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Post by Mayleng on Oct 28, 2003 21:00:39 GMT -5
Thought this might be useful info to know.
A 504 plan is about classroom accommodations under the civil rights law. So it's original intent is very different than that of IDEA (Individuals with Disabilities Education Act). It is sometimes offered with the perception of a consolation prize, but it can be just the right thing in just the right case. It's true that a 504 doesn't provide *services* and specific, goal oriented modifications, but it carries the weight and protection of Civil Rights code. Please don't think of it as an IEP second class.
There is a big difference between accommodations and modifications. Modifications actually change how the child is taught and are *only* provided under the IDEA. Accommodations only help with the child taking in or expressing their knowledge.
So, depending on the situation, a slight change in where your son sits or a microphone/transmitter/headphones can help reduce distractions a child with AD?HD may be prone to. Those would be accommodations and would fit under a 504 *if* no modifications are needed.
What Is 504? As part of the Rehabilitation Act of 1973, Congress passed Section 504, a civil rights law to protect people with disabilities by eliminating barriers and allowing full participation. Since then, the Office for Civil Rights has developed federal regulations that help to explain this law. While the law doesn't provide any new money for programs and agencies that comply, it carries the threat of withholding federal funds from those that don't. Since public schools receive federal tax dollars, the law applies to them. It doesn't apply to many private schools because they don't get any money from the federal government. Who Is Protected? "Handicapped person" is defined by 504 as a person with a mental or physical impairment that limits one or more major life activities, such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working, to a substantial degree. All kids with Individualized Education Programs (IEP) are covered automatically under Section 504. Roughly 10-12 percent of the nation's students currently receive special education services, with a little more than half of them identified as "specific learning disability." Because necessary accommodations are included in the IEP, there's no need to write a separate 504 plan for these kids. Who Is Eligible? It's been estimated that 1-2 percent of students may be eligible under 504 alone. However, this includes kids with mental, physical, and emotional disabilities, and not just learning disabilities. For example, a child with diabetes may need help from school staff to monitor blood sugar levels but have no problems with the educational program otherwise. Eligibility under 504 isn't a consolation prize for kids who aren't eligible for special education. A diagnosis of AD/HD doesn't automatically make your child eligible either. Before deciding whether she's eligible, your child is assessed by staff at the public school she attends. Then the 504 team considers all information about her. They must agree that she has a substantial (not mild or moderate) and pervasive (broad, comprehensive) impairment to make her eligible under this federal law. In deciding whether a limitation is substantial, the 504 team also considers if your child uses a "mitigating measure" ¡X a device or practice she uses on her own to reduce or eliminate the effects of her impairment. For example, if she tests with normal vision when wearing eyeglasses you've provided, then her visual impairment is not substantial. If your child regularly earns report card grades of A's, B's and some C's, has standardized achievement tests scores in the average range and above, displays appropriate behavior, and attends school regularly, it 's likely that she's not substantially impaired, at least under this particular law. If your child has problems in only one area, such as written language or math calculation, there's a good chance that the team will find she doesn't have a disability that substantially limits her learning. There is no requirement to maximize your child's learning. For 504 purposes, the team will compare your child to the average child without disabilities, not to her own ability level. What Is a 504 Plan? If your child is eligible, then a 504 Plan will be developed to give her access to the general education curriculum. Unlike the IEP for special education, there are no legal requirements for what should be included in the plan. A free appropriate public education under 504 often means identifying reasonable accommodations to help her succeed in the classroom. An accommodation plan usually addresses the following: „h Nature of the disability and major life activity it limits „h Basis for determining the disability „h Educational impact of the disability „h Necessary accommodations „h Placement in the least restrictive environment What Are My Rights? The law doesn't require parent participation in the meeting, permission to assess, or agreement with the plan. However, many schools do include parents in the process. The law does require that schools let you know when they plan to evaluate your child or make a significant change in her educational placement. The 504 Coordinator for your school or district can advise you about grievance and due process procedures if you have a disagreement. You can request a copy of the district's Section 504 policy, as well.
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Post by mattandchris on Oct 30, 2003 17:47:23 GMT -5
I have a couple of questions reguarding 504. My son was diagnosed ADHA last May. He is 13 years old. Last year he was nearly failing. This year he has mostly As & Bs- thanks in part to his taking Straterra and it working for him. I had asked for a 504 plan anyway. I thought it would be better to be proactive rather than reactive and have a plan -I simply wanted immediate communication in case things do begin to fall apart again. I was told that my son does not qualify for 504 simply because of ADHA. Has anyone else heard this? Does anyone think I can do anything about this? As he gets closer to high school, I would like him to have experienced a positive year and simple communication would help. Thanks.
