Guest guest Posted November 8, 2001 Report Share Posted November 8, 2001 Diane, Thank you for the information--I am just learning about Immune deficiencies. I will research Di. Is there a particular website that you find helpful? was worked up thoroughly by two different geneticists when he was a baby--but that doesn't mean they were thorough. Both work-ups were negative for anything other than his heart condition. Still, I wonder, so thank you again. What other symptoms go along with Di? Does the IVIG help a lot? Sorry, I have so many questions at this point. More questions than answers. But I won't stop until I get answers!! Take Care, Sandi--Mom to , age 8, suspected IGA def., chronic sinusitis, ear infections, severe allergies. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 14, 2001 Report Share Posted November 14, 2001 , Lets just say the nurse had very very few words to express and I did get an apology and it seemed that she has a reputation as not being so nice according to my older Daughter. I just want to make sure if Chelsea is not well than the nurse better take it more seriously or she will have to deal with me again . Take Care Marlo Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 14, 2001 Report Share Posted November 14, 2001 le, My son has also gotten infections from the antibiotics. On the IEP I read an e-mail today that they will not put you on an IEP unless you are 2 years behind in one subject or two subjects one year behind. What would the catagorie he would be listed as? ie: some are: 1- Other health Impaired ? Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 30, 2004 Report Share Posted October 30, 2004 My dd had a 504 from 8th grade through high school. (She is a freshman in college now, doing well. Needs no accomodations, but her diagnosis is on file with the school just in case). What you put in the 504 depends on what her particular symptoms and needs are. Excused lateness to school or class was a biggie for us, since she had morning rituals and needed to organize her locker between each class. Allowing late homework, reducing math homework (she had numbers obsessions and perfectionism, so math was pretty stressful), and regular communication between teachers and parents were key for us. (We got weekly reports telling what she owed, tests and projects coming up, etc). Other things people have included are a " safe place " like the nurse's office or the guidance office if she needs a break; shortened schedule; no PE; teacher monitoring of assignment notebook & organization; extra textbooks to be kept at home so books don't have to be transported; anything else you can think of that would make school structure more liveable for you and for her. If you post some of her specific issues, folks here can probably make more specific suggestions. OCD can manifest itself so many ways that the specific accomodations can really vary, and you might need to adjust them periodically in order to accomodate " new " issues that come up as O's and C's change. I also used to make up a 2 page " executive summary " explanation of what OCD is and what Kati's symptoms are, and give each teacher a copy at the meeting, and discuss it with them. (And, I met privately with each teacher that didn't come to the meeting, pushy parent that I am! I know lots of teachers that don't get around to reading stuff, and I wanted to make sure they understood her needs). You might find that some teachers just don't get it anyway. The 504 plan gives you the authority to insist on the accomodations your child needs. I'm a high school teacher myself, and I've been impressed with how challenging it can be to communicate effectively with schools. You may find yourself becoming the kind of parent that teachers roll their eyes about when you're not around! I finally decided that it didn't really matter, as long as I did what was going to help my daughter. I also think this experience has made me a much better teacher! I have over 30 children on IEP's and 504's this year, and my own experience makes me realize how important each and every one of those accomodations are to the parent and child! > > I haven't posted in a long time and have lost touch with the thread > of conversation lately....but, I am looking to develop a 504 for my > 8th grade daugher with OCD. Can you give me advice regarding the > provisions which any of the 504s that you all might have developed, > include.... > I am an eigth grade teacher myself, but our school has never written > a 504 for OCd... thank you in advance for any help any one can > offer... > Larissa in Mass. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 30, 2004 Report Share Posted October 30, 2004 We have several " interesting " things in my son's IEP. (I'm also a special ed. teacher). Teacher should ignore tics and compulsions to the greatest extent possible. Homework assignments reduced, rescheduled, or eliminated as needed at parent's discretion. (After a day of " holding it together " at school, the student sometimes falls apart at home and is unable to complete assignments. Teacher and/or nurse to notify parents if they become aware of a strep outbreak in the student's class Teacher should not encourage the supression of tics/obsessions or compulsions as this may lead to a later behavioral outburst. Teacher should attempt to keep the student fully engaged and occupied by allowing him to read, draw or do other activities during down time in the classroom. (this helps reduce tics and OCD behaviors) Allow the student access to privacy when using the restroom, when requested, due to obsessions (ie. using a locking stall or separate restroom) Allow the student to remove himself from situatiions which are overwhelming to him due to sounds, smells, or obsessions. Teacher should allow the student some calming time when he has gotten stuck cognitively on a topic or behavior. The student should be assigned to a teacher who is willing to accept some of his behaviors associated with TS and OCD The teacher will meet the the parents prior to the beginning of school each year to go over current medical diagnosis and ramifications Teacher should be flexible and model acceptance of the students difficulties as that will effect how the other students view him. The teacher should not attempt to address any new OCD symptoms (that is the therapist's job), but should notify the parents of any thing they observe. