504 Plan

[Kayanne]

For those of you who have a 504 plan in effect for their child....could you please give me some input as to what types of accommodations that you feel are needed to help your child deal with the OCD and/or Tics?

 

My daugher is in first grade and is doing very well right now, and it is hard for me to think of what she may need in the future. She did wonderfully on the actual district evaluation, and does not need an IEP. However, the teachers/administrators and my DH and I feel that putting together a 504 plan makes sense in case she ever gets as bad as she was last year.

 

Thanks for your help!

 

~Karen

[Chemar]

this is the TSA section on education strategies and accommodations that may be helpful to you...there are a number of sections there so be sure to check all

 

http://www.tsa-usa.org/educ_advoc/education_main.htm

 

for my son's 504 we had many accommodations related to all of his health issues, including the tics and OCD and his Crohn's

I had his doctors also write notes on things like need for bathroom visits to not be restricted, and for the teachers to allow him to leave the room if he felt a tic storm coming on. He had accommodations for handwriting and was allowed to turn in typed homework because the OCD caused him to write over letters till they were "just right" etc

 

there were many more

 

basically you need to ask for accommodations for everything that you feel he needs, and also remember you can call a meeting at any time to ask for modifications to the plan. with a PANDAS child there may be additional issues of emotional volatility etc that need covering

[dcmom]

Kayanne-

 

I will be interested in any responses. I am planning on putting a 504 in place for both girls next year. My main need that I forsee now is in absences and lates. I am hoping that can be covered. What I have seen in my dd in the last year, is that when she gets sick or exposed to strep, she tends to have a mild flare and may need additional days out of school. Also, when coming out of a mild flare, mornings can be tough- it can be much easier for her if she goes in 1/2 hour late.

 

Does anyone know if accomodation for more frequent absences can be put in a 504? (I haven't started doing my homework yet)

 

Thanks!

[Chemar]

yes, absences and even arriving late can be added. this was especially helpful for my son re the Crohn's which was often worst early in the morning. A doctor's letter explaining really can be very helpful in getting the needed accommodations

[MomWithOCDSon]

My DS had a 504 Plan from 3rd grade through 6th, which we've recently (this school year) found necessary to "upsize" to a full-fledged IEP because of the latest exacerbation and the greater overall expectations in the junior high setting as opposed to elementary school.

 

DS's behaviors were predominantly OCD, though they could devolve into high anxiety, frustration, tears and pretty well-controlled rage (he generally turns his inward, as opposed to outward) if the OCD was active enough. His 504 accommodations were as follows:

1. washroom breaks as needed, with no tardy penalties if delayed getting to next class/activity;
   
2. untimed testing;
   
3. additional time allowances for homework and/or long-term projects;
   
4. exemption from full-school assemblies;
   
5. subtle, private teacher reminders as needed for focus and participation;
   
6. permission to keyboard writing/essay assignments rather than hand-write;
   
7. permission to bring unfinished classroom work home to complete; and
   
8. availability of alternative activities as appropriate in place of "arts and crafts" projects.
   

Those were modified over time, too, and frankly, most of his elementary school teachers would readily grant him an accommodation now and again that wasn't officially part of the Plan, just because they wanted to help him through the day.

[Chemar]

just wanted to mention that my son carried the 504 all the way thru end of highschool. we were advised not to switch back to the IEP as it doesnt cover the emotional and other health related issues the way that a 504 plan does. One can still have the same accommodations provided in an IEP for academic issues built into the 504

Edited April 13, 2010 by Chemar
typos

[MomWithOCDSon]

just wanted to mention that my son carried the 504 all the way thru end of highschool. we were advised not to switch back to the IEP as it doesnt cover the emotional and other health related issues the way that a 504 plan does. One can still have the same accommodations provided in an IEP for academic issues built into the 504

Chemar --

 

Curious as to what that means, "doesn't cover the emotional and other health related issues the way that a 504 plan does." We haven't run into any troubles or conflicts in that regard, and the IEP is inclusive of additional services (like a caseworker on site who helps DS advocate for himself, etc.) that the 504 was not. Our classification with the IEP is still OHI, or Other Health Impairment, just as it was with the 504, as well.

 

From everything I've read and heard elsewhere, as well as with our own person experience thus far (though admittedly limited), the IEP seems to help every bit as much as the 504 and then some. Can you give some more specific examples so I know what to be on the lookout for?

