Re: 504 PLAN help

[Guest guest]

How old if your daughter?

You can always try some accommodations that you think might be good

for her and if she ends up feeling singled out

or just doesn't need that one, you can always request another meeting

to take it off.

Tracey

> Hi, all,

> I need advice and wisdom.......I started pursuing a 504 plan for my

> daughter mostly because I read here how it helped the kids. Monday,

> my and my DH have a meeting at the school with the teachers,

> counselor, and principal about it. I have a list of possible

> accommodations our therapist gave us to work with and I plan to take

> that.

> I'd love to hear from everyone and anyone whose child has one, what

> the benefits and drawbacks if any and what this meeting might entail.

> What else should I take? What do I expect out of this? What if she

> or the teachers don't really think she needs extra help right now

> (she still makes A's and B's)? Will having " accommodations " single

> her out, make other kids jealous, get her picked on more, cause her

> to think she can take it " easy " ? This is entirely new ground for us,

> so any help or advice or experiences would be great.

> Also, is there anything I can print (articles, web links, etc.) and

> bring to the meetings that helps teachers learn to work with kids

> with OCD?

> Thanks!

> Debbie

>

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[Guest guest]

Debbie, have you looked in our FILES section? There is a good article

(first one in FILES list when I open it) about the role of school

personnel. And then farther down there is one I can't recall the

exact title of -- might start with IEP -- but it has " Safety Net " in

it. That's a letter from Dr. about having an IEP or 504 Plan

in place and how OCD can wax & wane so it's good to have the Plan to

use if/when/as needed.

I would have in mind any accommodations, etc., you feel would be

helpful. And I tended to ask the teachers/others at the meeting

first about their ideas before stating mine. Maybe ask them what

problems they have seen in class or with work (they may say none) and

then you can say what you've encountered at home. Maybe her OCD is

so consuming after school/at home that it's hard for her to start

homework or it takes much longer to get it done, or she reads more

slowly now, or writes slowly.... Things to show why she needs a

certain accommodation or modification.

We had that had no time limit for tests (have to decide

when/how he'll finish it -- go to another room, or give to teacher

and finish after school or...), he could turn in work late with no

grade penalty, he could write short answers for answers to questions

(not have to write a complete sentence out)...just whatever seemed to

help and reduce the stress/time for homework (plus unfinished

classwork he brought home).

As to the other classmates -- well, was obvious in his

difference so it would have been understandable to them (long story)

why he might do work differently, etc. But pretty much we had things

that were checked in class (exchanging papers to check) done

the " regular way " (all math problems done, etc.). didn't

like having to have accommodations and though we used many of them,

some he refused, like the shorter assignments he could have had;

determined to do what rest of class did.

Well, quick thoughts! Do let us know how it all turns out!

>

> Hi, all,

> I need advice and wisdom.......I started pursuing a 504 plan for my

daughter mostly because I read here how it helped the kids. Monday,

my and my DH have a meeting at the school with the teachers,

counselor, and principal about it. I have a list of possible

accommodations our therapist gave us to work with and I plan to take

that.

> I'd love to hear from everyone and anyone whose child has one, what