View Full Version : 504 Plan


angelover02740
01-31-17, 04:06 PM
Hello everyone,

Im new to the board and have had my first appt with his dr to discuss ADD regarding my 8 year old son. our next step is to talk the teacher and discuss where he is academically, he's having some issues in math/reading and comprehension. Me and his teacher have a great relationship and I want to sit down and discuss a possible 504 Plan.

My question is what do we add to this plan? Im not really sure what could be done during class to help him on what he is struggling with. Can someone give me some advice on some of the things that seem to be beneficial.

Thank you ahead of time!

Caco3girl
02-01-17, 10:04 AM
First off I would HIGHLY recommend you skip the 504 and go to an IEP. A 504 plan is the light weight version with much less paper work for the school, but it's a butter knife compared to the IEP which is like a freaking chainsaw.

Since you asked here are things that have been helpful to my son:
1. Having an extra set of books for the house, that way when he can forget his at school and it's not a big deal.
2. Having 1.5X for tests.
3. Having tests in a separate area where he can talk to himself.
4. Having passages read to him for reading tests.
5. He has ONE extra day to hand in assignments....this is helpful when he didn't hear "Bring in a health article for tomorrows class", or he left it in his locker, or on the kitchen table...rather than getting a not handed in he has one extra day.
6. Long term projects will have check points so the teacher can check the student is doing the project correctly. (Can't tell you how many times he thought he aced something but it turns out he did steps 1-3 out of 10 steps)
7. Child will be redirected as needed (this keeps him from going to the principles office every time he gets off task in class).
8. Co-taught classes (this is strictly for an IEP kid), two teachers, one teaches the other one keeps kids focused on teacher.
9. math and or reading support (This is where the kid is removed from class for small group tutoring)
10. Teacher verbally checks that student is aware of test date, has student repeat it back to him/her.

Lunacie
02-01-17, 12:21 PM
To learn more about the differences between a 504 Plan and an IEP, I highly
recommend wrightslaw dot com. I seem to remember they also have some
examples of letters to teachers / school staff.

angelover02740
02-06-17, 03:37 PM
unfortunately if he is not 2 years behind in his academics then he wont qualify for an IEP and I would have to wait 3 years before he can be retested again. Tomorrow I meet with his teacher to see where he is at academically to see how far behind he is and then we will discuss if we should go forward with an IEP, if not 504 Plan is our best option

Lunacie
02-06-17, 07:27 PM
unfortunately if he is not 2 years behind in his academics then he wont qualify for an IEP and I would have to wait 3 years before he can be retested again. Tomorrow I meet with his teacher to see where he is at academically to see how far behind he is and then we will discuss if we should go forward with an IEP, if not 504 Plan is our best option

Is that what the school told you? Did you get it writing?

I don't think that's actually how eligibility is determined.

If you disagree, you can challenge the decision.

According to IDEA regulation 300.101(c), the school must provide special education to a child with a disability “even though the child has not failed or been retained in a course or grade, and is advancing from grade to grade. (page 204 in Wrightslaw: Special Education Law, 2nd edition).

angelover02740
02-06-17, 08:30 PM
This is what his Dr has told me. I am seeing his teacher tomorrow to discuss his academics and I will ask her about it. He received his progress card today and he got NI in all his grades ..makes me so sad he is not.doing well and I feel like I'm failing him as a mom

Caco3girl
02-07-17, 09:06 AM
unfortunately if he is not 2 years behind in his academics then he wont qualify for an IEP and I would have to wait 3 years before he can be retested again. Tomorrow I meet with his teacher to see where he is at academically to see how far behind he is and then we will discuss if we should go forward with an IEP, if not 504 Plan is our best option

That is hogwash!
Here is the code of FEDERAL regulations:
<!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--> a. 34 C.F.R. 300.8 ( c )(10)
i. Specific learning disability is defined as a disorder in one or more of the basic psychological processes involved in understanding or in using language spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
ii. The child with a specific learning disability has one or more serious academic deficiencies and does not achieve adequately according to age to meet grade level standards.

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<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 5"/> <w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 5"/> <w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 5"/> <w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 5"/> <w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful Accent 5"/> <w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful Accent 5"/> <w:LsdException Locked="false" Priority="46" Name="List Table 1 Light Accent 6"/> <w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 6"/> <w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 6"/> <w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 6"/> <w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 6"/> <w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful Accent 6"/> <w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful Accent 6"/> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:8.0pt; mso-para-margin-left:0in; line-height:107%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} </style> <![endif]-->Also, it isn't a normal teacher that decides this stuff. They want you to go with a 504 because it's easy for them, not what is best for your kid. As nice as I can say this go in with momma bear mode on the brain and DEMAND an IEP. If they say he doesn't qualify ask for their reasoning in writing. This isn't a time to be nice and diplomatic.

