504

[Guest guest]

Section or Plan 504 os part of the Rehabilitation Act of 1973. http://www.kidsource.com/kidsource/content3/ada.idea.html

Section 504 of the Rehabilitation Act of 1973Type/Purpose--A civil rights law to prohibit discrimination on the basis of disability in programs and activities, public and private, that receive federal financial assistance.

Who Is Protected?--Any person who (1) has a physical or mental impairment that substantially limits one or more major life activities, (2) has a record of such an impairment, or (3) is regarded as having such an impairment. Major life activities include walking, seeing, hearing, speaking, breathing {italics mine}, learning, working, caring for oneself, and performing manual tasks.

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If you have never heard of the 504 plan that means 2 things to me. Either you have never had a child who falls under the criteria or you have done a very good job of providing for the needs of a child in your class who meet the criteria. I totally agree with you that it is so important to work with the teacher and school staff. I had to request a 504 for my DD last year because her teacher was not providing the care that was needed. My DD was not sent to the nurse/office to use her inhaler and was too young and immature to be responsible without adult supervision. That caused my daughter to get sicker and she needed to stay home so she could take her meds regularly and get better. The final straw for me was when the principal wrote on her report card, a permanent record, that she was very concerned about her absences and I got a truancy warning letter in the mail from the school district.

Now that the 504 is in place everyone involved with my DD knows exactly what is expected of them and how and when to handle her health needs with the goal of reducing absences due to her asthma. We have to make adjustments as her health improves or declines and as we learn more about what does and does not work. While I am more than happy to work with everyone involved I do have the added assurance of knowing we have a legal document in place and if the school does not follow it they are in violation of federal law and I have power behind that.

A situation was accuring at school {too long to get into right now} and I called the principal yesterday afternoon. She met with me within the hour. I informed her of what was happening and told her if it was not immediately resolved I would be removing my child from school until the situation was corrected. I had the power to do that now with the 504. Last year, without it, I could have been in trouble for contributing to truancy. The principal immediatley said "you're right and I apologize. Now lets see what we can do". The problem was resolved in an hour and all is well now.

It sounds like in 's case they have tried to get cooperation from the school and that has not worked. Now it's time to use the law.

Rhonda~

504

Is there another word for that? I've been a teacher for years in MIchigan and do not understand what is meant by that.In short, when you are having trouble with a teacher, you go to the principalNothing happens, you go to the superintendentNothing happens, you go to the school board.Quietly, with documentation in your hand. Keep a log and be firm.I join the chorus of people who say that ' Not rocking the boat' is not an attitude to have when you are dealing with an asthmatic child.BTW, our schools are not regularly tested for mold. Many schools, new or old harbor mold and it make it very difficult for some kids. Especially asthmatic kids.It's not the obvious and a child could get accused of 'faking' it , wanting to get out of school, etc. etc. As a teacher I could write a book of what excuses kids have used. But an asthmatic child is different, school needs to be very aware of the needs of such a child and teachers need to be more than aware..They will do it, as long as all the rules are followed that school has in regards to medication. If the school has a nurse, she needs to have full disclosure of the Doc, what to do with the child in an emergency.As a former teacher, I can't stress enough for parents to work with schools and not to just show up to demand. Be there for Parent Teacher night, volunteer, make sure they know you as someone other than ' bitching', ' demanding' etc....you will be surprised how much those teachers are willing to go the extra mile..:)And yes, an asthmatic child can do Gym, but it all depends what they do. Most can do it with just an rescue inhaler available right than and there.But if the child is allergic to molds and they are outside, like right now in fall weather, the mold in the leaves are maybe too much, or in spring the pollen.Some schools are picky about attendance to get credits. In that case you need to push for an individual learning program or what ever it's called in your school. district.Be polite, firm and persistent..:)C-M

[Guest guest]

<<

If you have never heard of the 504 plan that means 2 things to me. Either

you have never had a child who falls under the criteria or you have done a

very good job of providing for the needs of a child in your class who meet

the criteria. >>

504 is called different things in different States.. just did not know that it

was this specific number that was behind what we called the need for different

assessments.

