What Doctors Need to Hear From Family Caregivers

This article includes: Information that you can view, download and print

This article is for people who are the primary, regular caregiver for an adult child, parent, other older relative or friend. For resources on communicating with medical professionals when you care for a minor child, or a child transitioning from pediatric to adult health care, you can view these resources from PAVE:

Introduction: The focus of this article is to help you understand:

  • Why it’s important for your loved one’s doctor to know about your family caregiving situation
  • What the doctor and medical team can do to support you as you care for their patient.

The article also covers basic information about the HIPPA Law and the legal healthcare documents you may need when you care for an adult with chronic medical condition or disabilities.

Caring for a family member or close friend

For many people, caring for a loved one who is aging or has a severe medical condition or a disability is natural. That’s what loving and helping means in a family. Caring at this level can create deep closeness; it’s a privilege to share so much time and have your actions show how much you love them.

At the same time, life doesn’t always accommodate family caregiving. Employers may not make it easy to take time off when your loved one needs you—even though in Washington State there are several options to take unpaid or paid leave. Other issues include not having enough room in your own house or adequate transportation to and from your loved one’s home. Some of us don’t realize how much time is involved. 

Family caregiving is usually a lot of work!  It can  be an additional job on top of the work you usually do. Juggling this “extra job,” regular employment and home life causes “caregiver stress.” All family caregivers are at risk for caregiver stress, as family caregiving continues and becomes more intense as a loved one ages or their health conditions get worse over time.

What do doctors know in general about family caregiving?

Pediatricians often assume parents or guardians who are raising a child with a disability or medical condition are a part of that child’s “medical team,” because parents are responsible for making sure that treatments are followed.

Doctors who treat adults, and those who treat elderly patients (geriatricians) don’t always have that viewpoint, even when their patient always comes to the office with a family member. They are usually more concerned with making sure the family caregiver understands their patient’s medical condition(s) and making sure the treatment plan is followed than having the caregiver be a part of a healthcare conversation.

If a medical professional has been a family caregiver, they know quite a lot based on their personal experiences. This often encourages them to ask their patient’s caregiver how the caregiving situation is going and how the caregiver is doing—physically and emotionally. When the medical professional doesn’t have that life experience, the caregiver is rarely asked anything about caregiving or their personal well-being. (You can read the study for free at Pub Med Central).

A 2020 study noted that 45% of family caregivers of adults and elders were never asked by their loved ones’ doctors if the caregiver needed support handling caregiving duties, including training on medication management, at-home medical procedures and safely helping with daily living activities. “Caregivers were often hesitant to speak up about these concerns, as medical visits can be short and they wanted the doctor to focus on the patient”. (Read about the study on the AARP website).

The good news is that this situation is changing. Family caregiving and family caregivers are a topic of national discussion by healthcare experts, lawmakers, government agencies, and medical professional associations. Whether they realize it or not, family caregivers are an essential, and usually unpaid, part of our health care system. Some policy makers want doctors and other medical professionals to do more for family caregivers, such as:

  • Being given training by medical professionals on how to safely perform medical tasks and treatments in the home (Medicare covers this type of training for family caregivers).
  • Taking time in each patient’s appointment to speak privately with the family caregiver about their own health and well-being
  •  Recognizing that the family caregiver’s level of stress or well-being affects their patient, and providing resources and referrals to support the family caregiver

“Expert guidelines already instruct health care providers to identify and work with caregivers, but this generally doesn’t make its way into practice,” said Dr. Anna Chodos, a Professor of Medicine at the University of California, San Francisco. Health care visits are structured around tasks that providers document and bill for, she explained. “If engaging with caregivers is not in that structure, it looks to health care providers like it’s not part of the visit”.

It’s important that your family caregiving situation is something your own medical providers and your loved one’s doctors know about, just like they need to know about other things that impact people’s lives. When they do not have this information, they end up making decisions about your loved one’s treatment or well-being without the full story. The care you give at home, and your ability to do it accurately affects your loved one’s health. Your:

  • Energy level
  • Sleep
  • Overall or specific health concerns or physical well-being
  • Mood or emotions
  • Employment
  • Financial situation
  • Other family members’ needs affect your loved one’s care, because they affect you.

How can you get a doctor’s attention to your family caregiving situation and your questions and concerns?

