Accommodations & Modifications
A 504 plan is a legal document that outlines a plan of instructional services for students in the general education setting. Students with ADHD often have a 504 plan. While not an IEP, the document usually describes the types of accommodations that will be made for a student in school. This section contains articles that provide helpful information about 504s and various types of accommodations.
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Read techniques from Rick Lavoie to help your child get organized for the new school year. Don't let their bedrooms and backpacks become black holes. They need effective systems and routines. Get them started right so they can remember their homework assignments, stick to deadlines, and develop organizational skills.
The Chicago Office of the Office for Civil Rights developed these materials in response to numerous requests from educators, parents and advocates in Wisconsin to clarify the requirements of Section 504 of the Rehabilitation Act of 1973, as amended, in the area of elementary and secondary education.
When to speak up? What to say? And to whom? College students with disabilities must answer these questions as part of developing the self-advocacy skills important for succeeding. Learn more about the typical attitudes a student may encounter on campus, and help rehearse the best response strategy: a self-advocate's good communication skills.
Helping struggling readers in the general classroom is a challenge, but The Access Center offers a solution. By using Response-to-Instruction’s tiered approach and Universal Design’s equal access philosophy, you can bridge the gap so that you are truly leaving no child behind.
Two laws, Section 504 of the Rehabilitaton Act and the Americans with Disabilities Act (ADA), protect the rights of disabled individuals in public schools. Who is eligible for the services and protections offered by these laws? How is eligibility and extent of disability determined? Due process procedures and required accommodations and modifications in public schools are summarized.
Section 504 states that any institution (including colleges and universities) receiving Federal financial assistance may not discriminate against disabled persons. This article explains how this law affects the admission process, participation in class and curriculum. What modifications can postsecondary institutions make to better accommodate the disabled?
Students: This article will help you get the accommodations you need. Get proper documentation of the learning disability. Find the person in charge of giving the accommodation. Then propose possible accommodations. You might start with the list of possibilities in this article. Then negotiate with the decision-maker, using the tips provided here.
Read about the SETT framework (Student, Environment, Tasks, and Tools) for individualizing assistive technology. The IEP team must analyze the student, environment, and tasks to propose the appropriate assistive technology. This approach can assure that the student actually uses the tools regularly for real learning.
Parents and advocacy groups: What do you say when you talk to your state officials about high stakes tests and statewide education assessments? Read this article for questions you can ask to assess the full and fair inclusion of students with disabilities. Assure that they receive the accommodations they need to show what they know.
Charter schools have become a hot topic across the country, with the number of charters exploding in recent years. In this info brief, we examine the challenges and successes of special education in charter schools, including issues related to enrollment, legal identity, infrastructure, school choice, and virtual charters.
Tips on how adults with learning disabilities can receive accommodations from colleges.
Do you want to take the GED Test? This article, by the General Educational Development Testing Service (GEDTS), tells you how to get the accommodations you need. Detailed information is provided on how to fill out the forms that document your needs.
Good communication between schools and parents is crucial for children with ADHD. In this article, there are many ideas to facilitate the home-school collaboration and help students succeed.
Learn your rights with this an essential primer on the Americans with Disabilities Act and how it affects people with learning disabilities.
In this article, Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) are defined, according to DSM-IV. What situations involving these disorders are covered by IDEA and Section 504? Best practices for working with the ADD/ADHD population of students are discussed as a proposed four-part "school-based model of intervention."
This article outlines and describes steps that adults with learning disabilities can take to become self-advocates and to request accommodations or services in the workplace.
Special education students need to be convinced often of their capabilities and need to try out new skills with the benefit of a safety net. The greater their belief in the likelihood of their success, the greater their effort is likely to be. That increased effort generally will result in greater success, leading to greater effort. Once that cycle can be established, student achievement is more likely guaranteed. Following are two of the student success stories from this year.
Expressive language, visual memory--these and a dozen other difficulties are processing deficits. These affect how people understand information from other people. To help your students, learn about processing deficits and the strategies that will help each one.
Compare and contrast Individuals with Disabilities Act (IDEA) and Section 504. Topics include identification, eligibility, evaluation, responsibilities for providing a free and appropriate education (FAPE), and due process for disagreements between parents and schools.