ADHD qualifies for an IEP under the OHI (Otherwise Health impaired) definition.

angelover02740
02-07-17, 10:40 AM
That is hogwash!
Here is the code of FEDERAL regulations:
<!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--> a. 34 C.F.R. 300.8 ( c )(10)
i. Specific learning disability is defined as a disorder in one or more of the basic psychological processes involved in understanding or in using language spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
ii. The child with a specific learning disability has one or more serious academic deficiencies and does not achieve adequately according to age to meet grade level standards.

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Name="List Table 3 Accent 3"/> <w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 3"/> <w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 3"/> <w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful Accent 3"/> <w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful Accent 3"/> <w:LsdException Locked="false" Priority="46" Name="List Table 1 Light Accent 4"/> <w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 4"/> <w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 4"/> <w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 4"/> <w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 4"/> <w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful Accent 4"/> <w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful Accent 4"/> <w:LsdException Locked="false" Priority="46" Name="List Table 1 Light Accent 5"/> <w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 5"/> <w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 5"/> <w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 5"/> <w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 5"/> <w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful Accent 5"/> <w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful Accent 5"/> <w:LsdException Locked="false" Priority="46" Name="List Table 1 Light Accent 6"/> <w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 6"/> <w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 6"/> <w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 6"/> <w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 6"/> <w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful Accent 6"/> <w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful Accent 6"/> </w:LatentStyles> </xml><![endif]--><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:8.0pt; mso-para-margin-left:0in; line-height:107%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} </style> <![endif]-->Also, it isn't a normal teacher that decides this stuff. They want you to go with a 504 because it's easy for them, not what is best for your kid. As nice as I can say this go in with momma bear mode on the brain and DEMAND an IEP. If they say he doesn't qualify ask for their reasoning in writing. This isn't a time to be nice and diplomatic.

ADHD qualifies for an IEP under the OHI (Otherwise Health impaired) definition.

The 504 plan was me since i really dont know much on what steps to take.. My dr had explained that the assessment cost money and from her experience the school department is really a pain in the butt because they dont want to pay for it. I see his teacher tonight and I plan on further discuss with her my options

sarahsweets
02-07-17, 10:56 AM
The 504 plan was me since i really dont know much on what steps to take.. My dr had explained that the assessment cost money and from her experience the school department is really a pain in the butt because they dont want to pay for it. I see his teacher tonight and I plan on further discuss with her my options

Aside from talking to the teacher, you can submit a request in writing to the special services/ child study team or whatever your school calls it that you want him to be evaluated. Send it return receipt/certified so you know they got it. I believe they have 60 days to respond of maybe its to do the eval but the three years they are citing is bs. The three years applies to kids with an IEP already and its because they need to determine if a need is still there regarding accomodations and such.

Caco3girl
02-07-17, 11:56 AM
I submitted over email to the guidance counselor that I wanted the school to test my son for a learning disability. I didn't beat around the bush and give them an out by saying "Well maybe he has a LD can we explore that option?" I said I WANT MY SON TESTED. It instantly got forwarded to the office and to the school psychologist and the process began.

The law in GA, and maybe Nation wide, is that once it is requested by the parent the school is required to complete the testing within 60 days, oh and the school is REQUIRED to pay for it, zero cost to the parent.

About 10 years ago the schools were difficult about not wanting to pay for the testing, now they are required to. There use to be arbitrary benchmarks of if the kid is X years behind he gets this, now all children are evaluated on an individual basis.

Is by any chance the people you are talking to OLD? Because they seem to have a lot of old information they are dishing out to you.

Caco3girl
02-07-17, 12:00 PM
I submitted over email to the guidance counselor that I wanted the school to test my son for a learning disability. I didn't beat around the bush and give them an out by saying "Well maybe he has a LD can we explore that option?" I said I WANT MY SON TESTED. It instantly got forwarded to the office and to the school psychologist and the process began.

The law in GA, and maybe Nation wide, is that once it is requested by the parent the school is required to complete the testing within 60 days, oh and the school is REQUIRED to pay for it, zero cost to the parent.

About 10 years ago the schools were difficult about not wanting to pay for the testing, now they are required to. There use to be arbitrary benchmarks of if the kid is X years behind he gets this, now all children are evaluated on an individual basis.

Is by any chance the people you are talking to OLD? Because they seem to have a lot of old information they are dishing out to you.