[kimballot]

Great ideas on the 504 plan. I wanted to add that two helpful accommodations we had for my son were:

 

1. A seat at a table in the back of the room that he could go to when he was feeling the need to get out of a situation (fight or flight response). If he moved to the back table, the teacher knew that something was up and she could then address it and escort him to the social workers office if he needed to talk. This was important because my son "bolted" from the class room or crawled under a desk and refused to come out a few times.

 

2. This was "upgraded" to a laminated pass to the social worker / guidance office in middle school. He probably only used the pass 2-3 times a year, but it was very comforting for him to know that he could flash it and go - no questions asked - if something was bothering him. I think that the classroom teacher probably called or emailed the social worker to let her know he was coming when this happened - just to be sure he did not leave the building.

[Chemar]

perhaps it varies from state to state or related to the type of disorder/illness

 

here, the IEP is related to special ed classes which my son did not need, even tho he does qualify re the ADD and CAPD. He primarily needed accommodations for health, and the tics, behaviors, emotional/mood issues that accompany TS/OCD as well as for the physical illness that comes with Crohn's Disease. Those accommodations were not covered by his IEP and so they advised us to switch to the 504 plan. he had the IEP in elementary, and began the 504 in middle school, carrying it thru highschool. We found it a much better plan for him than the IEP had been

 

 

 

just wanted to mention that my son carried the 504 all the way thru end of highschool. we were advised not to switch back to the IEP as it doesnt cover the emotional and other health related issues the way that a 504 plan does. One can still have the same accommodations provided in an IEP for academic issues built into the 504

Chemar --

 

Curious as to what that means, "doesn't cover the emotional and other health related issues the way that a 504 plan does." We haven't run into any troubles or conflicts in that regard, and the IEP is inclusive of additional services (like a caseworker on site who helps DS advocate for himself, etc.) that the 504 was not. Our classification with the IEP is still OHI, or Other Health Impairment, just as it was with the 504, as well.

 

From everything I've read and heard elsewhere, as well as with our own person experience thus far (though admittedly limited), the IEP seems to help every bit as much as the 504 and then some. Can you give some more specific examples so I know what to be on the lookout for?

[MomWithOCDSon]

perhaps it varies from state to state or related to the type of disorder/illness

 

here, the IEP is related to special ed classes which my son did not need, even tho he does qualify re the ADD and CAPD. He primarily needed accommodations for health, and the tics, behaviors, emotional/mood issues that accompany TS/OCD as well as for the physical illness that comes with Crohn's Disease. Those accommodations were not covered by his IEP and so they advised us to switch to the 504 plan. he had the IEP in elementary, and began the 504 in middle school, carrying it thru highschool. We found it a much better plan for him than the IEP had been

It makes sense that it varies depending on the child and the issues, and it probably varies according to the location (or at least the location's mindset) some, as well.

 

In our state, the IEP provides for access to special education classes but does not mandate them; in fact, our DS is in the gifted/accelerated program in his school so, for the most part, special education classes would not be capable of providing education in keeping with his level of ability. He does, however, take advantage of one class period each day in the special education classroom as a study hall, break from academics, and a chance to catch up on work if he's fallen behind at all.

 

It is my understanding, however, that the federal laws governing these things requires "the least restrictive educational environment available" for each and every child, so if a kid needs the other IEP services (like a case-worker on site, or the services of the school social worker on a regular basis, or even one period each day for chilling out/catching up) but not the special education cirriculum overall, I would think just about any school would be required to provide such.

 

That's not to say you might not have to fight for it, though! I'm guessing I'm feeling pretty lucky right now to live where we do, in the school district we have!

[Chemar]

oh yesss! the school district makes a big difference in the ease of getting as well as the accurate implementing, of any accommodations.

we have a great school district and they went out of their way to provide everything my son needed most

 

rather than a case worker, he always had his counselor, the special ed administrator and the school nurse available to him at any time of the day...all he had to do was ask to be allowed to go to see them. And they in turn communicated with me regularly

 

at one time, when he was newly dx with Crohn's and in severe inflammatory pain, we had a period of months where he was only attending some classes and doing the remainder at home with notes and email/phone contact with his teachers. They were wonderfully compassionate and caring

 

 

however I have heard nightmare stories about other school districts where parents have to fight, and sometimes even bring in a professional advocate, to get what their kids need!