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Post by Mayleng on Oct 30, 2003 17:57:31 GMT -5
I have a couple of questions reguarding 504. My son was diagnosed ADHA last May. He is 13 years old. Last year he was nearly failing. This year he has mostly As & Bs- thanks in part to his taking Straterra and it working for him. I had asked for a 504 plan anyway. I thought it would be better to be proactive rather than reactive and have a plan -I simply wanted immediate communication in case things do begin to fall apart again. I was told that my son does not qualify for 504 simply because of ADHA. Has anyone else heard this? Does anyone think I can do anything about this? As he gets closer to high school, I would like him to have experienced a positive year and simple communication would help. Thanks. This is what the 504 civil rights law says Quote: Eligibility under 504 isn't a consolation prize for kids who aren't eligible for special education. A diagnosis of AD/HD doesn't automatically make your child eligible either. Before deciding whether she's eligible, your child is assessed by staff at the public school she attends. Then the 504 team considers all information about her. They must agree that she has a substantial (not mild or moderate) and pervasive (broad, comprehensive) impairment to make her eligible under this federal law. Unquote: The way I read this is, he will qualify if his ADHD is impacting his education, or you can prove that although he is getting good grades, he still needs certain accomodations to maintain those grades.
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Post by jwm on Oct 30, 2003 19:25:33 GMT -5
Hi Mayleng, I am so happy that you posted this about the 504 plan. Talk about timing... I am in the process of having one set up for my son. I spoke with his guidance counselor the other day and we are going to start by having a meeting. My son has pred. inattentive ADHD. He needs accomodations in order to get through the school day. He has shown improvement since these accomodations have been in place. His teacher has also modified his homework. I have not had anyone tell me he does not qualify at this point. His school actually recommends a 504 plan. Is there a chance he still could be denied? I hope not. Well I will keep you posted. Thanks again for such helpful information.
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Post by Mayleng on Oct 30, 2003 19:41:07 GMT -5
Hi Mayleng, I am so happy that you posted this about the 504 plan. Talk about timing... I am in the process of having one set up for my son. I spoke with his guidance counselor the other day and we are going to start by having a meeting. My son has pred. inattentive ADHD. He needs accomodations in order to get through the school day. He has shown improvement since these accomodations have been in place. His teacher has also modified his homework. I have not had anyone tell me he does not qualify at this point. His school actually recommends a 504 plan. Is there a chance he still could be denied? I hope not. Well I will keep you posted. Thanks again for such helpful information. How is his grades? If his teacher is already accomodating him then it would be difficult for them to say he doesn't need it. You have to tell them it takes alot of effort on his part to get the work done, long time doing homework etc, without accomodations from the teacher and help his work and grades will suffer. Also if you find that accomodations are not enough and he needs Resource Room etc, he can also qualify for an IEP under OHI (Other Health Impaired). But if he is like my son and he is inattentive, then a 504 classroom/homework accomodations would probably do. Get it in place now, so that you won't have any hassles when he is in Middle school/high school.
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Post by jwm on Oct 30, 2003 19:52:13 GMT -5
Hi Mayleng, His grades last year were below average to average. I have not gotten his first report card yet this year. Two weeks before we see that. He seems to be doing very well so far... but without the accomodations and medication, modified work, and extra help outside the classroom (title 1), I dont think he would be doing as well. Thank you very much for all your help with this. I am more concerned with middle school and hight school like you said. It is very important to get a 504 into place now.
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Post by Mayleng on Oct 30, 2003 19:58:45 GMT -5
jwm, I don't think you are going to have problems getting the 504, especially if the school itself is recommending it, and he is already being accomodated. It is better to get it all documented now for the future.