Become familiar with the important members of the medical practice team, especially the ones who pass on information to the doctor (a doctor’s assigned nurse or assigned medical assistant) and the staff at the front desk who schedule appointments. Treat them as the valued members of the team that they are, and they can be very helpful.

  • They can often help follow up with referrals, tests and lab results, and urgent prescriptions.
  • It makes sense to alert the doctor ahead of an appointment or even schedule a separate phone call with the doctor, the doctor’s nurse or medical assistant if you want to speak about specific issues.
  • It’s a good idea to begin with one or two urgent issues or questions, or a specific concern. This allows the medical professional to focus on your most important needs.
  • Does the medical practice have an online “health portal” where patients can make appointments, read lab results, pay bills, and contact the doctor or member of the medical team? If so, ask for access (with your loved one’s permission unless you are their healthcare proxy -see legal documents, below).
  • You can also request a scheduled phone or in-person discussion by email; most medical practices have a general office mailbox. You don’t have to give details by email but address the request to the person most likely to get the doctor’s attention (usually the nurse or medical assistant).

You can use this downloadable form to organize your thoughts or send it to the office.

Requests for Doctor and Medical Team

How does a family caregiver get access to important medical information with the HIPPA law?

Because HIPPA requires a patient’s consent to give out or share private medical information, even family members and family caregivers need to get permission from an adult person they care for, in order for doctors or hospitals to share information and medical records. Patients can pick up a HIPPA release form (also called a HIPPA waiver) at their doctor’s office that will allow for a caregiver to be a larger part of the healthcare conversations.

What legal documents do you and your loved one need for you to act for them on medical care?

To allow specifically named family members or other individuals to make health care decisions on their behalf, there are several options.  Which one is best for your situation depends on your loved one’s cognitive and verbal abilities. A lawyer can be consulted on how to go about getting the following. A Healthcare Proxy, also called Healthcare Power of Attorney, gives you, or someone else your loved one chooses, the authority to speak with doctors and make medical decisions on their behalf. Powers of Attorney are usually created with the assistance of a lawyer and signed by your loved one and by the person they choose to be their “agent”.

A Living Will is a written and legally binding document that tells a person’s doctors what their preferences are for end-of-life care. For a family caregiver, it lifts the burden of having to make decisions on this topic. Your loved one is the person who fills it out and signs it. Each state has different laws and practices on this type of document. AARP has a short article that also has links to state-specific Living Will forms.

The healthcare proxy and the living will are often part of one document called an “Advanced Directive,” because it tells healthcare professionals who can make medical decisions in advance of any situation where an individual is unable to communicate with their doctor or make decisions.

A Durable Power of Attorney is a type of power of attorney doesn’t depend on a physician declaring that your loved one has become incapacitated and unable to make their own medical decisions. It becomes effective once it has been signed by your loved one, and the person selected to have the power of attorney.

If the person you care for has Medicare health insurance, a Medicare Authorization to Disclose Personal Information gives a family caregiver the authority to talk with Medicare about claims, eligibility, payments to providers, and more. The form is available for download and print from the Centers for Medicare and Medicaid Services.

Myth and Misunderstanding in Special Education

A Brief Overview

  • Everyone has moments when they hear something and pause to wonder, Is that true? This article and its companion videos describe some special education topics that may be misunderstood. Included is an explanation of what is fact.
  • Topics relate to special education eligibility, placement, support personnel, bullying, student discipline, and more.
  • Read on to see if there are things you haven’t quite understood about your student’s rights or educational services. PAVE hopes to empower families with information to make sure students with disabilities have their best chance for an appropriate and meaningful education.
  • The final myth described in this article is that PAVE provides advocacy on behalf of families—we don’t! But we can help you learn to be your child’s most important advocate. Click Get Help at wapave.org to request 1:1 assistance.

Full Article

Everyone has moments when they hear something and pause to wonder, Is that true?

Parents/caregivers in meetings with their child’s school can feel particularly confused when something doesn’t sound right. They might wonder whether it’s appropriate to question school authorities. They might not understand all the words being spoken. Fear of not knowing something can make it uncomfortable to speak up.

At PAVE, we encourage families to ask questions and make sure they understand the words school staff use. Ask for important answers in writing, and plan to research explanations that are confusing.

