Celiac Disease Program and Support Group

This law acknowledges that the disability may not require special education services but a plan is needed to ensure the student receives an appropriate education accommodating the disability within the classroom. This law must accommodate a special diet.

The document for the plan generally includes an explanation of the student's disability and lists specific accommodations that will need to be made.

For the celiac student, accommodations should cover the general areas of:

One celiac support group member, Marie Nogueria-Stamas says, "I felt it was appropriate to place my child on a 504 Plan not to have her labeled as disabled but to ensure that she would be able to participate in as many activities as possible, with the correct accommodations."

She goes on to say, "Knowledge is power, by having the plan in place the lines of communication are better between parents and teachers. The teacher has a written and legal document to consult with when making lesson plans. Also the teacher knows as parents we are there to help in any way possible. Our goal is to have school be a fun, safe, positive, healthy learning experience for our child."

• Faculty and staff training regarding the plan
• Presentation to class on hand washing procedures
• Health assessment should any sign or symptoms occur indicating possible accidental or known exposure to gluten.
• Insuring communication systems are in place for persons who need to know i.e. substitute teachers

• Parent and teacher will work together to monitor classroom events that may include the use of food.
• An alternative to using food treats for students birthdays will be selected.
• Class activities using envelopes will be minimized and child reminded not to lick any envelope/stickers in class.
• Custodian will complete daily cleaning of the classroom.
• Student should be allowed bathroom privileges when necessary
• Student can not use any of the following materials for classroom projects: play dough, paper mache, fruit loops and cheerios and other gluten containing food, pasta, flour, paste, envelope and stamp adhesives. Parents will provide a list of alternative materials if the class plans to use any of these materials.
• The teacher will communicate with parents about upcoming projects which may require alternative foods or materials.

• Food will not be distributed in the art classroom.
• Products commonly used in the art room will be reviewed to determine that they are gluten free. Any changes in art products will be communicated prior to instituting the change. (e.g. paper mache and play dough)

• Student will be encouraged to keep her lunch in her lunch box while eating.
• Student will be encouraged to wipe the section of the table she is eating on prior to eating.
• Necessary cleaning procedures for the cafeteria tables and microwave will be followed.
• Parent and Food Services will work together to arrange procedures when student is ordering school lunch or brining food from home that will require heating in the cafeteria. (e.g. warming in the oven on a separate foiled cookie sheet).
• Tables and hands will be washed before and after eating.

• Teachers will communicate to parent if food will be provided as part of field trip. Parent will determine whether food is gluten free and/or provide student with a safe alternative.