Forums
New posts
Search forums
What's new
New posts
New profile posts
Latest activity
Internet Search
Members
Current visitors
New profile posts
Search profile posts
Log in
Register
What's new
Search
Search
Search titles only
By:
New posts
Search forums
Menu
Log in
Register
Install the app
Install
Forums
Parent Support Forums
Special Ed 101
IEP/504 Question
JavaScript is disabled. For a better experience, please enable JavaScript in your browser before proceeding.
You are using an out of date browser. It may not display this or other websites correctly.
You should upgrade or use an
alternative browser
.
Reply to thread
Message
<blockquote data-quote="HMBgal" data-source="post: 625346" data-attributes="member: 13260"><p>My grandson is on a 504. He didn't qualify for an IEP, although he's been thoroughly tested by the school team (Occupational Therapist (OT), Speech, school psychiatric, etc) twice in his 7 years. He's on par and even ahead academically, but socially, not so good. His behaviors are pretty scary sometimes (he rages) and as kids get older, they have less tolerance for it (I can't blame them), and they don't forgive and forget.</p><p></p><p>He's got a big target on his back now and he's even starting to become a victim of teasing. Quiet, sneaky, under-the-radar-when-an-adult-can't-hear type stuff. He's alone at recess, etc. So, his issues (ADHD, kind of, anxiety, anger management issues) haven't kept him, up until this point, from accessing the academic curriculum.</p><p></p><p>The 504 had some stuff from a school-based behavioral person (a joke, in my opinion because they kinds of kids fail at reward-based systems; it fuels the rage). So, the things put in place (recess supervision) happen occasionally, the teacher is amazing and really doesn't push him to do worksheets when he starts to lose his you-know-what, and he doesn't get suspended because it has been noted that the behaviors are as a result of his "disability" and so they can't really suspend him for them.</p><p></p><p>Whether or not a 504 is implemented fully and faithfully seems to vary quite a bit from district to district and certainly a 504 doesn't have the legal "teeth" that an IEP has. But, his little school tries, is fairly savvy, and ultimately kind to him, and it's enough for now. As the work load gets harder and moves faster, I don't see how it won't affect him academically, but we'll have to wait and see. At least the suspensions stopped for us. Good luck!</p><p></p><p>You may be looking at a qualification under Other Health Impaired, or SLD (specific learning disability) would be the most likely, although the closest qualifying condition in our particular case would be Serious Emotional Disturbance, but everyone is really reticent to go there right now. But whatever the label, it has to be proven that her academic progress and access to the curriculum is being affected. Many argue that social success and functioning are part of accessing the curriculum as well. I don't know. I work with hundreds of students with mild, moderate, and severe disabilities on IEPs, I have never seen social issues as a reason a student is put on an IEP. I can only speak for my district of 25 large schools at which I work.</p><p></p><p>But, many suspensions is violating is a child's FAPE (free and appropriate public education) rights and must be addressed.</p></blockquote><p></p>
[QUOTE="HMBgal, post: 625346, member: 13260"] My grandson is on a 504. He didn't qualify for an IEP, although he's been thoroughly tested by the school team (Occupational Therapist (OT), Speech, school psychiatric, etc) twice in his 7 years. He's on par and even ahead academically, but socially, not so good. His behaviors are pretty scary sometimes (he rages) and as kids get older, they have less tolerance for it (I can't blame them), and they don't forgive and forget. He's got a big target on his back now and he's even starting to become a victim of teasing. Quiet, sneaky, under-the-radar-when-an-adult-can't-hear type stuff. He's alone at recess, etc. So, his issues (ADHD, kind of, anxiety, anger management issues) haven't kept him, up until this point, from accessing the academic curriculum. The 504 had some stuff from a school-based behavioral person (a joke, in my opinion because they kinds of kids fail at reward-based systems; it fuels the rage). So, the things put in place (recess supervision) happen occasionally, the teacher is amazing and really doesn't push him to do worksheets when he starts to lose his you-know-what, and he doesn't get suspended because it has been noted that the behaviors are as a result of his "disability" and so they can't really suspend him for them. Whether or not a 504 is implemented fully and faithfully seems to vary quite a bit from district to district and certainly a 504 doesn't have the legal "teeth" that an IEP has. But, his little school tries, is fairly savvy, and ultimately kind to him, and it's enough for now. As the work load gets harder and moves faster, I don't see how it won't affect him academically, but we'll have to wait and see. At least the suspensions stopped for us. Good luck! You may be looking at a qualification under Other Health Impaired, or SLD (specific learning disability) would be the most likely, although the closest qualifying condition in our particular case would be Serious Emotional Disturbance, but everyone is really reticent to go there right now. But whatever the label, it has to be proven that her academic progress and access to the curriculum is being affected. Many argue that social success and functioning are part of accessing the curriculum as well. I don't know. I work with hundreds of students with mild, moderate, and severe disabilities on IEPs, I have never seen social issues as a reason a student is put on an IEP. I can only speak for my district of 25 large schools at which I work. But, many suspensions is violating is a child's FAPE (free and appropriate public education) rights and must be addressed. [/QUOTE]
Insert quotes…
Verification
Post reply
Forums
Parent Support Forums
Special Ed 101
IEP/504 Question
Top