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 30, 2004 Report Share Posted October 30, 2004 We have several " interesting " things in my son's IEP. (I'm also a special ed. teacher). Teacher should ignore tics and compulsions to the greatest extent possible. Homework assignments reduced, rescheduled, or eliminated as needed at parent's discretion. (After a day of " holding it together " at school, the student sometimes falls apart at home and is unable to complete assignments. Teacher and/or nurse to notify parents if they become aware of a strep outbreak in the student's class Teacher should not encourage the supression of tics/obsessions or compulsions as this may lead to a later behavioral outburst. Teacher should attempt to keep the student fully engaged and occupied by allowing him to read, draw or do other activities during down time in the classroom. (this helps reduce tics and OCD behaviors) Allow the student access to privacy when using the restroom, when requested, due to obsessions (ie. using a locking stall or separate restroom) Allow the student to remove himself from situatiions which are overwhelming to him due to sounds, smells, or obsessions. Teacher should allow the student some calming time when he has gotten stuck cognitively on a topic or behavior. The student should be assigned to a teacher who is willing to accept some of his behaviors associated with TS and OCD The teacher will meet the the parents prior to the beginning of school each year to go over current medical diagnosis and ramifications Teacher should be flexible and model acceptance of the students difficulties as that will effect how the other students view him. The teacher should not attempt to address any new OCD symptoms (that is the therapist's job), but should notify the parents of any thing they observe. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 30, 2004 Report Share Posted October 30, 2004 We have several " interesting " things in my son's IEP. (I'm also a special ed. teacher). Teacher should ignore tics and compulsions to the greatest extent possible. Homework assignments reduced, rescheduled, or eliminated as needed at parent's discretion. (After a day of " holding it together " at school, the student sometimes falls apart at home and is unable to complete assignments. Teacher and/or nurse to notify parents if they become aware of a strep outbreak in the student's class Teacher should not encourage the supression of tics/obsessions or compulsions as this may lead to a later behavioral outburst. Teacher should attempt to keep the student fully engaged and occupied by allowing him to read, draw or do other activities during down time in the classroom. (this helps reduce tics and OCD behaviors) Allow the student access to privacy when using the restroom, when requested, due to obsessions (ie. using a locking stall or separate restroom) Allow the student to remove himself from situatiions which are overwhelming to him due to sounds, smells, or obsessions. Teacher should allow the student some calming time when he has gotten stuck cognitively on a topic or behavior. The student should be assigned to a teacher who is willing to accept some of his behaviors associated with TS and OCD The teacher will meet the the parents prior to the beginning of school each year to go over current medical diagnosis and ramifications Teacher should be flexible and model acceptance of the students difficulties as that will effect how the other students view him. The teacher should not attempt to address any new OCD symptoms (that is the therapist's job), but should notify the parents of any thing they observe. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 30, 2004 Report Share Posted October 30, 2004 Hi Larissa, I have a seventh grade daughter, who actually has an IEP. But when we were writing it last spring I was amazed to watch the middle school counselor (who had never met my daughter since middle school here starts in 7th grade) and our principal come up with a list of accomodations in about 2 minutes flat. They suggested : *being allowed to retake tests if it's a failing grade *being graded only on work completed if necessary *being allowed to leave the classroom and go see the resource teacher if she feels the need *taking standardized tests in a small group Also, she is required to be in a resource room (a directed study hall basically) for one period since she has an IEP. This allows the resource teacher to check her planner and be sure that she is staying on track. The counselor and the principal (who knows us pretty well) agreed that these accomodations would be used " as needed " and all I have to do is let the school know that she is struggling and they will implement them. Her fifth grade teacher wanted the psychiatrist to make the