4/19/2023 0 Comments Adhd 504 accommodations![]() Let’s say your child takes twice as long on an assignment as another student because – due to their ADHD – they have a difficult time focusing or they need to get up and move around the classroom more often than their peers. The same applies if your child with ADHD is struggling in school academically. Simply put, if your child’s behavior is a “manifestation of their disability” – meaning caused by their ADHD, then your child is entitled to an accommodation.Īn accommodation is simply a strategy to help that student continue to access their education, feel confident, feel safe, feel comfortable to be in that learning environment. For example, is your child impulsive – do they speak out or blurt in class? That is definitely a hallmark manifestation of ADHD, no question about it. So, if your child is struggling behaviorally, but not academically at the moment there still must be a plan put into place that documents the behavior as a manifestation of the disability of ADHD. If your child with ADHD is struggling in school, it is the law that they are provided accommodations.īehavior is an important component to learning in the classroom. School administrators do not get to decide whether your child is entitled. That means your child is entitled to whatever accommodations they may need to access education. Being diagnosed with ADHD, your child has a qualifying disability (as that term is used in the law) - period. It’s really important that you know that. So just imagine if your child was in a wheelchair, you would expect there to be a ramp for them to access school, correct? The law that requires such access is exactly the same law that protects your child with ADHD in the school setting.ĪDHD is a qualifying disability under section 504. It was put into place for all situations – situations beyond just schools – and protects people with disabilities. There’s a law – specifically, Section 504 of the Rehabilitation Act of 1974. I’ll tell you what a 504 is and where it came about. Let’s assume for the sake of today’s topic that your child does not have a 504 plan. The teacher calls me everyday, or says she can’t focus or they’re constantly on “yellow” and “red,” the behavior charts are coming home, or they’re a high school student and they’re failing because they can’t remember to turn in work.” Today I really just like to start with: “My child has ADHD and (s)he’s struggling at school. Although 504s and IEPs are similar, they are also very different and they are two separate topics for us to cover at different times because it’s really too much to get into without some background information. Those can be very confusing topics when mixed together. Shaye Downey (SD): One of the things I’d like to start with and clarify, is that a lot of times I receive questions about both 504s and IEPs. ![]() That’s what we’re going to talk about today and I’m excited to get started with you, Shaye! Questions like: Where do I start? I don’t have anything in place yet, what do I do to start the process? What are my rights? What is the process I need to follow? Erin Snyders (ES): Today Shaye and I thought we would start at the beginning with the question of what to do when your child with ADHD is struggling – either behaviorally or academically – at school.
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