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42 J. Soc. & Soc. Welfare 103 (2015)
(Un)Safe at School: Parents' Work of Securing Nursing Care and Coordinating School Health Support Devices Delivery for Children with Diabetes in Ontario Schools

handle is hein.journals/jrlsasw42 and id is 312 raw text is: (Un)safe at School: Parents' Work of Securing Nursing Care and Coordinating School Health Support Services Delivery for Children with Diabetes in Ontario Schools LISA WATT School of Social Work McMaster University Using institutional ethnography and its approach to mapping institutional sequences (Smith, 2005; Turner, 2006), this paper examines the social organization of School Health Support Ser- vices (SHSS) for children with diabetes in Ontario schools. The inquiry starts with my own situated experience as a mother of a child with diabetes starting kindergarten, and the trouble of se- curing the health supports necessary to care for my child's health and safety while she is at school. The paper takes up two specific texts-the Community Care Access Centre (CCAC) Referral Form and the CCAC Medical Orders for Services at School-to explore and describe how I am drawn into the work of securing, advocat- ing, and supporting the delivery of health support services for my child at school. The paper makes visible how the CCAC Medical Orders for Services at School is an authorized standardized text that stands in for and subdues parents' experiential knowledge of what is needed to ensure the safety of children with diabetes at school. While the public school system in Canada is formally com- mitted to the equality of access to education for every child with- out discrimination irrespective of the child's health conditions and! or disabilities (Canadian Charter of Rights and Freedoms, 1982), what is shown is how parents' voluntary and supplementary healthcare work and unauthorized knowledge is incorporated into the institutional complex of School Health Support Services and secures the safety of children with diabetes at school. Parents' work and knowledge is essential for the institution of public schooling to operate as it does, and sustains the official ideal of equal and inclu- sive education for all. However, there is a difference between how and whether parents can deliver their knowledge and resources. Key words: institutional ethnography, diabetes, school health support services, children, healthcare work Journal of Sociology & Social Welfare, June 2015, Volume XLII, Number 2

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