In my area it's called a 'HIP' program. ( Highly Individual Program ) I never

asked why that name was given, but my hunch is that it sounded 'friendlier' than

' law 504'... I also knew there was a law behind it, just did not know the

number,only the general idea:) Glad to know the specific law now, for I myself

are retired now, but walking and breathing challenged.*

As a teacher, I found that more parents resented any type of program, situation,

that made their kids seem different or needed to be treated different, for often

those kids became teased by other kids. Actually it was often me who would talk

to the parents for I had two children in 'hip' programs and at least one who

greatly benefited from it.

I had 4 children, one who was emotionally impaired and only know too well the

struggle to have school cooperate with that, the hoops I had to jump through,

from ' You don't want teachers to be prejudiced' to ' he needs a good

beating'...My son was depressed to a serious degree, making no secret about the

fact that he was suicidal. School just did not want to deal with such a 'hot'

potato. AND despite what most people think, you can not just take such a kid to

a place that treats him.

It takes evaluations after evaluations, who all take their good old time....in

the meantime, when it came to school, it was business as usual..with pressures

my son could not take. He hanged himself within 24 hours after being in a

facility that was to keep him safe from himself at age 15. He was no juvenile

delinquent, no drug or alcohol user,never even caused trouble in school or

elsewhere, but was diagnosed with juvenile depression for which he was treated

for years. I screamed for help for him , had my tantrums, begged, cajoled and

tried to pull every string I knew..but when it came to school, it was like

hitting a brick wall..

As a teacher, I knew that kids who where in a ' HIP' are not popular to be

within class, for they make a teacher do extra work, attend extra sessions every

month, for every 'hip' kid there was more paperwork, more considerations that at

times interfered with 'business as usual' to teach..It should not be like that,

but in reality it is.

It might be different with an asthmatic kid, but as long as that kid is not

protected under a program that flags his/her chart, most teachers will do just

'business as usual' and to get the chart flagged, the parent has to jump through

a few 'hoops' to get it done, just a call to school is not enough.

In my own school, I had several juvenile diabetic kids and know that some

teachers where ignorant or arrogant about it.

I always kept crackers for those kids in my desk and let them monitor in my

class. But than I taught art I could get away

with a little more attention to individuality..

We are a small community, who can not afford a full time school nurse anymore,

kids who needed an inhaler, checked them with the teacher for every class.

C-M

*11 serious, disabling leg fractures and asthma.

[Guest guest]

Christa,

I am so very sorry to hear about your son and the struggles you had. I'm curious to know when you taught in schools. I have a 22 yo DS who has cerebral palsy and I can say that it has been my experience that schools now are much different when it comes to dealing with physical, mental and emotional disabilities. I remember what it was like when I was in school in the 70's and early 80's. "Those" kids were just not part of the "normal" classes and were very shut away in the regular schools. Never the same recess and certainly NEVER in the lunchroom with all us "normal" kids. Being told I would have a son in a wheelchair in 1984 was a terrifying thought. When my son began school in 1989 I was pleasantly surprised to see how much our world had changed. My son has NEVER been made to feel less than or a burden. His teachers always cheerfully helped him and our family. There just isn't that stigma anymore to be "special ed".

I do want to clarify that a 504 plan {or HIP as you called it} is NOT special ed and is NOT part of the childs academic records and has NO bearing on their future academics. In some states teachers can refuse to administer to the childs needs out of fear for their own personal liability. Each individual teachers union is different. If that is the case then it is the schools responsibility to make sure there is an aide present to do so or the child is placed with a different teacher. It's definately a process but worth it to make sure your child stays healthy and safe. It's a good law and very needed.