P.S. I was lost too. I knew something was wrong with my 8th grader, he was getting further behind, he was never on point with his peers, I have emails back as far as 3rd grade where I ***** footed around and said could we try this, why do you think his tests look like this, does this big gap indicate anything is wrong?....etc." By 8th grade I really thought he would be a high school dropout and I went to freaking war educating myself on 504, IEP, what is required by law, and I learned how the phrasing matters in what you ask the school because until you flat out say I WANT HIM TESTED they have wiggle room.

angelover02740
02-07-17, 03:17 PM
I submitted over email to the guidance counselor that I wanted the school to test my son for a learning disability. I didn't beat around the bush and give them an out by saying "Well maybe he has a LD can we explore that option?" I said I WANT MY SON TESTED. It instantly got forwarded to the office and to the school psychologist and the process began.

The law in GA, and maybe Nation wide, is that once it is requested by the parent the school is required to complete the testing within 60 days, oh and the school is REQUIRED to pay for it, zero cost to the parent.

About 10 years ago the schools were difficult about not wanting to pay for the testing, now they are required to. There use to be arbitrary benchmarks of if the kid is X years behind he gets this, now all children are evaluated on an individual basis.

Is by any chance the people you are talking to OLD? Because they seem to have a lot of old information they are dishing out to you.

I spoke to his pediatrician who isnt old probably mid 40's. I will speak to his teacher today and see what her intake is, im sure she has dealt with this in the past. We live in Massachusetts so if anyone has any information on how Massachusetts hands this it would be greatly appreciated

Caco3girl
02-08-17, 09:30 AM
https://malegislature.gov/Laws/GeneralLaws/PartI/TitleXII/Chapter71B/Section3

"Within five days after the referral of a child enrolled in a regular education program by a school official, parent or guardian, judicial officer, social worker, family physician, or person having custody of the child for purposes of determining whether such child requires special education, the school committee shall notify the parents or guardians of such child in writing in the primary language of the home of such referral, the evaluation procedure to be followed,..."

"Within thirty days after said notification the school committee shall provide an evaluation as hereinafter defined. The parents or guardians of such child shall be consulted about the content of such evaluation and the evaluators being used. Said evaluation shall include an assessment of the child's current educational status by a representative of the local school department, an assessment by a classroom teacher who has dealt with the child in the classroom, a complete medical assessment by a physician, an assessment by a psychologist, an assessment by a nurse, social worker, or a guidance or adjustment counselor of the general home situation and pertinent family history factors; and assessments by such specialists as may be required in accordance with the diagnosis including when necessary, but not limited to an assessment by a neurologist, an audiologist, an ophthalmologist, a specialist competent in speech, language and perceptual factors and a psychiatrist..."

"Upon completion of said evaluation, the child's parents may obtain an independent evaluation at school committee expense, from child evaluation clinics or facilities approved by the department jointly with the departments of mental health..."

The way I read this is you the parent ask for an evaluation and they have to give you one, and they have to pay for it.

Hiddencreations
02-09-17, 10:08 PM
Massachusetts has higher standards than the IDEA 2004 federal law in terms of eligibility evaluations. So, for Massachusetts if a child is referred, then the school must evaluate. However, the state does prefer that other interventions such as consultation and tiered interventions take place prior to evaluation, but that cannot prevent an evaluation once requested.

If you do take the path of an IEP or IDEA eligibility, the first step is to request everything in writing--the process doesn't start if it is not requested in writing. As stated by a PP, make sure that it is signature delivery as the timeline starts when the school receives that request. From there the school district has 5 days to notify you of the referral and then also obtain parental permission to test, when that form is received then the school has 30 days to test, and then if they wanted they could use an additional 15 days to determine eligibility and write up an IEP plan.

Timeline: Referral Made ---> 5 Days for Parental Consent to ---> 30 Days to Conduct an Evaluation ---> 15 Days to Determine Eligibility and Write the IEP.

How would eligibility be determined:

- IDEA requires that a student be assessed in areas that are impacted by the suspected disability. For ADHD and academic difficulties, there would need to be an academic assessment/testing and psychological testing. There may be other things if you have other concerns
- All school districts have at least one school psychologist that can do evaluations, so depending on their caseload the district may provide the evaluation OR if the district school psychologists are unable to provide the evaluation the school can allow for an independent evaluation (IEE). In addition, if you don't agree with the school district's evaluation, you can request an IEE
- Psychological testing should include an observation, history collection and file review, different measures such as intelligence testing, ADHD inventories, and inventories for socio-emotional functioning.

