Guest guest Posted September 3, 2004 Report Share Posted September 3, 2004 In a message dated 9/3/2004 9:23:50 PM Eastern Daylight Time, rn4premies@... writes: We have a 504 plan for , have had one since Kindergarten, we just adjust it every year. I can also send you a copy Of hers if you want. Just let me know. Hi , yes, I would appreciate it very much. Thank You! Janet, mom to Brittany, CVID, age 13 Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 3, 2004 Report Share Posted September 3, 2004 Hi Janet, We have a 504 plan for , have had one since Kindergarten, we just adjust it every year. I can also send you a copy Of hers if you want. Just let me know. , Mom to - 9- CVID, GERD, asthma Re: 504 In a message dated 9/3/2004 9:13:11 AM Eastern Daylight Time, justinsmom87@...<mailto:justinsmom87@...> writes: I have actually just asked his counselor for a printed copy of his current 504 plan to update my records, so if you wanted to see what one looks like, let me know. Beth, thank you! Yes I would love to see it. Janet, mom to Brittany, CVID, age 13 Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 4, 2004 Report Share Posted September 4, 2004 In a message dated 9/3/2004 2:09:56 AM Eastern Daylight Time, BBsmart2@... writes: need help with getting a 504 plan together. I meet with the school next week. Can anyone help me? Someone has probably already said this, but go to _www.wrightslaw.com_ (http://www.wrightslaw.com) It has TONS of info on 504's and IEP's. My two cents though is that I would push for an IEP. She qualifies as otherwise health impaired, and in the IEP you can make provisions for her being out sick more than the rest of the population, you can put in accomidations for say gym class if it effects her asthma. And you can put in that if she misses x amount of days they will provide her with a tutor so she doesn't fall behind. As well as anything else you would have put in a 504. And they legally have to follow it. Diane, Mom to Takoda, AKA Kody, Di Syndrome, Hypogammaglobulinemia, Seizure Disorder, Asthma, GERD, bowel dysfunction, learning disabled, central nervous system problems (as yet undiagnosed), possible mitochondrial disorder, CAPD, generalized anxiety disorder, and all around really great kid! Also Mom to Arika age 17, Kaila age 13 (asthma/allergies), and Sami age 10 (dyslexic, asthma/allergies). Please visit my website at _www.geocities.com/schmidtzoo/SNAK_ (http://www.geocities.com/schmidtzoo/SNAK) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 4, 2004 Report Share Posted September 4, 2004 I have a dumb question, I'm new to all this.... What is a 504 plan? Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 5, 2004 Report Share Posted September 5, 2004 Janet, my schedule is crazy for the next 2 days, I will be able to get you 's copy of her 504 on Mon eve if that is alright. Re: 504 In a message dated 9/3/2004 9:23:50 PM Eastern Daylight Time, rn4premies@...<mailto:rn4premies@...> writes: We have a 504 plan for , have had one since Kindergarten, we just adjust it every year. I can also send you a copy Of hers if you want. Just let me know. Hi , yes, I would appreciate it very much. Thank You! Janet, mom to Brittany, CVID, age 13 Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 3, 2005 Report Share Posted July 3, 2005 Hi Larissa, Only have a moment, so am passing this link to a file on OCD and school. (link a little long, you maybe have to copy/paste it to get to open - can anyone tell me how to " shrink " them to be on one line??) http://journals.sped.org/EC/Archive_Articles/VOL.37NO.2NovDec2004_TEC_ adams37-2.pdf > Hi, > I have not posted in a long time....but, I am working to have a 504 > written for my daughter who is entering HS in the fall. She does very > well now w/ her OCD and actually has for a number of years--but I know > it can return and if it does/when it does/ it won't be fun--we've > skated by w/out a 504 for years now, but I teach in the building Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 3, 2005 Report Share Posted July 3, 2005 Hi Thank you so much. I am going to try that link right now.... Larissa > > Hi, > > I have not posted in a long time....but, I am working to have a 504 > > written for my daughter who is entering HS in the fall. She does > very > > well now w/ her OCD and actually has for a number of years--but I > know > > it can return and if it does/when it does/ it won't be fun-- we've > > skated by w/out a 504 for years now, but I teach in the building Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 23, 2005 Report Share Posted September 23, 2005 I got this from slaw: Section 504 is a civil rights law that prohibits discrimination against individuals with disabilities. Section 504 ensures that the child with a disability has equal access to an education. The child may receive accommodations and modifications. Unlike the Individuals with Disabilities Education Act (IDEA), Section 504 does not require the school to provide an individualized educational program (IEP) that is designed to meet the child's unique needs and provides the child with educational benefit. Fewer procedural safeguards are available