For example, if you ask for something and the school says no because of a law or policy, ask for a written copy of the relevant parts of that law or policy. Try to understand the school’s reason for saying no. Write down what you understand and send a reflective email to school staff to make sure you understand their position correctly.

Having everything in writing is important, especially if filing a complaint is a possible next step.

This article describes myths and misunderstandings some people might experience when navigating school-based services for students with disabilities. These topics apply to students with Individualized Education Programs (IEPs), students with Section 504 Plans, and students with possible disability conditions impacting their educational access.

Parent Participation

MYTH: The school must hold a meeting without a parent if the parent is unavailable before an annual renewal deadline because the student’s IEP, 504 Plan, or eligibility will expire or lapse.
FACT: Parent participation is a higher priority than deadlines. Schools are required to accommodate parents/caregivers to ensure their attendance and participation at meetings where their child’s special education services are discussed. Those rights are affirmed in a court decision from 2013: Doug C. Versus Hawaii. If a meeting is delayed because a family member is temporarily unavailable because of illness, work, travel, or something else, services continue uninterrupted until the meeting. PAVE provides an article: Parent Participation in Special Education Process is a Priority Under Federal Law.

Evaluation

MYTH: The school is not required to evaluate a student who gets passing grades.
FACT: If there is a known or suspected disability condition that may be significantly impacting a student’s access to any part of their education—academic, social-emotional, behavioral, or something else—then the school district is responsible under Child Find to evaluate the student to determine eligibility for services and support. Child Find is an aspect of federal law, the Individuals with Disabilities Education Act (IDEA).

MYTH: Section 504 doesn’t apply for a student without a plan or program.
FACT: Section 504, which is part of the federal Rehabilitation Act of 1973, includes protections for students with suspected or known disability conditions that warrant evaluation. For example, if a student consistently misses school for reasons that may be connected to disability, the school may be accountable under the civil rights protections of Section 504 if an evaluation referral isn’t initiated.

MYTH: Section 504 eligibility does not involve an evaluation.
FACT: An evaluation process is required to determine whether a student has a disability condition impacting a major life activity. That evaluation process may include a review of grades, test scores, attendance, health room visits, parent and student input, teacher observations, medical or psychological evaluations, special education data, medical information, and more. If the student meets criteria, evaluation documents are used to support the design of accommodations and other individualized supports to ensure equity. The state provides a family-friendly handout, downloadable in multiple languages, to describe 504 eligibility, evaluation process, plan development, and civil rights complaint options.

Medical Diagnosis

MYTH: A student cannot be identified as eligible for services under the autism category unless they have a medical diagnosis of autism.
FACT: If there is a suspected disability condition and reason to believe there is a significant educational impact, the school is responsible under Child Find to evaluate the student to determine eligibility for services. Schools have evaluation tools to determine characteristics of autism, its possible educational impacts, and student needs. Medical information might help an IEP team design interventions, but families are not required to share medical information with the school, a medical diagnosis is not required, and doctors may not “prescribe” an IEP.

Placement

MYTH: Special Education is a location within the school.
FACT: Special Education is a Service, Not a Place, and PAVE provides an article by that title to further explain a student’s right to educational services in general education—the Least Restrictive Environment (LRE)—to the maximum extent appropriate.

MYTH: The school district is in charge of placement decisions.
FACT: The IEP team determines a student’s placement. If placement in general education, with support, is not meeting the student’s needs, the IEP team is responsible to locate or design a placement that best supports the student in accessing their Free Appropriate Public Education (FAPE). Placement might be general education, a segregated classroom setting where special education services are provided, day treatment, alternative learning environment, residential, home-based, something else, or a combination of any of these options. Once an IEP team designs a placement, the school district has some leverage in choosing a location. For example, if an elementary-age student who is struggling to read needs individualized services from a reading specialist, the district might bus them to a school in another neighborhood where a specially trained teacher provides reading instruction in a smaller classroom. The district doesn’t have to offer every placement or service within every building, but it does need to serve the IEP as written by the IEP team.

MYTH: Preschool IEPs are not required to serve students in the Least Restrictive Environment to the maximum extent appropriate.
FACT: An IEP is required to serve a student with a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE), to the maximum extent appropriate, regardless of age or grade level. WAC 392-172A-02050 provides specific language about state requirements for LRE, including for preschool students.