Good luck
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Post by Edumom on Oct 31, 2003 11:18:51 GMT -5
Hi MattandChris,
I asked a school Psych friend of mine about the 504 plan and asked her your question and this is what she said.
quote:
To answer the question: no, being ADHD doesn't automatically qualify a child under section 504. It's the impact of the disability on learning. In my experience most ADHD kids need some accommodations to be successful in the classroom. Now, as far as grades are concerned...A's and B's can be misleading. Are those grades the result of homework completion that's done every night for at least 2 hours and includes 40% of classwork that wasn't completed during the school day. If this work is turned in the next day most teachers at least in the early elementary grades will give credit. Thus--you have A's and B's...but at what price. Most kids in that child's class aren't bringing home 40% of their classwork. Let's say that grades are the result of homework completion, but the child fails tests, but due to the way grades are weighted, etc. it still comes out to an A or B. You can't just look at grades face value. Most parents will put their children through the torturous homework sessions because they don't want them getting behind--understandable. So just from that vantage point--does their disability interfere with their learning---yes. The law does not specify to my knowledge the severity of the impact on learning, just that the impact is present. Obviously, grades would be a way of identifying that impact. Again, most ADHD kids work doubly hard at school to perform. Why shouldn't we make it easier for them? Part of the problem is a lot of school folks just look at these issues as black and white. "If he's getting A's and B's--what's your problem". Every issue needs an investigation--in my opinion. Many times things aren't what they seem. Hope that clears this up. Happy Halloween!
Unquote
Hope this helps. Oh, if they reject your request for a 504 for your son, ask them to give their rejection and reasons to you in WRITING. In some cases, this is enough for them to cave in.
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Post by mattandchris on Nov 1, 2003 23:23:32 GMT -5
Thanks Edumom and Mayleng for all the information. I am going to push for a plan. It takes a lot of work on my part to keep my son where he is. Sometimes it is so frustrating because he is very bright. I am lucky enough to work for our school district and have a friend in elementary counseling. He is willing to help me out on what I should say to the middle school counselor. I'll see what happens and keep you informed.
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Post by Edumom on Nov 2, 2003 9:25:50 GMT -5
Thanks Edumom and Mayleng for all the information. I am going to push for a plan. It takes a lot of work on my part to keep my son where he is. Sometimes it is so frustrating because he is very bright. I am lucky enough to work for our school district and have a friend in elementary counseling. He is willing to help me out on what I should say to the middle school counselor. I'll see what happens and keep you informed. Remember to document down what it takes for you to help him, ie. homework, how long it takes every night, what you had to do etc. Any outside help used. etc. Good luck
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Post by ashelton on Nov 2, 2003 10:27:44 GMT -5
This was very helpful - a big thanks Mayleng - we are going to have to fight for my son's OT services because he no longer has a "label" associated with his IEP. The OT & PT services were linked to the speech IEP, but he is going to be out of speech due to his progress by his next IEP. I was looking at the 504 plan as a way to keep his related services, but after reading here and elsewhere, this is not really a sure thing. The school is going to argue that he doesn't need services because he is functioning at or above grade level. I believe the services helped him get to this point (that and private tutoring which we paid for out of pocket for several years!). I worry that as school gets more and more intense in upper grades that he will have to compensate and/or fall through the cracks. He is a well behaved kid so the teachers love him. What happens in middle school if he needs support? I don't want his grades to have to fall in order to get accomodations. Whew boy! I am not usually a worrier in advance but I see what could happen (I teach middle school/7th grade) and don't want my son to go through it.
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Post by Mayleng on Nov 2, 2003 10:42:28 GMT -5
This was very helpful - a big thanks Mayleng - we are going to have to fight for my son's OT services because he no longer has a "label" associated with his IEP. The OT & PT services were linked to the speech IEP, but he is going to be out of speech due to his progress by his next IEP. I was looking at the 504 plan as a way to keep his related services, but after reading here and elsewhere, this is not really a sure thing. The school is going to argue that he doesn't need services because he is functioning at or above grade level. I believe the services helped him get to this point (that and private tutoring which we paid for out of pocket for several years!). I worry that as school gets more and more intense in upper grades that he will have to compensate and/or fall through the cracks. He is a well behaved kid so the teachers love him. What happens in middle school if he needs support? I don't want his grades to have to fall in order to get accomodations. Whew boy! I am not usually a worrier in advance but I see what could happen (I teach middle school/7th grade) and don't want my son to go through it. Hi Ashelton, I saw you at schwab, you can't get better advise on Education than on Schwab. Document what you had to do and currently doing to help him get this far and maintain his grades. Also I am sure you know this but check out 504 plan under www.wrightslaw.com and see if there is more you could do.