for disabled children and their parents under Section 504 than under IDEA. Advocacy To be an effective advocate for a child with a disability, you need to know your rights and responsibilities under the IDEA and Section 504. The text of the Section 504 statute and regulations are in slaw: Special Education Law. Learn about Section 504 protections in slaw: From Emotions to Advocacy (pages 175-184). New! Help for College Students with Disabilities Flyer. College-bound students need to learn self-advocacy skills - how to present information about their disability and accommodations so professors want to help. If students master these skills, they are more likely to make a successful transition from high school to college. FAQs How Can I File a Section 504 Complaint? The parent of a child with a brain tumor is distressed when his child was suddenly dismissed as manager of a sports team. Sue Heath offers a plan to deal with the crisis and answers his questions about how to get an appropriate 504 Plan and ensure that the school implements the plan. Child Has Health Problems, School Reports Him Truant Sue Heath explains, " You need to take steps to document that your child's absences were due to illness. You also need to prevent this from happening again. Here is your plan . . . " . This article includes links to sample Section 504 plans and health plans. Child with ADD Kicked Out of After-School Program. Parent attorney Bob Crabtree answers questions and describes responsibilities of private programs to provide services to children with disabilities; suggests strategies parents may use to resolve problems with day care and after-school program providers. Discrimination: Sending Special Ed Kids Home Early. Surprisingly, we continue to receive questions about school districts that have one set of rules for " special ed kids " and a different set of rules for everyone else. This article answers the questions, then describes a successful OCR complaint brought by a group of parents in Virginia. Child with 504 Plan Failing, School Won't Evaluate. Child has a 504 Plan; grades dropping; school will not evaluate for IEP because child does not have failing grades on report card. Parent needs a game plan. Self-Advocacy: Know Yourself, Know What You Need, Know How to Get It by . " Self-advocacy is the ability to understand and effectively communicate one's needs to other individuals. Learning to become an effective self-advocate is all about educating the people around you. There are three steps to becoming an effective self-advocate . . . Who is Eligible for Protections Under Section 504 - But Not Under IDEA? Who is protected under Section 504? A student with AIDS? A student with ADD? A student with asthma? Word Banks and Calculators: Pete Answers Questions About Accommodations and Modifications. Do teachers have to provide the accommodations and modifications listed in the IEP? Pete answers questions, offers thoughts about teaching skills v. providing accommodations and modifications, Hanbury King and Helen Keller, and his " Big Gripe " about special education. Accommodations and Modifications for College Students. Do colleges have to provide accommodations for disabled students? Dr. Brown offers advice about dealing with colleges. Articles: Law ADA & Day Care Centers: Burriola v. Greater Toledo YMCA. Many parents find day care centers unwilling to accept their children with disabilities. The doors to day care centers opened wider for children when a federal judge issued an injunction on behalf of Jordan Burriola, ordering the center to reinstate him and train their staff. This article includes links to pleadings and an article by Tom Zraik, Jordan's attorney. Employment Law Protections for Parents of Disabled and Ill Children. Attorney Loring Spolter describes The Family and Medical Leave Act (FMLA) that provides important job protections to parents who take time off from work to be with children receiving medical and psychiatric care or are recuperating from serious health concerns. slaw Discussion of Section 504, the ADA, and the IDEA. Many parents and educators are confused about rights and benefits under Section 504 and the IDEA. This article describes the purposes of these laws and differences in legal rights in several important areas: eligibility, procedural safeguards, impartial hearings, access v. educational benefit, and discipline. Section 504, the ADA, and Education Reform. Describes key concepts under Section 504 and ADA: comparable benefits and services, criteria and methods of administration, reasonable accommodations; and maximum feasible integration. Describes use of standards as a strategy for education reform. Accommodations & Modifications Qs & As about IDEA, Students with Disabilities and State and District Assessments. " Family friendly " version of OSEP Memorandum about assessments; 26 questions and answers about parental permission, role of IEP team, accommodations and modifications; alternate assessments, out-of-level testing, accountability, and more. Accommodations & Modifications. Some students with disabilities need accommodations or modifications to their educational