Adult Aids at School

MYTH: A 1:1 creates a “restrictive environment” for a special education student.
FACT: Least Restrictive Environment (LRE) refers to placement. A helper is an aid, not a placement. Supplementary aids and services, including 1:1 support from an adult staff member, may support access to the Least Restrictive Environment (LRE) for some students. If having a 1:1 enables a student to appropriately access learning in the general education setting, then that support is provided to ensure FAPE (Free Appropriate Public Education). FAPE within LRE is required by federal special education law, the Individuals with Disabilities Education Act (IDEA).

MYTH: Support personnel should regularly rotate in their roles to ensure a student does not become “dependent” on specific individuals or relationships.
FACT: Healthy interpersonal relationships enable humans of any age to feel safe and secure. Because of the way our brains work, a person doesn’t learn well when a fight/flight nervous system response is activated. Connecting to trusted adults and receiving consistent help from safe, supportive people enhances learning. PAVE provides a collection of articles about Social Emotional Learning (SEL) and Washington State’s SEL Standards.

Section 504

MYTH: A 504 Plan is a watered down IEP.
FACT:
Section 504 is part of a civil rights law called the Rehabilitation Act, passed by the US Congress in 1973. The anti-discrimination protections of Section 504 apply to any person identified as having a disability condition that impacts their life in a significant way. Public agencies, including schools, are responsible to provide individualized accommodations and support to enable the person with a disability to access the service, program, or building in a way that affords them an equitable chance to benefit from the opportunity. A 504 Plan at school ensures the right to a Free Appropriate Public Education (FAPE). Section 504 FAPE rights are upheld by the US Department of Education’s Office for Civil Rights. PAVE provides a video series: Student Rights, IEP, Section 504 and More.

MYTH: Section 504 doesn’t apply to a student with an IEP
FACT: Section 504 protections apply to students with IEPs and those with Section 504 Plans. The civil rights protections of Section 504 are threaded throughout the IEP, especially within sections that describe accommodations and modifications. Section 504 includes specific provisions to ensure students are not discriminated against within student discipline, by unmitigated bullying, or through denial of support that is needed for access to what non-disabled students access without support. All aspects of school are protected, including athletic events, field trips, enrichment activities, specialized learning academies, and more—everything the school is offering to all students. PAVE provides a comprehensive article about Section 504 and its protections for all students with disabilities.

MYTH: If the student has found ways to cope with their disability, they don’t need support.
FACT: Section 504 forbids schools from using “mitigating measures” to justify denial of evaluation or support. A mitigating measure is a coping mechanism—for example, a deaf student who reads lips or a student with an attention deficit whose symptoms are improved by medication. PAVE’s article about Section 504 provides more detail about mitigating measures.

Bullying

MYTH: The best way to help a student with a disability who is being bullied is to remove them from the bully’s classroom.
FACT: Section 504 protects a student with disabilities in their right to be protected from bullying. That means the school must stop the bullying and support the victim to feel safe again. Schools may not punish or disadvantage the victim. OCR says: “Any remedy should not burden the student who has been bullied.” PAVE provides a video: Bullying at School: Key Points for Families and Students with Disabilities.

MYTH: An informal conversation is the best way to address bullying.
FACT: The best way to hold a school accountable to stop bullying and support the victim is to file a formal HIB Complaint. HIB stands for Harassment, Intimidation, and Bullying. Washington State’s 2019 Legislature passed a law that requires school districts to write formal HIB policies and appoint a HIB Compliance Officer to spread awareness and uphold the laws. Families can contact their district’s HIB Compliance Officer for support with a complaint and to ensure student civil rights are upheld.

IEP Goals and Process

MYTH: An IEP provides education to a student with a disability.
FACT: An IEP is not the student’s education. An IEP provides educational services to enable a student to access their education. IEP goals target areas of learning that need support in order for the student to move toward grade-level curriculum and learning standards. Included are services for academics, adaptive skills, social-emotional skills, behavior—all areas of learning that are impacted by disability.