decision as to whether she was needed the accomodations, but since then the principal has said, " no, mom can tell better than anyone. She'll decide. " So far in 7th grade she hasn't needed them. They were happy with this set-up because she usually does very well in school and doesn't get failing grades. When she does, it means that something is very wrong so the school wanted her to try to retake the test. And she usually completes all her work so they didn't feel that she would take advantage of the " grading only on completed work " part of the plan. I hope this helps a little. in NV Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 30, 2004 Report Share Posted October 30, 2004 Hi Larissa, I have a seventh grade daughter, who actually has an IEP. But when we were writing it last spring I was amazed to watch the middle school counselor (who had never met my daughter since middle school here starts in 7th grade) and our principal come up with a list of accomodations in about 2 minutes flat. They suggested : *being allowed to retake tests if it's a failing grade *being graded only on work completed if necessary *being allowed to leave the classroom and go see the resource teacher if she feels the need *taking standardized tests in a small group Also, she is required to be in a resource room (a directed study hall basically) for one period since she has an IEP. This allows the resource teacher to check her planner and be sure that she is staying on track. The counselor and the principal (who knows us pretty well) agreed that these accomodations would be used " as needed " and all I have to do is let the school know that she is struggling and they will implement them. Her fifth grade teacher wanted the psychiatrist to make the decision as to whether she was needed the accomodations, but since then the principal has said, " no, mom can tell better than anyone. She'll decide. " So far in 7th grade she hasn't needed them. They were happy with this set-up because she usually does very well in school and doesn't get failing grades. When she does, it means that something is very wrong so the school wanted her to try to retake the test. And she usually completes all her work so they didn't feel that she would take advantage of the " grading only on completed work " part of the plan. I hope this helps a little. in NV Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 30, 2004 Report Share Posted October 30, 2004 Hi Larissa, I have a seventh grade daughter, who actually has an IEP. But when we were writing it last spring I was amazed to watch the middle school counselor (who had never met my daughter since middle school here starts in 7th grade) and our principal come up with a list of accomodations in about 2 minutes flat. They suggested : *being allowed to retake tests if it's a failing grade *being graded only on work completed if necessary *being allowed to leave the classroom and go see the resource teacher if she feels the need *taking standardized tests in a small group Also, she is required to be in a resource room (a directed study hall basically) for one period since she has an IEP. This allows the resource teacher to check her planner and be sure that she is staying on track. The counselor and the principal (who knows us pretty well) agreed that these accomodations would be used " as needed " and all I have to do is let the school know that she is struggling and they will implement them. Her fifth grade teacher wanted the psychiatrist to make the decision as to whether she was needed the accomodations, but since then the principal has said, " no, mom can tell better than anyone. She'll decide. " So far in 7th grade she hasn't needed them. They were happy with this set-up because she usually does very well in school and doesn't get failing grades. When she does, it means that something is very wrong so the school wanted her to try to retake the test. And she usually completes all her work so they didn't feel that she would take advantage of the " grading only on completed work " part of the plan. I hope this helps a little. in NV Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 1, 2004 Report Share Posted November 1, 2004 Thank you everyone who responded to my questions about the 504... I teach also, but I haven't seen a 504 for OCD and neither has the school. My daughter is doing okay this week....but not so well last...it all depends (as you all know) on so much....she has numer isues and perfectionism. Essentially the perfectionism interferes the most. It makes time an irrelevant thing for her and she has a huge amount of trouble managing her time within what is allotted. She is an excellent student, but she makes little tasks giant and it can be frowned upon....essays not done in time, tests take her forever, etc. She is so stressed about doing a perfect job, she just can't gt it done....and we see this everywhere in her life...not just school. Anyhow, thanks again....all these thoughts will go with me to the meeting! Larissa > > > > I haven't posted in a long time and have lost touch with the > thread > > of conversation lately....but, I am looking to develop a 504 for > my > > 8th grade daugher with OCD. Can you give me advice regarding the > > provisions which any of the 504s that you all might have > developed, > > include.... > > I am an eigth grade teacher myself, but our school has never > written > > a 504 for OCd... thank you in advance for any help any one can > > offer... > > Larissa in Mass. Quote Link to comment Share on other sites More sharing options...
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