program. This short article defines these terms and provides helpful suggestions for changes in textbooks and curriculum, the classroom environment, instruction and assignments, and behavior expectations. (4 pages, pdf) Caselaw Burriola v. Greater Toledo YMCA. Jordan Burriola, a young child with autism, was abruptly terminated from his day care center. In Jordan Burriola v. Greater Toledo YMCA,the Court issued an injunction against the YMCA. The YMCA was ordered to reinstate Jordan and train staff to work with him. Order in pdf J. S. v. Isle of Wight VA Sch. Bd, U. S. Court of Appeals for the Fourth Circuit. Money damages are not available because Congress intends disabled children to pursue claims to FAPE through remedial mechanisms in the IDEA statute; extensive discussion of statute of limitations and federal " borrowing " doctrine. (2005) Polera v. Bd Ed. Newburgh City Sch. Dist, U. S. Court of Appeals for the Second Circuit. In damages case under Section 504 and ADA, disabled child must first exhaust administrative remedies under IDEA (2002). W.B. v. Matula, U. S. Court of Appeals for the Third Circuit. Availability of damages under Section 504, IDEA, and Section 1983 when district refused to evaluate, classify and provide appropriate services to disabled child; exhaustion, qualified immunity, due process (1995). Yankton v. Schramm. In a case involving a high school student with cerebral palsy, the U. S. Court of Appeals for the Eighth Circuit discusses eligibility for special education and related services under IDEA, Section 504, and transition plans. Free Pubs Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsbilities (U. S. Department of Education). Booklet for students who plan to continue their education after high school; includes questions and answers about admissions, accommodations & academic adjustments, documentation, evaluations, and discrimination under Section 504 of the Rehabilitation Act. In html Protecting Students from Harassment and Hate Crimes: A Guide for Schools (U. S. Department of Education Office for Civil Rights and National Association of Attorneys General). Many children experience sexual, racial and ethnic harassment at school. This Guide provides guidance about protecting students from harassment and violence based on race, color, national origin, sex, and disability. Download Rehabilitating Section 504 (National Council on Disability) One of a series of analyses by the National Council on Disability (NCD) about federal enforcement of civil rights laws. Rehabilitating Section 504 provides a blueprint for addressing the shortcomings that have hindered compliance and enforcement of Section 504 of the Rehabilitation Act. Commonly Asked Questions About Child Care Centers and the Americans with Disabilities Act. (U. S. Department of Justice) 13-page publication explains how ADA requirements apply to Child Care Centers; describes ongoing enforcement efforts in child care by Department of Justice; provides resource list of information about the ADA. All Kids Count: Child Care Centers & the ADA. (The Arc) Describes obligations of child care providers under the ADA. News Federal Judge Orders California to Provide LD Students with Accommodations on High School Exit Exam. Judge R. Breyer issues a preliminary injunction in Juleus Chapman, et. al. v. CA Dept of Education, et al., requiring California to provide accommodations for learning disabled students who take the California High School Exit Exam. (February 2001) Lawsuit Against High Stakes Test Filed in California. Disabilities Rights Advocates files lawsuit against California Dept of Education; claims that exit exam discriminates because it does not provide for an alternate assessment, provides no procedure for requesting accommodations, nor a process for appeals. (May 2001) Di Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 23, 2005 Report Share Posted September 23, 2005 HOLY COW! Thank you Di !!!!!!! Looks like I'll be reading for a bit here. Nina Di <drf218@...> wrote: I got this from slaw: Section 504 is a civil rights law that prohibits discrimination against individuals with disabilities. Section 504 ensures that the child with a disability has equal access to an education. The child may receive accommodations and modifications. Unlike the Individuals with Disabilities Education Act (IDEA), Section 504 does not require the school to provide an individualized educational program (IEP) that is designed to meet the child's unique needs and provides the child with educational benefit. Fewer procedural safeguards are available for disabled children and their parents under Section 504 than under IDEA. Advocacy To be an effective advocate for a child with a disability, you need to know your rights and responsibilities under the IDEA and Section 504. The text of the Section 504 statute and regulations are in slaw: Special Education Law. Learn about Section 504 protections in slaw: From Emotions to Advocacy (pages 175-184). New! Help for College Students with Disabilities Flyer. College-bound students need to learn self-advocacy skills - how to present information about their disability and