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Post by mattandchris on Nov 3, 2003 18:15:44 GMT -5
Well, even after trying to press for a 504 on my son, I was still denied. The counselor said disorganization and problems with time management (which I guess is his biggest problems) do not qualify him. Sometimes I wish he were somewhat of a behavior problem- I think the school jumps in more quickly then. I am lucky enough to work for the school district and have a working relationship with many of his teachers. I have emailed each one and have asked for direct communication. The counselor told me that he thought we could try it and he thought the teachers would be pretty good about it. Maybe I worry too much, but we had such an awful year last year and even though this has started out well, I keep waiting for problems to arise.
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Post by Rebelmom on Nov 3, 2003 19:28:45 GMT -5
Hi Mayleng Can a child recieve accomodations without a 504? I was never officially told my son fell into either catagory, yet he recieved class room accoms (not Mods). Does this mean he is 504? Being so young and keeping up with his peers, I haven't had to look very deep into this yet. Our school is now in the process of a re-eval to update the areas they should help him more in 2nd grade and years to come. He did very well in 1st grade, but, I was concerned about the bigger demands of 2nd so I asked for more difining testing. Got it no prob. What determines how well a school handles these kids and how readily they yeild to parents requests? They tell me he has a very high IQ and superior cog abilities. I read stories like Mattandchris' all the time. I think 'there but for the grace of God go I'. Did I luck out with my school district? Or was it my loud cackle and the broomstick I ride? Or is it the specific way my son is impaired by his ADD?
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Post by Mayleng on Nov 3, 2003 19:32:24 GMT -5
Hi Mayleng Can a child recieve accomodations without a 504? I was never officially told my son fell into either catagory, yet he recieved class room accoms (not Mods). Does this mean he is 504? Being so young and keeping up with his peers, I haven't had to look very deep into this yet. Our school is now in the process of a re-eval to update the areas they should help him more in 2nd grade and years to come. He did very well in 1st grade, but, I was concerned about the bigger demands of 2nd so I asked for more difining testing. Got it no prob. What determines how well a school handles these kids and how readily they yeild to parents requests? They tell me he has a very high IQ and superior cog abilities. I read stories like Mattandchris' all the time. I think 'there but for the grace of God go I'. Did I luck out with my school district? Or was it my loud cackle and the broomstick I ride? Or is it the specific way my son is impaired by his ADD? If your child had a 504 plan, you would have been asked to sign it. Do you remember signing anything?
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Post by Mayleng on Nov 3, 2003 19:35:54 GMT -5
Well, even after trying to press for a 504 on my son, I was still denied. The counselor said disorganization and problems with time management (which I guess is his biggest problems) do not qualify him. Sometimes I wish he were somewhat of a behavior problem- I think the school jumps in more quickly then. I am lucky enough to work for the school district and have a working relationship with many of his teachers. I have emailed each one and have asked for direct communication. The counselor told me that he thought we could try it and he thought the teachers would be pretty good about it. Maybe I worry too much, but we had such an awful year last year and even though this has started out well, I keep waiting for problems to arise. I am going to check with my School Pysch friend about this. I don't see how they can say Disorganisation and time management problems do not qualify him for a 504 plan. These are hallmarks of ADHD. Did you get their refusal and the reason for the refusal in writing. Did you request for the 504 plan in writing? Get both in writing, because if he really needs it, you could throw a civil lawsuit at them. Let me find out more. By the way, why are you talking to the counselor, it should be responsibility of the Sped People or the School Psychologist.
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Post by Rebelmom on Nov 3, 2003 20:23:00 GMT -5
If your child had a 504 plan, you would have been asked to sign it. Do you remember signing anything? Too long ago to remember. It was all so new to me, he was only in k. Guess I'll have to ask when we complete ad go over the new evaluation.
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Post by Mayleng on Nov 3, 2003 21:22:14 GMT -5
MattandChris,
OK, checked with my friend the School Psychologist and this is what she says:
quote
Does this counselor have any idea if, and how the disorganization and time management problems impact the child's learning?? I'm assuming it does--and the counselor can not make a decision whether a student qualifies for a 504 plan by him/herself. The evaluation process is just the same for a 504 plan as it is for a case study. Time to go over the counselor's head to the principal. I would tell her to send a letter formally requesting a case study evaluation because of x, y, and z. She would like to meet with the team to determine what evaluation components are needed in order to complete the case study. She would like to have the evaluation completed to determine whether her child qualifies for a 504 plan or an IEP. I would include the counselor's specific statement about not qualifying for a 504 and that she didn't think this person could make this decision alone.