With a completed evaluation, they may or may not determine eligibility. If they do find your child eligible, your child can now receive special education services. If it is ADHD that is impacting academic progress then OHI would be considered. If it is a learning disability and ADHD equally, then they could either decide Specific Learning Disability or Multiple Disabilities depending on the district policy.

If not, then your child could receive a 504 plan or they could just receive tier 2 interventions and be monitored. With a 504 plan they could still receive related services such as counseling, tutoring, and behavior modification. I think 504 Plans have utility, although many believe that they have zero weight because schools don't directly receive funding for 504 plans, schools can lose funding for failure to follow 504 plans because it is a civil rights violation. In addition, if the student only requires accommodations rather than modifications to the instruction or curriculum then a 504 plan is appropriate. It may not have as many procedural safeguards or legal protections, but students can be successfully serviced with a 504 plan or can be transitioned to a 504 plan from an IEP.

No one online could determine the outcome, but to determine eligibility the school will look closely at how long your child has been struggling and what interventions have been tried previously, in addition to the information from the psycho-educational evaluation.

Caco3girl
02-10-17, 09:20 AM
I have to say that was a super explanation by hiddencreations!

For us in GA the 504 plan was a joke. Perhaps it's better up there but down here the 504 was barely glanced at by teachers, rarely followed, and what my son REALLY needed was a co-taught atmosphere in the classroom to keep him mentally present during the lesson. Co-taught classes are only allowed for students with an IEP.

It is for sure a process. We did the Tier 2 and 3 interventions, it didn't fix anything, it just gave more data points. They tried other things along the years as well which in effect put a bandaid on a bullet hole. Yes, the school was technically doing something to assist a struggling child, but he was still proverbially bleeding out. It was only when I stopped being amicable to their suggestions of what else might help my son and I said the magical words of "I want him tested for a learning disability" that anything major was really done.

From 3rd to 8th grade is a LONG time for the school to "try" their fixes and get their data points. I have to say, it was almost too late at that point. My son felt like a failure, he flat out told teachers he was too stupid to go to school, he scored either slightly below passing or slightly above passing for every standardized test. His verbal and non verbal test scores were 3-5 grades apart from each other, and was failing everything except advanced math in which he had an A....and yet no one flagged his file. Why...because he was technically passing. He wasn't understanding 80% of what was being taught but he was "passing and testing as average".

He's now a 9th grader with a 5th grade reading level, but that is still technically in the average catagory. *no, I'm not kidding* The school system puts things in motion when a parent/guardian demands they be put in motion. They will not flag a child like mine as a child in need because their criteria for a child in need is SOOOO large 99% of kids won't cause a red flag.

Hiddencreations
02-10-17, 11:22 AM
I have to say that was a super explanation by hiddencreations!

For us in GA the 504 plan was a joke. Perhaps it's better up there but down here the 504 was barely glanced at by teachers, rarely followed, and what my son REALLY needed was a co-taught atmosphere in the classroom to keep him mentally present during the lesson. Co-taught classes are only allowed for students with an IEP.


Right, the quality and effectiveness of a 504 plan varies depending on the school district. At my school the 504 team was also managed by the IEP coordinator, so many procedures that are only required for IEPs were carried over to 504 plan meetings. Other school districts will try to avoid 504 plans or not follow them to the letter because there is a lack of close monitoring and they are not directly connected to receiving funding.

And you are right, five years of tier 2 and 3 interventions would set off red flags in my mind that there needs to be a referral made for an evaluation especially if I'm not seeing progress at the expected rate. Also, the verbal and nonverbal testing being 3-5 years would make me do a second glance at a student's file too.

Caco3girl
02-10-17, 12:38 PM
Right, the quality and effectiveness of a 504 plan varies depending on the school district. At my school the 504 team was also managed by the IEP coordinator, so many procedures that are only required for IEPs were carried over to 504 plan meetings. Other school districts will try to avoid 504 plans or not follow them to the letter because there is a lack of close monitoring and they are not directly connected to receiving funding.

And you are right, five years of tier 2 and 3 interventions would set off red flags in my mind that there needs to be a referral made for an evaluation especially if I'm not seeing progress at the expected rate. Also, the verbal and nonverbal testing being 3-5 years would make me do a second glance at a student's file too.

They would move him to Tier 2 when I would complain about a deficiency, did some minor testing on a computer when he was tier 3. I was told he was an auditory learner and given a personal letter from his reading teacher to pass onto the middle school reading teacher explaining that he should be allowed to mumble under his breath while reading, because it helps him, and he was moved back to Tier 1.

