Guest guest Posted January 12, 2012 Report Share Posted January 12, 2012 Do it! The 504 will guarantee him accommodations. We have not had anything but positive things come out of our 504. It does not lessen the expectations for what your child has to accomplish but some allows for more flexibility (ie untimed tests, extensions on deadlines, periodic breaks...we even have a therapy dog that my son gets to interact with from time to time). It has helped decrease anxiety at school considerably in our case. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 12, 2012 Report Share Posted January 12, 2012 I totally agree! For us, the 504 has been a godsend. Now my daughter can take tests separately in an untimed format. She also has a somewhat modified homework plan, since before this she took hours and hours to complete it. Plus now her teachers are very understanding/easygoing if she's occasionally a little late for class--they know she has repetitive checking issues so they never scold her. The accomodations have been such a relief for her--she's getting great grades now, and doesn't get as anxious about tests as she used to, since she knows she can take as long as she needs without the stress of watching her classmates whip off their tests quickly. She is slightly self-conscious and uncomfortable when her peers ask why she's always pulled out for tests, but they don't push her or bother her about it, so all in all it's been very beneficial. Unfortunately no therapy dog though! Too bad--she'd really love that.... ________________________________ To: Sent: Thursday, January 12, 2012 11:50 AM Subject: Re: 504 any negatives?  Do it! The 504 will guarantee him accommodations. We have not had anything but positive things come out of our 504. It does not lessen the expectations for what your child has to accomplish but some allows for more flexibility (ie untimed tests, extensions on deadlines, periodic breaks...we even have a therapy dog that my son gets to interact with from time to time). It has helped decrease anxiety at school considerably in our case. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 12, 2012 Report Share Posted January 12, 2012 Yes. File the 504. I am used to IEPS because of my work, so it seems so general compared to the IEP. The 504 still carries a lot of weight and well worth it. They need to convene yearly but you can meet more often if you or others feel the need. It will also help if she needs accommodations at the university. Didn't have one for our daughter with ADD and took some work to get accommodations at the university. Would have been immediate if we had had the 504 in place in HS. > > I totally agree! For us, the 504 has been a godsend. Now my daughter can take tests separately in an untimed format. She also has a somewhat modified homework plan, since before this she took hours and hours to complete it. Plus now her teachers are very understanding/easygoing if she's occasionally a little late for class--they know she has repetitive checking issues so they never scold her. The accomodations have been such a relief for her--she's getting great grades now, and doesn't get as anxious about tests as she used to, since she knows she can take as long as she needs without the stress of watching her classmates whip off their tests quickly. She is slightly self-conscious and uncomfortable when her peers ask why she's always pulled out for tests, but they don't push her or bother her about it, so all in all it's been very beneficial. Unfortunately no therapy dog though! Too bad--she'd really love that.... > > > > ________________________________ > > To: > Sent: Thursday, January 12, 2012 11:50 AM > Subject: Re: 504 any negatives? > > >  > Do it! The 504 will guarantee him accommodations. We have not had anything but positive things come out of our 504. It does not lessen the expectations for what your child has to accomplish but some allows for more flexibility (ie untimed tests, extensions on deadlines, periodic breaks...we even have a therapy dog that my son gets to interact with from time to time). It has helped decrease anxiety at school considerably in our case. > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 12, 2012 Report Share Posted January 12, 2012 I loved our 504 Plan too. Echo what the others have said. The only reason I would have needed an IEP was if there were any services that fall strictly under IDEA/special education that we needed, and there weren't. They have to follow a 504 Plan just like an IEP. I called a meeting any time I felt we needed to talk about something, no problem calling meetings. Only reason not to? well, if OCD isn't interfering in any way at school or with schoolwork at home. That is, if no problems with school in any way, only reason I can think of not to get one. Interfering can include it taking longer to get work done, whether because OCD affects doing the work, or even if they are just " OCDing " about everything else at home with compulsions/rituals/obsessing/anxiety and can't get to their homework. So might affect school " indirectly " in ways like that where you may want to get it addressed with more time to hand in work, etc. Quick thoughts, > > Any reason not to file the 504 at school? > Thanks > Melinda > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 13, 2012 Report Share Posted January 13, 2012 We love our 504 which is flexible and says that we will make changes and develop strategies as needed for whatever comes up- it is a totally on the fly way of dealing with the changing face of OCD. When he needs nothing, he gets nothing, when he needs accommodations he gets them. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 17, 2012 Report Share Posted January 17, 2012 Hi melissa, i cant send copies because im typing from my book nook but daniels is something like this: - extended time for testing - extra set of books and instrument for home - bathroom breaks as needed - preferential seating - couseling once a week Good luck to you and your family, Jodi Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 17, 2012 Report Share Posted January 17, 2012 You first have to look at her needs and then determine the accommodation. If she needs help with organization, then it is: outline provided, notes provided, someone to check assignment notebook (if younger), extra set books/handouts for home. If she needs help with test anxiety then it is: flexible testing schedule-extended time at one time or taken over few days, alternate place for test taking. My son also has in there about alternate ways to assess understanding of material, flexible graduation requirements, alternate place to eat lunch, laminated hall pass, self-advocacy to encourage him going to counselor for help instead of me doing everything. You can have flexible day (later start time/half days), place for her to go during day if needed, opt out of field trips ( we usually just don't send him on those days). Use your creativity about what she really needs to help her do her best. They usually are open to almost anything. > ** > > > Hi melissa, i cant send copies because im typing from my book nook but > daniels is something like this: > - extended time for testing > - extra set of books and instrument for home > - bathroom breaks as needed > - preferential seating > - couseling once a week > Good luck to you and your family, Jodi > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 17, 2012 Report Share Posted January 17, 2012 In our 504, some things I recall he had - extended test time (i.e., all the time needed until through); how teachers handled that may vary if he's the age with several teachers extended time for homework, could turn in late with no grade penalty; that also varied with teachers as to " how late " ; some were fine with the end of the grading period, others felt a week was enough, etc. What we did was what we could do each night, some things we skipped and tried to turn in the following Monday. he could write incomplete sentences vs complete sentences since he had writing issues, i.e., could write short answers he may not hand things in; teachers gave all the kids a " missing assignment " list and I'd check it; that was about mid-term of the grading period; generally we'd done things but he still hadn't turned it in, tho sometimes we missed something. Also teachers were to ask him if he had it (nicely) and give him time to look. Those come to mind. Hope this helps, > > Would any of you be willing to email me what your 504 looks like? > > We do not have one yet either, and this year has been a real challenge at school. I really don't even know what to ask for so just maybe if I had some examples that would help me. > > melissaandamy@... > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 18, 2012 Report Share Posted January 18, 2012 Our issues morph over time and new things are needed and old things are not- ours has a line about " any new accommodations as needed " and the other stuff is vague " testing accommodations " can mean anything form extra time to taking tests at home with help ( not used since 5th grade and now in 9th). If you have changing issues(typical for OCD) I would try to make the team understand that ( have psychologist write a letter) and have the wording be broad enough to cover anything new you might need Quote Link to comment Share on other sites More sharing options...
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