 

even now, with Tourette Syndrome legally covered under the Americans with Disabilities Act for educational purposes (IDEA) some parents are still having to fight for their child's legal rights

 

we used an independent educational psychologist for all my son's evaluations. Some of the free evals done by the school psychs can be excellent....but sadly again in some districts, it almost seems that they want to prove why the child should *not* get accommodations than to try to help them get what they need!

 

My son was also in gifted program, but yes, even gifted kids can sometimes require an IEP as they just may learn differently or have their academics severely affected by their health/disorder

 

He was better served by the 504 I think is that his academic accommodations needed were very few (eg the handwriting, position of seating in classroom, and a few other things) but the accommodations he needed relevant to his specific health and TS/OCD related issues were paramount

Edited April 13, 2010 by Chemar
typos

[smartyjones]

Great ideas on the 504 plan. I wanted to add that two helpful accommodations we had for my son were:

 

1. A seat at a table in the back of the room that he could go to when he was feeling the need to get out of a situation (fight or flight response).

2. This was "upgraded" to a laminated pass to the social worker / guidance office in middle school.

 

my son is switching from private to public next year and we have been working with the Childfind office. they've evaluated for an IEP but at this time, he doesn't test in their special needs realm - so a legal plan is a bit more nebulous. of course, they haven't seen him day-to-day in the classroom. they are not at this time writing a 504. i can't remember what they called it and have much info packed away as we've had painters and carpet done in the past few days so can't find it. it's something like an 'intervention plan'. it is something written from the childfind office and will use much help from the school guidance counselor, but doesn't carry the legal weight of a 504. it's the first step to see if we can all work together. i'm not sure of the exact players for next year so it will depend on how cooperative, understanding and helpful everyone is but at this time, i am hopeful that it will be helpful.

 

there are items similar to what kimballot wrote and an overriding notice that what may at first seem defiance is really something deeper and he will need understanding and accomodations. i had read, i think in one of tamar chansky's books, of an idea of a colored card to hand the teacher if he has to go to the bathroom or needs other help rather than having to raise his hand. he doesn't like to single himself out in a group so we'll see how that goes to notify a teacher that he needs help.

[Joan Pandas Mom]

My son had a lot of what was mentioned above. It really helped him to be able to leave the classroom and go to the nurse and take a break, have a snack if he had to. I think we had an accommodation for him to be late. It would many, many times take forever to get out the door. Someone told me the school needs to supply a laptop if the student is having trouble writing. My son would rewrite words too and his hand writing became illegible, but the compulsion then went to the keys on the keyboard. I ended up buying him a program that he can talk into the computer and it types! We would spend hours on homework, it became impossible. The 504 left his completion of homework up to my discretion. It was graded on effort not completion.

 

oh yesss! the school district makes a big difference in the ease of getting as well as the accurate implementing, of any accommodations.

we have a great school district and they went out of their way to provide everything my son needed most

 

rather than a case worker, he always had his counselor, the special ed administrator and the school nurse available to him at any time of the day...all he had to do was ask to be allowed to go to see them. And they in turn communicated with me regularly

 

at one time, when he was newly dx with Crohn's and in severe inflammatory pain, we had a period of months where he was only attending some classes and doing the remainder at home with notes and email/phone contact with his teachers. They were wonderfully compassionate and caring

 

 

however I have heard nightmare stories about other school districts where parents have to fight, and sometimes even bring in a professional advocate, to get what their kids need!

 

even now, with Tourette Syndrome legally covered under the Americans with Disabilities Act for educational purposes (IDEA) some parents are still having to fight for their child's legal rights

 

we used an independent educational psychologist for all my son's evaluations. Some of the free evals done by the school psychs can be excellent....but sadly again in some districts, it almost seems that they want to prove why the child should *not* get accommodations than to try to help them get what they need!

 

My son was also in gifted program, but yes, even gifted kids can sometimes require an IEP as they just may learn differently or have their academics severely affected by their health/disorder

 

He was better served by the 504 I think is that his academic accommodations needed were very few (eg the handwriting, position of seating in classroom, and a few other things) but the accommodations he needed relevant to his specific health and TS/OCD related issues were paramount