MYTH: If an IEP team agrees to change something about a student’s services or placement, the team must submit that idea to the district for approval or denial.
FACT: An IEP team has decision-making authority. The team is required to include a person knowledgeable about district resources (WAC 392-172A-03095) so decisions about program and placement can be made at the meeting. If a required IEP team member is not in attendance, the family participant must sign consent for the absence. The family can request a new meeting because a key team member, such as a district representative, is missing. PAVE provides more information and a Sample Letter to Request an IEP meeting.

Behavior and Discipline

MYTH: A Functional Behavioral Assessment (FBA) is used to figure out how to discipline a student more effectively.
FACT: An FBA is an evaluation focused on behavior. It helps IEP teams understand the needs behind the student’s behavior. A Behavior Intervention Plan (BIP) is built from the FBA to provide positive behavioral supports, teach new or missing skills, and reduce the need for discipline. PAVE provides a video about the FBA/BIP process.

MYTH: A school isn’t responsible to track exclusionary discipline if a parent agrees to take the child home and no paperwork is filed when the school calls to report a behavior incident.
FACT: “Off books” or informal suspensions count as exclusionary discipline for students with disabilities. If a student with a disability misses more than 10 cumulative days of school because of their behavior, the school is responsible to hold a manifestation determination meeting to decide whether the behaviors are directly connected to the disability and whether school staff are following the IEP and/or behavior plan. If services or placement need to change, this formal meeting is a key opportunity to make those changes. PAVE provides a video: Discipline and Disability Rights: What to do if Your Child is Being Sent Home.

Privacy

MYTH: A parent or provider who visits school to support or evaluate an individual student is violating the privacy rights of other students just by being there.
FACT: Federal laws protect private medical or educational records. Visiting a classroom or other school space should not expose student records for inappropriate viewing. The Department of Education provides a website page called Protecting Student Privacy to share resources and technical assistance on topics related to the Family Educational Rights and Privacy Act (FERPA). The confidentiality of medical records is protected by the Health Insurance Portability and Accountability Act (HIPAA). Understanding HIPAA and FERPA can help parents /caregivers ask their school for documented explanations whenever these laws are cited as reasons for a request being denied.

Literacy

MYTH: Schools cannot provide individualized instruction in reading through a student’s IEP unless the student is diagnosed by a medical provider as having dyslexia.
FACT: No medical diagnosis is needed for a school to evaluate a student for any suspected disability that may impact access to learning and school. An educational evaluation might show that a student has a Specific Learning Disability in reading, with characteristics of dyslexia. When a disability that impacts education is identified through evaluation, the school is responsible to provide services to meet the identified needs and enable appropriate progress. PAVE provides an article: Dyslexia Screening and Interventions: State Requirements and Resources and a video: Supporting Literacy for Students with Learning Disabilities.

Graduation

MYTH: The school has to withhold credits for a student to receive services beyond a traditional senior year.
FACT: Credits do not need to be withheld, and a student doesn’t automatically earn a diploma by reaching the required number of credits. The IEP team determines the target graduation date for a student receiving services through an IEP and how transition programming for a student ages 18-21 might support learning and life planning. Receiving the required number of credits is only part of what a student needs to earn a diploma, and the IEP team individualizes a plan for the student with a disability to earn their diploma within the state’s options for graduation pathways. PAVE provides a Toolkit for life after high school planning.

Private School and Home School

MYTH: Public schools do not have to do anything for students with disabilities who are home schooled or enrolled in private schools by parent choice.
FACT: Child Find applies to all students with known or suspected disabilities who live within a district’s boundaries, including those who are home schooled or enrolled in private schools. Child Find means the public district is responsible to seek out and evaluate all students with known or suspected disabilities. If the student is found eligible for services, parents/caregivers can choose to enroll the student in the public school to receive special education services, even if the primary educational setting is a private or home placement. If the student is fully educated in the private setting, by parent choice, the private school provides equitable services.

Parent Support from PAVE

MYTH: PAVE gives the best advice and advocates on behalf of families.
FACT: PAVE does not give legal advice or provide advocacy. We support families in their work.  Staff from our Parent Training and Information (PTI) program provide information and resources to empower family advocates. Our goal is to ensure that family advocates have knowledge, understand options, and possess tools they need to work with schools to ensure that student rights are upheld and the needs of students with disabilities are met. Click Get Help at wapave.org to request 1:1 assistance. Help us help you by reading your student’s educational documents and having those documents handy when you connect with us!