accommodations so professors want to help. If students master these skills, they are more likely to make a successful transition from high school to college. FAQs How Can I File a Section 504 Complaint? The parent of a child with a brain tumor is distressed when his child was suddenly dismissed as manager of a sports team. Sue Heath offers a plan to deal with the crisis and answers his questions about how to get an appropriate 504 Plan and ensure that the school implements the plan. Child Has Health Problems, School Reports Him Truant Sue Heath explains, " You need to take steps to document that your child's absences were due to illness. You also need to prevent this from happening again. Here is your plan . . . " . This article includes links to sample Section 504 plans and health plans. Child with ADD Kicked Out of After-School Program. Parent attorney Bob Crabtree answers questions and describes responsibilities of private programs to provide services to children with disabilities; suggests strategies parents may use to resolve problems with day care and after-school program providers. Discrimination: Sending Special Ed Kids Home Early. Surprisingly, we continue to receive questions about school districts that have one set of rules for " special ed kids " and a different set of rules for everyone else. This article answers the questions, then describes a successful OCR complaint brought by a group of parents in Virginia. Child with 504 Plan Failing, School Won't Evaluate. Child has a 504 Plan; grades dropping; school will not evaluate for IEP because child does not have failing grades on report card. Parent needs a game plan. Self-Advocacy: Know Yourself, Know What You Need, Know How to Get It by . " Self-advocacy is the ability to understand and effectively communicate one's needs to other individuals. Learning to become an effective self-advocate is all about educating the people around you. There are three steps to becoming an effective self-advocate . . . Who is Eligible for Protections Under Section 504 - But Not Under IDEA? Who is protected under Section 504? A student with AIDS? A student with ADD? A student with asthma? Word Banks and Calculators: Pete Answers Questions About Accommodations and Modifications. Do teachers have to provide the accommodations and modifications listed in the IEP? Pete answers questions, offers thoughts about teaching skills v. providing accommodations and modifications, Hanbury King and Helen Keller, and his " Big Gripe " about special education. Accommodations and Modifications for College Students. Do colleges have to provide accommodations for disabled students? Dr. Brown offers advice about dealing with colleges. Articles: Law ADA & Day Care Centers: Burriola v. Greater Toledo YMCA. Many parents find day care centers unwilling to accept their children with disabilities. The doors to day care centers opened wider for children when a federal judge issued an injunction on behalf of Jordan Burriola, ordering the center to reinstate him and train their staff. This article includes links to pleadings and an article by Tom Zraik, Jordan's attorney. Employment Law Protections for Parents of Disabled and Ill Children. Attorney Loring Spolter describes The Family and Medical Leave Act (FMLA) that provides important job protections to parents who take time off from work to be with children receiving medical and psychiatric care or are recuperating from serious health concerns. slaw Discussion of Section 504, the ADA, and the IDEA. Many parents and educators are confused about rights and benefits under Section 504 and the IDEA. This article describes the purposes of these laws and differences in legal rights in several important areas: eligibility, procedural safeguards, impartial hearings, access v. educational benefit, and discipline. Section 504, the ADA, and Education Reform. Describes key concepts under Section 504 and ADA: comparable benefits and services, criteria and methods of administration, reasonable accommodations; and maximum feasible integration. Describes use of standards as a strategy for education reform. Accommodations & Modifications Qs & As about IDEA, Students with Disabilities and State and District Assessments. " Family friendly " version of OSEP Memorandum about assessments; 26 questions and answers about parental permission, role of IEP team, accommodations and modifications; alternate assessments, out-of-level testing, accountability, and more. Accommodations & Modifications. Some students with disabilities need accommodations or modifications to their educational program. This short article defines these terms and provides helpful suggestions for changes in textbooks and curriculum, the classroom environment, instruction and assignments, and behavior expectations. (4 pages, pdf) Caselaw Burriola v. Greater Toledo YMCA. Jordan Burriola, a young child with autism, was abruptly terminated from his day care center. In Jordan Burriola v. Greater Toledo YMCA,the Court issued an injunction against the YMCA. The YMCA was ordered to reinstate Jordan and train staff to work with him. Order in pdf J. S. v. Isle of Wight VA Sch. Bd, U. S. Court