Rhonda~

504

<<If you have never heard of the 504 plan that means 2 things to me. Eitheryou have never had a child who falls under the criteria or you have done avery good job of providing for the needs of a child in your class who meetthe criteria. >>504 is called different things in different States.. just did not know that it was this specific number that was behind what we called the need for different assessments.In my area it's called a 'HIP' program. ( Highly Individual Program ) I never asked why that name was given, but my hunch is that it sounded 'friendlier' than ' law 504'... I also knew there was a law behind it, just did not know the number,only the general idea:) Glad to know the specific law now, for I myself are retired now, but walking and breathing challenged.*As a teacher, I found that more parents resented any type of program, situation, that made their kids seem different or needed to be treated different, for often those kids became teased by other kids. Actually it was often me who would talk to the parents for I had two children in 'hip' programs and at least one who greatly benefited from it.I had 4 children, one who was emotionally impaired and only know too well the struggle to have school cooperate with that, the hoops I had to jump through, from ' You don't want teachers to be prejudiced' to ' he needs a good beating'...My son was depressed to a serious degree, making no secret about the fact that he was suicidal. School just did not want to deal with such a 'hot' potato. AND despite what most people think, you can not just take such a kid to a place that treats him.It takes evaluations after evaluations, who all take their good old time....in the meantime, when it came to school, it was business as usual..with pressures my son could not take. He hanged himself within 24 hours after being in a facility that was to keep him safe from himself at age 15. He was no juvenile delinquent, no drug or alcohol user,never even caused trouble in school or elsewhere, but was diagnosed with juvenile depression for which he was treated for years. I screamed for help for him , had my tantrums, begged, cajoled and tried to pull every string I knew..but when it came to school, it was like hitting a brick wall..As a teacher, I knew that kids who where in a ' HIP' are not popular to be within class, for they make a teacher do extra work, attend extra sessions every month, for every 'hip' kid there was more paperwork, more considerations that at times interfered with 'business as usual' to teach..It should not be like that, but in reality it is.It might be different with an asthmatic kid, but as long as that kid is not protected under a program that flags his/her chart, most teachers will do just 'business as usual' and to get the chart flagged, the parent has to jump through a few 'hoops' to get it done, just a call to school is not enough.In my own school, I had several juvenile diabetic kids and know that some teachers where ignorant or arrogant about it.I always kept crackers for those kids in my desk and let them monitor in my class. But than I taught art I could get away with a little more attention to individuality.. We are a small community, who can not afford a full time school nurse anymore, kids who needed an inhaler, checked them with the teacher for every class.C-M*11 serious, disabling leg fractures and asthma.

[Guest guest]

In some ways it was easier in the bad old days of the 50's and early

60's. When I was a very asthmatic small child (before any of the

current meds were invented) my mom talked with my new teacher at the

beginning of each school year. Whatever meds I had were kept in the

teacher's desk, I was allowed to skip recess to sit in the classroom

and read a book or something anytime my mom or I had decided that

was a good idea, and that was the whole process. After about 3rd

grade any meds I had were kept in my own desk. Nobody worried about

any kind of liability, as far I could tell.

School nurses judged how sick you were by taking your temperature,

which is ridiculous. Gym teachers could also be rather obtuse, but

on the rare occasion I decided I could get really sick by following

their instructions I simply sat down and refused to move. I

possibly lost points for those days, but I discovered I could stick

up for myself.

>

> Christa,

>

> I am so very sorry to hear about your son and the struggles you

had. I'm curious to know when you taught in schools. I have a 22 yo

DS who has cerebral palsy and I can say that it has been my

experience that schools now are much different when it comes to

dealing with physical, mental and emotional disabilities. I remember

what it was like when I was in school in the 70's and early

80's. " Those " kids were just not part of the " normal " classes and

were very shut away in the regular schools. Never the same recess

and certainly NEVER in the lunchroom with all us " normal " kids.

Being told I would have a son in a wheelchair in 1984 was a

terrifying thought. When my son began school in 1989 I was

pleasantly surprised to see how much our world had changed. My son

has NEVER been made to feel less than or a burden. His teachers

always cheerfully helped him and our family. There just isn't that

stigma anymore to be " special ed " .

>

> I do want to clarify that a 504 plan {or HIP as you called it} is

NOT special ed and is NOT part of the childs academic records and

has NO bearing on their future academics. In some states teachers

can refuse to administer to the childs needs out of fear for their

own personal liability. Each individual teachers union is different.

If that is the case then it is the schools responsibility to make

sure there is an aide present to do so or the child is placed with a

different teacher. It's definately a process but worth it to make

sure your child stays healthy and safe. It's a good law and very

needed.

