Guest guest Posted February 29, 2004 Report Share Posted February 29, 2004 A 504 plan is more of an accomodation for disabilities plan than an education plan. What it presumes is that your child has no educational deficits and only requires accomodations that will allow your child equal access. For example, my diabetic daughter had the right to go to the nurse if she had an insulin reaction in the middle of a test or a high blood sugar and to then continue the test later or make it up at another time. If she got sick she had a few more days than a regular student to make up missed work since illnesses hit her harder. An ADD student might require a distraction free test environment or extended time. A deaf student may require an interpreter or a notetaker. If a child has other special needs such as language instruction, special instruction by a TOD, then that becomes an educational issue which is covered under IDEA. Even speech therapy, if other than for articulation, is under IDEA. You'll have school systems interpret this all of the time, but the bottom line is the presumption that the child can do just fine with accommodations for their disability as long as non-instructional type supports are in place. 504 plan > The district has stated because she is ahead in academics, > she MUST be on a 504. They intend on increasing her speech > support, adding a teacher of the deaf, and I am insisting on C-print > or other support for discussion and specials. > > Terri - > I have been reading a little about this issue in 's law...pp.175ff. Do you have a copy? > It seems to me that the main difference between IDEA and 504 is educational benefit. 504 simply states that accomodations must be in place for the child to have access to the curriculum - but does not require measurable goals to see that progress is being made. If your daughter is going to have increased TOD and speech/language - what are the needs/goals? Write an IEP to reflect the unique needs of your child based on her disability....Measurable progress should be made through the year...even if it is on grade level. If is behind in speech/language development than there must be articulation, vocabulary, and concept goals related to her speech and language....You are an equal part of the IEP team and have a say whether or not services are changed. Go through the current IEP and ask them for a written statement why each area should be dropped or changed...Perhaps add giving the TOWL (test of written language) or other assessment on a yearly basis will help monitor that progress from an objectional point of view. > > Can you fill me in a little more on your reasoning for insisting on C-print. I am not that familiar with it and have just begun to think about what services we might need to add for 4th grade as notetaking and discussions are certainly a greater part of the day. Our IEP is the 16th... > > Good luck - > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 1, 2004 Report Share Posted March 1, 2004 In a message dated 2/29/2004 10:55:55 PM Eastern Standard Time, semesky@... writes: You'll have school systems interpret this all of the time, but the bottom line is the presumption that the child can do just fine with accommodations for their disability as long as non-instructional type supports are in place. _______________ , I can't quote the law for 504 the way I could IDEA, so I am not clear whether our district is using 504 correctly. I presume they are because they want to get the $$$ for reimbursement. My son recieves instructional services under 504, and if he needed speech./language services he would receive those as well. (The district keeps offering to give him that, even though his evals always say it's not necessary.) His TOD is intrinsic to his academic success. She works on specific learning issues, specific study skills, even curriculum content when it becomes an issue. She works with the indidivdual teachers throughout the year and at the beginning of each year runs a seminar on classroom techniques for teaching a D/HOH child for his teachers. She ahs taught the teachers how to administer his tests and many other seemingly simple tasks. I think that the difference in classification is based on the source of the need. Ian's needs are based on a " physical disabilty " instead of a " learning disability " so those instructional services can and are provided under 504. The school has repeatedly said that Ian has no " learning disabilities " as defined by the state and that is why they pushed so hard to move him over to 504. That said, I do not trust any district to automatically provide instructional services under 504 the way they do under IDEA. Which is why I fought for and got an IDEA classification. At that point (4th grade) he was academically behind and needed both TOD and remedial services to get him back on track. If the schools are acting correctly, then a child would never end up in crisis like that. The schools can provide for an HOH child under 504, but I think that the parents would have a much harder time making sure that the serivces are indeed appropriate. The built-in oversight under IDEA is easier to navigate than 504. Best -- Jill Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 1, 2004 Report Share Posted March 1, 2004 In a message dated 2/29/2004 10:55:55 PM Eastern Standard Time, semesky@... writes: You'll have school systems interpret this all of the time, but the bottom line is the presumption that the child can do just fine with accommodations for their disability as long as non-instructional type supports are in place. _______________ , I can't quote the law for 504 the way I could IDEA, so I am not clear whether our district is using 504 correctly. I presume they are because they want to get the $$$ for reimbursement. My son recieves instructional services under 504, and if he needed speech./language services he would receive those as well. (The district keeps offering to give him that, even though his evals always say it's not necessary.) His TOD is intrinsic to his academic success. She works on specific learning issues, specific study skills, even curriculum content when it becomes an issue. She works with the indidivdual teachers throughout the year and at the beginning of each year runs a seminar on classroom techniques for teaching a D/HOH child for his teachers. She ahs taught the teachers how to administer his tests and many other seemingly simple tasks. I think that the difference in classification is based on the source of the need. Ian's needs are based on a " physical disabilty " instead of a " learning disability " so those instructional services can and are provided under 504. The school has repeatedly said that Ian has no " learning disabilities " as defined by the state and that is why they pushed so hard to move him over to 504. That said, I do not trust any district to automatically provide instructional services under 504 the way they do under IDEA. Which is why I fought for and got an IDEA classification. At that point (4th grade) he was academically behind and needed both TOD and remedial services to get him back on track. If the schools are acting correctly, then a child would never end up in crisis like that. The schools can provide for an HOH child under 504, but I think that the parents would have a much harder time making sure that the serivces are indeed appropriate. The built-in oversight under IDEA is easier to navigate than 504. Best -- Jill Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 1, 2004 Report Share Posted March 1, 2004 In a message dated 2/29/2004 10:55:55 PM Eastern Standard Time, semesky@... writes: You'll have school systems interpret this all of the time, but the bottom line is the presumption that the child can do just fine with accommodations for their disability as long as non-instructional type supports are in place. _______________ , I can't quote the law for 504 the way I could IDEA, so I am not clear whether our district is using 504 correctly. I presume they are because they want to get the $$$ for reimbursement. My son recieves instructional services under 504, and if he needed speech./language services he would receive those as well. (The district keeps offering to give him that, even though his evals always say it's not necessary.) His TOD is intrinsic to his academic success. She works on specific learning issues, specific study skills, even curriculum content when it becomes an issue. She works with the indidivdual teachers throughout the year and at the beginning of each year runs a seminar on classroom techniques for teaching a D/HOH child for his teachers. She ahs taught the teachers how to administer his tests and many other seemingly simple tasks. I think that the difference in classification is based on the source of the need. Ian's needs are based on a " physical disabilty " instead of a " learning disability " so those instructional services can and are provided under 504. The school has repeatedly said that Ian has no " learning disabilities " as defined by the state and that is why they pushed so hard to move him over to 504. That said, I do not trust any district to automatically provide instructional services under 504 the way they do under IDEA. Which is why I fought for and got an IDEA classification. At that point (4th grade) he was academically behind and needed both TOD and remedial services to get him back on track. If the schools are acting correctly, then a child would never end up in crisis like that. The schools can provide for an HOH child under 504, but I think that the parents would have a much harder time making sure that the serivces are indeed appropriate. The built-in oversight under IDEA is easier to navigate than 504. Best -- Jill Quote Link to comment Share on other sites More sharing options...
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