of Appeals for the Fourth Circuit. Money damages are not available because Congress intends disabled children to pursue claims to FAPE through remedial mechanisms in the IDEA statute; extensive discussion of statute of limitations and federal " borrowing " doctrine. (2005) Polera v. Bd Ed. Newburgh City Sch. Dist, U. S. Court of Appeals for the Second Circuit. In damages case under Section 504 and ADA, disabled child must first exhaust administrative remedies under IDEA (2002). W.B. v. Matula, U. S. Court of Appeals for the Third Circuit. Availability of damages under Section 504, IDEA, and Section 1983 when district refused to evaluate, classify and provide appropriate services to disabled child; exhaustion, qualified immunity, due process (1995). Yankton v. Schramm. In a case involving a high school student with cerebral palsy, the U. S. Court of Appeals for the Eighth Circuit discusses eligibility for special education and related services under IDEA, Section 504, and transition plans. Free Pubs Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsbilities (U. S. Department of Education). Booklet for students who plan to continue their education after high school; includes questions and answers about admissions, accommodations & academic adjustments, documentation, evaluations, and discrimination under Section 504 of the Rehabilitation Act. In html Protecting Students from Harassment and Hate Crimes: A Guide for Schools (U. S. Department of Education Office for Civil Rights and National Association of Attorneys General). Many children experience sexual, racial and ethnic harassment at school. This Guide provides guidance about protecting students from harassment and violence based on race, color, national origin, sex, and disability. Download Rehabilitating Section 504 (National Council on Disability) One of a series of analyses by the National Council on Disability (NCD) about federal enforcement of civil rights laws. Rehabilitating Section 504 provides a blueprint for addressing the shortcomings that have hindered compliance and enforcement of Section 504 of the Rehabilitation Act. Commonly Asked Questions About Child Care Centers and the Americans with Disabilities Act. (U. S. Department of Justice) 13-page publication explains how ADA requirements apply to Child Care Centers; describes ongoing enforcement efforts in child care by Department of Justice; provides resource list of information about the ADA. All Kids Count: Child Care Centers & the ADA. (The Arc) Describes obligations of child care providers under the ADA. News Federal Judge Orders California to Provide LD Students with Accommodations on High School Exit Exam. Judge R. Breyer issues a preliminary injunction in Juleus Chapman, et. al. v. CA Dept of Education, et al., requiring California to provide accommodations for learning disabled students who take the California High School Exit Exam. (February 2001) Lawsuit Against High Stakes Test Filed in California. Disabilities Rights Advocates files lawsuit against California Dept of Education; claims that exit exam discriminates because it does not provide for an alternate assessment, provides no procedure for requesting accommodations, nor a process for appeals. (May 2001) Di --------------------------------- for Good Click here to donate to the Hurricane Katrina relief effort. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 29, 2010 Report Share Posted September 29, 2010 I have a 9yr old daughter with AS and was approached by her teacher today requesting that my daughter be given a 504 for accomodations. She is a straight A student with auditory processing issues, visual motor integration, poor handwriting, low tone and poor fine/gross motor skills. She will definately need accomodations for timed tests, handwriting, homework modification and a quiet place to go when she is overwhelmed. Does anyone have any advice to give regarding other issues we haven't considered or dealt with yet? Thanks so much, I so appreciate this group and have learned so much reading all the posts. Thanks, Becky Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 29, 2010 Report Share Posted September 29, 2010 Hi Becky. My son has a 504 also. The one thing I wish we had earlier and just got added were class notes at the start of class. This enables him to hear what is being said, not worry about what he had to write (which neither he nor I could read when he got home, lol). This also helps with tracking and focus issues. He also sits close to where the teacher sits or stands. We also used to use the reduced homework accommodation for his math work. Hope this helps. Sent from my Verizon Wireless Phone mbaet <mbaet@...