>

> Rhonda~

>

> 504

>

>

> <<

>

> If you have never heard of the 504 plan that means 2 things to

me. Either

> you have never had a child who falls under the criteria or you

have done a

> very good job of providing for the needs of a child in your

class who meet

> the criteria. >>

>

> 504 is called different things in different States.. just did

not know that it was this specific number that was behind what we

called the need for different assessments.

> In my area it's called a 'HIP' program. ( Highly Individual

Program ) I never asked why that name was given, but my hunch is

that it sounded 'friendlier' than ' law 504'... I also knew there

was a law behind it, just did not know the number,only the general

idea:) Glad to know the specific law now, for I myself are retired

now, but walking and breathing challenged.*

> As a teacher, I found that more parents resented any type of

program, situation, that made their kids seem different or needed to

be treated different, for often those kids became teased by other

kids. Actually it was often me who would talk to the parents for I

had two children in 'hip' programs and at least one who greatly

benefited from it.

> I had 4 children, one who was emotionally impaired and only know

too well the struggle to have school cooperate with that, the hoops

I had to jump through, from ' You don't want teachers to be

prejudiced' to ' he needs a good beating'...My son was depressed to

a serious degree, making no secret about the fact that he was

suicidal. School just did not want to deal with such a 'hot' potato.

AND despite what most people think, you can not just take such a kid

to a place that treats him.

> It takes evaluations after evaluations, who all take their good

old time....in the meantime, when it came to school, it was business

as usual..with pressures my son could not take. He hanged himself

within 24 hours after being in a facility that was to keep him safe

from himself at age 15. He was no juvenile delinquent, no drug or

alcohol user,never even caused trouble in school or elsewhere, but

was diagnosed with juvenile depression for which he was treated for

years. I screamed for help for him , had my tantrums, begged,

cajoled and tried to pull every string I knew..but when it came to

school, it was like hitting a brick wall..

> As a teacher, I knew that kids who where in a ' HIP' are not

popular to be within class, for they make a teacher do extra work,

attend extra sessions every month, for every 'hip' kid there was

more paperwork, more considerations that at times interfered

with 'business as usual' to teach..It should not be like that, but

in reality it is.

> It might be different with an asthmatic kid, but as long as that

kid is not protected under a program that flags his/her chart, most

teachers will do just 'business as usual' and to get the chart

flagged, the parent has to jump through a few 'hoops' to get it

done, just a call to school is not enough.

> In my own school, I had several juvenile diabetic kids and know

that some teachers where ignorant or arrogant about it.

> I always kept crackers for those kids in my desk and let them

monitor in my class. But than I taught art I could get away

> with a little more attention to individuality..

> We are a small community, who can not afford a full time school

nurse anymore, kids who needed an inhaler, checked them with the

teacher for every class.

> C-M

>

> *11 serious, disabling leg fractures and asthma.

>

[Guest guest]

Rhonda,

I retired 4 years ago. worked at a charter school.

There is a difference to when you have a kid blind, deaf or in a

wheelchair, those kids get serviced and are mainstreamed in classes

but their evaluations, needs are serviced through an ISD ( Intermediate

school District) service.They do get good care.

Kids who have asthma, just need the documentation , are cleared through

the ISD medical service and than the school, teachers are informed as to

how that child needs to be serviced. I had deaf kids, kids in

wheelchairs and diabetic kids my classes ( taught 6-12 grade).

The hardest kids to service are the EI ( emotionally impaired) kids ,

often the evaluations take so much time that those students go

'downhill' fast, than have a hard time to catch up, especially if they

have been hospitalized etc. Hospitalized kids or kids that are in

special care facilities get very poor schooling and have a terrible time

to mainstream again. Every one tried to pretend it's business as usual,

but that's not the reality those kids are in. None of that has changed

since my son's death. Trust me, I've worked on that ever since, with ISD

etc. Kids who are EI are very easily lost in our schools and many of

them in later years medicate themselves with drugs and alcohol, another

thing added to their downwards spiral.

A lot of those kids ended up in my class, thinking art was easy and

often looked at my classroom as a refuge from pressure.EI kids can't

deal with pressure and unless the teachers are MADE to understand that,

not much will change for them.

My son died in '84 and when it comes to kids like him, not much has

changed and I've tried and tried, as a teacher, a mother and activist.

C-M