Unquote
Hope this helps
Mayleng
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Post by Mayleng on Nov 3, 2003 21:26:39 GMT -5
Too long ago to remember. It was all so new to me, he was only in k. Guess I'll have to ask when we complete ad go over the new evaluation. When the School Psych finishes testing your son, and he should have a meeting with you and the study team to discuss the results and decide whether he needs an IEP or 504 plan. If he doesn't need resource room, and only needs acommodation he can have a 504 or an IEP under OHI (Other Health Imparied). Whatever they are doing for him now in terms of accomodation unofficially, I would make it official.
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Post by mattandchris on Nov 3, 2003 22:15:29 GMT -5
Mayleng, You have been so much help. Thanks for all the time you put into this. In our middle school, the school counselor is the coordinator for 504 plans. I have been frustrated by him in the past and have gone over his head to the school psychologist. I may need to do it again. Once again, You have helped me out and I think you have provided a lot of us with great information ;D
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Post by Mayleng on Nov 3, 2003 22:21:24 GMT -5
Mayleng, You have been so much help. Thanks for all the time you put into this. In our middle school, the school counselor is the coordinator for 504 plans. I have been frustrated by him in the past and have gone over his head to the school psychologist. I may need to do it again. Once again, You have helped me out and I think you have provided a lot of us with great information ;D I wish you good luck on this. Please keep me posted because my School Psych friend is also interested to find out how you fair. If you ever need to know more about Sped Ed laws, etc. www.schwablearning.org is a very good site, the parents there are extremely knowledgeable about the world of LDs, more knowledgeable than I. I am there when I am not here . My friend Gina, the school Psychologist (who is an Angel) is always willing to help. She is there too. Good Luck, I hope you win the good fight.
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Post by ashelton on Nov 5, 2003 6:42:46 GMT -5
Re: accomodations without a 504 plan Most elementary schools (if they're any good) will make modifications without a 504 plan. The 504 plan makes it a legal document. Middle school teachers also will usually work with parents regardless of an "official" label. BUT in our city, the high school years are the problem for kids due to size of building, number of teachers, attitudes of teachers, less connection with parents... and that's when you want that legal document. However, if you wait until high school, you may not get it because your child hasn't "needed" it before. This is especially true with the high stakes testing done in our state and any requests for accomodations made in testing - quiet setting, test read aloud, frequent breaks, someone else to bubble or check bubble sheets, etc. And right now, if students do not pass a certain number of tests, they will not graduate from high school. Sooo, I am pushing now even though son is only a 3rd grader because I want everything in place for the upper elementary and high school grades.
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Post by mattandchris on Nov 5, 2003 9:22:53 GMT -5
Ashelton, I think you are making a good decision to have a 504 plan in place now. If you have read any of my earlier posts you can see the difficulty I am experiencing. When my son was in elementary, even though he was not diagnosed as ADHD, teachers did make accomodations for him. Now in middle school those are not being made. I spoke to the elementary school counselor, who is also a friend, and he said the high school is pressuring the Middle school not to do new 504 plans. So, I have been working very hard to pressure them into helping my child.
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Post by eaccae on Nov 5, 2003 11:01:02 GMT -5
When sending your letter to the school requesting an evaluation for the purposes of an IEP or a 504 - be sure to add that you want specific testing for executive dysfunction (organization). This DOES qualify your son for both. (Straight from our school psychologists mouth).
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Post by augustnyne on Nov 7, 2003 7:46:05 GMT -5
Does anyone know how many trees I kill a day printing out stuff on my computer? <<LOL>> Seriously, I don't think I have enough patience to read long articles on the internet, cause there are so many things to see and do! (ADD, do ya think? <<LOL>>) Mayleng, I'm glad you addressed this, because I've been very curious about it, since my son hasn't been tested, and isn't eligible for any help, or so I'm told. He has an appt with a private tester for neuropsychological testing, but not until January! However, I am going to get with his school and start demanding they do something to get the ball rolling about testing him! Maybe the middle school won't be as bad as the elementary school!
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Post by mattandchris on Nov 7, 2003 8:24:30 GMT -5
I would try to get everything set up in elementary school. While in elememntary school my son was not diagnosed but teachers would work with me to make his education experience successful. Things unraveled in middle school. There are a lot more people to deal with. My son has 9 different teachers. It takes a lot of work to keep the communication running smoothly, especially without a 504 already done. I have been told the upper grades are more reluctant to do them. If you read any of my earlier posts you can see I have been running into roadblocks. I haven't given up, but you sure have to be persistant and insistant.
