect, parents are given the right to inspect, control to a degree, and challenge information maintained on their child. Applies to all schools that receive money from the U.S. Department of Education. Individuals With Disabilities Education Act • IDEA • Passed 1975, reauthorized 1997 • Addresses services to students with disabilities in public schools. One section of this law deals with confidentiality of students records and incorporates the provisions of FERPA. • Together the 2 laws protect the rights of all parents and students in public education institutions. Applies to all schools that receive money to serve students with disabilities. PERSONALLY IDENTIFIABLE INFORMATION Any data or information that includes:
    [Show full text]