In the example of Case Study 3, in which a father of a 10-year-old boy asks for help in creating an Individualized Education Plan (IEP) for a child diagnosed with ADHD, the role and responsibility of confidentiality on the part of the provider is complicated. While a physician and health care provider has an obligation to ensure that no privileged information about a diagnosis gets out, this diagnosis must be used in order to arrange an IEP for their education. In this instance, with the parents’ permission and request, I can break confidentiality for the school board in order to explain the child’s condition and suggest the need for an IEP.
It is part of the provider’s duty to help bring about proper management of the patient in a school situation; school personnel should be notified in order to get them to support and anticipate the attendance and engagement of the child (Burns et al., p. 108). School administrators being made aware of the child’s requirements is essential to encourage them to take proper interventions, such as creating the IEP. My goal is also to support the parents in calmly but firmly adhering to a pattern of keeping their child in school (p. 108). Management strategies should include instructing parents and educators of the child as to the nature of an IEP and how it is conducted; my goal would also be to help craft the IEP curriculum. It is also the goal of the provider and educators involved to find an instructor who can help the child through the IEP program. Through these management strategies, this child with ADHD can successfully receive an IEP.
References
Burns, C.E., Dunn, A.M, Brady M.A., Starr, N.B., and Blosser, C.G. (2012). Pediatric primary
care. Elsevier Health Sciences.