The words "He's average" have been used OFTEN. More than often. However, the scale used here when evaluating state tests are that the 84th-16th percentile is average, and 15% and below is severely disabled. Not sure how there is no catagory between average and severely disabled. My son usually landed between 16-21%, so he's "AVERAGE".

InterestedInPsy
02-10-17, 08:32 PM
I have heard about this problem in the states. I have subscribed to a YouTube channel called How To ADHD, and she did a video on school accommodations. And apparently the education thing made this letter and recommendations for kids with AD/HD. I have the link to this:

https://www2.ed.gov/about/offices/list/ocr/letters/colleague-201607-504-adhd.pdf

So you can see if this applies. I am in Canada where we only have IEPs and there is no 504 plan. Gifted kids have IEPs here, so there is no grades behind thingy. Most of the time, things seem to go smoother overall. I got accommodations for when I was only diagnosed with two anxiety disorders with just a psychiatrist note saying I need a few things, and then I managed to add things overtime as new diagnoses were added. But I have heard stories about kids with AD/HD here, and some seem to struggle. A friend (maybe a friend?) said they were barely able to get an IEP for an AD/HD diagnosis. There is no OHI category here. There is behaviour and learning disability, which are the closest to AD/HD here.

Anyways, that probably was off topic. But from what I've read, trying for an IEP may help. Even if it doesn't help now, how about the future? What happens if you need more later? Why don't you get it done now for the future so that it's there when he needs it the most.

Some accommodations I recommend (if you want recommendations anyways) are:
-Extra time (don't know how it is in the states, but I get double time)
-Separate area to write
-Someone to read questions out loud (reading comprehension)
-Use of calculator (math)
-Maybe you'd be able to get assistive technology if you have an IEP (I don't know how it works in the States) such as Kurweil or Dragon NaturallySpeaking
(For reading comprehension)

There are a lot more, but I am unsure what else I can say works. Here is a link for this:

http://www.attentiondeficit-info.com/pdf/classroom-accommodations-students-adhd.pdf
http://www.caddac.ca/cms/page.php?57
http://readingcomprehensiondisabilities.blogspot.ca/p/accommodations.html
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dyscalculia

Anyways, try the letter I linked above. Maybe that would help? You can print it or email it to teachers. Read it through yourself also (it's 44 pages I believe). Hope this helps :-)

ajaxblu
02-24-17, 11:17 AM
<!--><xml> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--> I'm new to this also and am in a similar boat as you so I don’t have much advice to offer except my own personal observations…


- I get the impression that a psychiatrist carries more weight with written recommendations regarding 504/IEP than a pediatrician, even though the school must still evaluate.



- School psychologists seem to be either not as updated on ADHD & LD as outside psychiatrists, or they purposely divulge as little helpful (to you) info as possible in their assessments.


- Don't take the word of anyone at the school as truth until you check it out yourself, including spec. ed. teachers. Even if they are great people and professionals, they are sometimes not informed (a spec. ed. teacher at my school said that my daughter must not have ADHD since she's not hyper; and that if she can focus on her art, she should be able to focus on all her subjects)



I feel that all of the above points are reason to try to obtain testing from an experienced psychiatrist [I]outside of school also as a backup against what the school may tell you.


Also, I would take at least one person with you to all meetings, preferably more, to be able to keep track of what's being said, because you can't grasp it all on your own and might miss something crucial. Be sure that you and/or that other person know your rights and the law inside/out, and that if you are not a confrontational confident personality, the other person is. As much as you think you’re prepared, you are not (I thought I was prepared – I was wrong; and I didn't think to school my husband, who IS confident and confrontational, on all the stuff I've learned - I just gave him an overview and he didn't know when they were misleading us).



The schools will pounce on the opportunity to take advantage of any hesitation/ignorance on your part and blow you off. They’ve dealt with this stuff every day for years – you’re new to it. They can be very sly about acting as if the child’s welfare is in their best interest while telling you you’re overreacting. That's not to say that they're all terrible people, but they're under rules not to cause the school more financial burden.




If anyone disagrees with these points, feel free to chime in.



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angelover02740
04-07-17, 04:55 PM
Thank you all for your advice. We have got him testing and we are waiting back from the school.

ginniebean
04-07-17, 09:19 PM
unfortunately if he is not 2 years behind in his academics then he wont qualify for an IEP and I would have to wait 3 years before he can be retested again. Tomorrow I meet with his teacher to see where he is at academically to see how far behind he is and then we will discuss if we should go forward with an IEP, if not 504 Plan is our best option
Anyone who has told you that does not know the civil rights law.