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Post by Mikesmom on Nov 11, 2003 8:58:34 GMT -5
Hello everyone,
I am new to this message board. I just found out the the ADHD.com message board is shutting down, and I have been reading all of your postings from there( that is how I found out about it). I first want to thank millermom for putting this togeather for all of us in need. Let me start off by telling everyone a little about myself and my son. I have a 15 year old son who was diagonoised with ADHD 8 years ago. He has been on all kinds of Meds sense then. Every sense he started the middle school grades things started going to He--. He was held back last year in 9th grade because of his failing grades. I have been to the school for help but I have not gotten any luck with them. I had him tested for special Educataion last week but they had told me he did not qulify for it. He is at a college level reading, 11th grade english, 10th grade writing, and a 7th grade math level. I feel that he needs some kind of help in his classes, his grade always starts off good but by the middle of the year he starts to fail in all his classes. The question that I need help with is , when I went to the meeting with the school about the test results I did not understand a word they were telling me about them test scores. All I understud was the he did not have a learning disability. They had me sign papers saying that I agree that he didn't have a learning disability and that he didn't need special eduacation. I feel like a dumb mom for sidning papers that I didn't understand but I was put on a spot. Iam taking him this Friday to see a counsilor at the mental helth department. I don't know much about the 504 plan but I have been looking into it. I don't know were to go from here. I DO NOT want to give up on my son but I just dont know who to talk to about this anymore. There are other issues that Iam having with him but if I was to go into them all now I would take up all the room on this message board. I just thought this was a good place to start with parents that are having some of the same problems I am having. Please if someone wants to help me out post a message and I will get back to it. I have to leave for class now but I will get back on here after class. Thank you's very much for taking the time to listen to me. Mikesmom
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Post by Mayleng on Nov 11, 2003 10:34:38 GMT -5
Mikesmom, welcome to the board. I am glad you found us. I don't know if I will be able to help you in this instance, but I know of some people who can. I am also at www.schwablearning.org/message_boards/index.asp? and there are lots of experienced Moms,teachers, school Pyschologists on that board who have alot of knowledge on Learning Disabilities (with or without ADHD). If you go there and post your questions, and also if you have the results of the evaluations, you should post it there too. They will be able to tell you what is going on with the LD, if there is an LD or not. But I want to also tell you and others, never feel obligated to sign anything at meetings that you don't understand. Also ask to bring it home to review first. You are under no obligation to sign anything immediately. Also start a document trail, write letters and ask them to write back their decision and reasons. Let them know you will be taping all meetings etc. Start a file. Keep track of everything, in the long run this will make life easier, and if you ever need to go to due process, this will make it easier. Go to the site I suggested and ask them what to do. I think you can still go back and request for another meeting. Even if they find that your son has no LDs, ADHD may still impact his learning, and he may qualify for an IEP under Other Health Impaired or a 504 Plan. for accommodations to help him ie. extra time, extra set of books at home etc. Is he forgetting his homework, not doing his work in school, from your post, it sounds like he is reading and writing above grade level, and only his math is behind. Did they give you the results of all the testing they did, ie. IQ tests, Academic evaluations. Lists all the tests and the results. I have a feeling your son may be gifted/ADHD. But then not knowing the results of the test, I can't really say. So quickly, go to Schwab and post there. I will see your message there too.
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Post by Gillian on Jan 9, 2004 11:18:20 GMT -5
A thought. I managed to get my son a 504 Plan in his 6th grade year (last year of elementary) but it was like pulling teeth. I requested one at the start of the school year but he didn't actually end up with one until close to the END of the school year!!!!! and that was only because I turned into 'MEAN MOM' and really told them what I thought of them. He is now in Junior High and thankfully they are much more on the ball with this stuff. So for anyone who is thinking about doing this - my advice is get the ball rolling, especially if you are in elementary.
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Post by mattandchris on Jan 11, 2004 0:02:12 GMT -5
I totally agree with you Gillian. Elementary is the place to get things going. There are so many more people to deal with in Middle School. After all the problems I have had, in hind sight I would have had him tested earlier and set things in motion in elementary school. I can't change how things have happened, I just think thing would have been easier for both of us.
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