> wrote: >I have a 9yr old daughter with AS and was approached by her teacher today >requesting that my daughter be given a 504 for accomodations. She is a straight >A student with auditory processing issues, visual motor integration, poor >handwriting, low tone and poor fine/gross motor skills. She will definately >need accomodations for timed tests, handwriting, homework modification and a >quiet place to go when she is overwhelmed. Does anyone have any advice to give >regarding other issues we haven't considered or dealt with yet? >Thanks so much, I so appreciate this group and have learned so much reading all >the posts. > >Thanks, >Becky Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 29, 2010 Report Share Posted September 29, 2010 Hi,I am new to the AS spectrum am reading and learning but, I do have other children withLD/NVLD along with health issues. I am not an expert but, have been at this IEP/504 for years as a parent. There are less modifications on a 504 as opposed to an IEP..(Individual Educational Plan) A 504 is a health issue and funded by the district. An IEP is learning differences w/health issues includedas well as funded by the Federal Government. I would suggest that if you need more modifications for your daughter I would go with an IEP.I would ask your daughter be tested by an O.T. and a P.T. as well. The school should provide this for her. I would ask also a lap top w/head phones for the auditory processing disorder. Talk with the schoolpsychologist and see what they recommend for your daughter as well. My 12 y.o. daughter w/AS has an IEP and is doing remarkably well this year. I got all the modifications she needed and then some. Maeci is a straight A student now. She goes to a Math interventionist, speech therapy, O.T. Her classroom teachers do not want to modify her homework . They voluntarily tutor her after school 3 days a week with it! She is part of inclusion classes through out the day. Which means a Special Ed teacher who walks around the room and helps not only my child but everyone that needs it. Fortunate for us, my daughter attends the best Middle School program for aspies in the state! A good book to purchase is Inclusive Programming for Middle School Students with Autism/AS by Sheila Wagner. I do think there is one available for Elementary andJr. High/HS as well. This has helped me tremendously. I am fortunate that the school psychologist is just supereducated on AS. Do whatever you must to help your child learn ..you are their best advocate! Elinor mom to Maeci 12From: <mcuttler@...> Sent: Wed, September 29, 2010 9:00:12 AMSubject: Re: ( ) 504 Hi Becky. My son has a 504 also. The one thing I wish we had earlier and just got added were class notes at the start of class. This enables him to hear what is being said, not worry about what he had to write (which neither he nor I could read when he got home, lol). This also helps with tracking and focus issues. He also sits close to where the teacher sits or stands. We also used to use the reduced homework accommodation for his math work. Hope this helps. Sent from my Verizon Wireless Phone mbaet <mbaet@...> wrote: >I have a 9yr old daughter with AS and was approached by her teacher today >requesting that my daughter be given a 504 for accomodations. She is a straight >A student with auditory processing issues, visual motor integration, poor >handwriting, low tone and poor fine/gross motor skills. She will definately >need accomodations for timed tests, handwriting, homework modification and a >quiet place to go when she is overwhelmed. Does anyone have any advice to give >regarding other issues we haven't considered or dealt with yet? >Thanks so much, I so appreciate this group and have learned so much reading all >the posts. > >Thanks, >Becky Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 29, 2010 Report Share Posted September 29, 2010 Thanks for the great input. From: Pamela <susanonderko@...> Sent: Wed, September 29, 2010 7:49:42 AMSubject: ( ) Re: 504 Social skill classes, a girls lunch bunch that meets weekly (hopefully weeekly), work (reports) may be written on computer, extra set of books (for at home), helpwith organizing her desk (or locker) at least weekly, extra time on written reports, help with organizationskills if she has this issue with where to start on reportwriting and other long papers, accomodations in PE if neededsuch as not having kids pick partners (assign them) ...You may also want her assigned to classrooms that havethe co-teacher for the special education students so that there are two teachers in the room. Our advocates in NJ recommend trying to get an IEP it holdsup the services better long term through the grades andmany schools won't give services without. Some districts however really don't want the extra work of an IEP and do give theservices needed. Good luck,Pam (my daughter is in 7th grade)Pam >> I have a 9yr old daughter with AS and was approached by her teacher today > requesting that my daughter be given a 504 for accomodations. She is a straight > A student with auditory processing issues, visual motor integration, poor > handwriting, low tone and poor fine/gross motor skills. She will definately > need accomodations for timed tests, handwriting, homework modification and a > quiet place to go when she is overwhelmed. Does anyone have any advice to give > regarding other issues we haven't considered or dealt with yet?> Thanks so much, I so appreciate this group and have learned so much reading all > the posts.> > Thanks,> Becky> Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 30, 2010 Report Share Posted September 30, 2010 Becky, My son has auditory processing problems and he relies on lips a great deal. It's really not noticeable that he does this but he has picked it up on his own. One issue he has is taking notes. He has to look down to write and then loses his places with lips. You may want to see if your child shows any signs of lip reading because that is fairly normal with auditory processing issues. In the upper grades my son became very stressed out trying to keep up with no accomodations. Be thankful that the school is offering accomodations. My son's refused because he is smart so we have to homeschool. Shirley From: mbaet <mbaet@...> Sent: Wed, September 29, 2010 2:56:45 PMSubject: Re: ( ) Re: 504 Thanks for the great input. From: Pamela <susanonderko@...> Sent: Wed, September 29, 2010 7:49:42 AMSubject: ( ) Re: 504 Social skill classes, a girls lunch bunch that meets weekly (hopefully weeekly), work (reports) may be written on computer, extra set of books (for at home), helpwith organizing her desk (or locker) at least weekly, extra time on written reports, help with organizationskills if she has this issue with where to start on reportwriting and other long papers, accomodations in PE if neededsuch as not having kids pick partners (assign them) ...You may also want her assigned to classrooms that havethe co-teacher for the special education students so that there are two teachers in the room. Our advocates in NJ recommend trying to get an IEP it holdsup the services better long term through the grades andmany schools won't give services without. Some districts however really don't want the extra work of an IEP and do give theservices needed. Good luck,Pam (my daughter is in 7th grade)Pam >> I have a 9yr old daughter with AS and was approached by her teacher today > requesting that my daughter be given a 504 for accomodations. She is a straight > A student with auditory processing issues, visual motor integration, poor > handwriting, low tone and poor fine/gross motor skills. She will definately > need accomodations for timed tests, handwriting, homework modification and a > quiet place to go when she is overwhelmed. Does anyone have any advice to give > regarding other issues we haven't considered or dealt with yet?> Thanks so much, I so appreciate this group and have learned so much reading all > the posts.> > Thanks,> Becky> Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 30, 2010 Report Share Posted September 30, 2010 Thank you for your input Shirley. I appreciate the school's help. This is our 4th school and the last 3 denied us. From: Shirley <shirleycarter80@...> Sent: Thu, September 30, 2010 6:30:19 AMSubject: Re: ( ) Re: 504 Becky, My son has auditory processing problems and he relies on lips a great deal. It's really not noticeable that he does this but he has picked it up on his own. One issue he has is taking notes. He has to look down to write and then loses his places with lips. You may want to see if your child shows any signs of lip reading because that is fairly normal with auditory processing issues. In the upper grades my son became very stressed out trying to keep up with no accomodations. Be thankful that the school is offering accomodations. My son's refused because he is smart so we have to homeschool. Shirley From: mbaet <mbaet@...> Sent: Wed, September 29, 2010 2:56:45 PMSubject: Re: ( ) Re: 504 Thanks for the great input. From: Pamela <susanonderko@...> Sent: Wed, September 29, 2010 7:49:42 AMSubject: ( ) Re: 504 Social skill classes, a girls lunch bunch that meets weekly (hopefully weeekly), work (reports) may be written on computer, extra set of books (for at home), helpwith organizing her desk (or locker) at least weekly, extra time on written reports, help with organizationskills if she has this issue with where to start on reportwriting and other long papers, accomodations in PE if neededsuch as not having kids pick partners (assign them) ...You may also want her assigned to classrooms that havethe co-teacher for the special education students so that there are two teachers in the room. Our advocates in NJ recommend trying to get an IEP it holdsup the services better long term through the grades andmany schools won't give services without. Some districts however really don't want the extra work of an IEP and do give theservices needed. Good luck,Pam (my daughter is in 7th grade)Pam >> I have a 9yr old daughter with AS and was approached by her teacher today > requesting that my daughter be given a 504 for accomodations. She is a straight > A student with auditory processing issues, visual motor integration, poor > handwriting, low tone and poor fine/gross motor skills. She will definately > need accomodations for timed tests, handwriting, homework modification and a > quiet place to go when she is overwhelmed. Does anyone have any advice to give > regarding other issues we haven't considered or dealt with yet?> Thanks so much, I so appreciate this group and have learned so much reading all > the posts.> > Thanks,> Becky> Quote Link to comment Share on other sites More sharing options...
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