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Navigating the world of school as a new parent is a daunting task. We all remember being on the other side, the child headed off on a new adventure. Now we get to see it from the viewpoint of parenting. School shopping, back-to-school nights, and first-day jitters are the same for every child. Add in any type of neurodiversity though and school suddenly feels impossible.
One aspect of the American education system is the role of special education. Through numerous laws and programs, we have worked hard to make school accessible for all children. While this is wonderful, it does mean that parents with a child in the special education system have additional hurdles to jump.
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Who can have a 504 plan?
The Rehabilitation Act of 1973 or section 504 is one of the systems in place to help all children succeed. Section 504, or as most people refer to it, simply 504s, defines disabilities in a broader way than IDEA and IEPs. For more information about IEPs please see this post HERE. Most importantly, 504s cover ANY disability or impairment that substantially limits one or more major life activities. These limits are wide-ranging from seeing and hearing to concentrating and learning.
For many families with neurodiverse children, a 504 is a way to help your child succeed in school. Like any part of special education, it requires an evaluation by the school. Schools will take into consideration many different pieces. Notes from doctors and teachers, as well as administering additional tests as needed. Based on these results your child may qualify for additional services with a 504 plan. You can find a helpful flow chart showing the steps for both IEPS and 504s HERE.
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504 plans in action
The main purpose of a 504 is to help a child with any form of neurodiversity or impairment receive accommodations. These need to give the child the same opportunities their peers have, removing barriers to their participation in mainstream classrooms. These accommodations can take many forms depending on the child’s need.
For example, a child diagnosed with ADHD might have trouble concentrating for long periods in class. Some ways a 504 might help is by emphasizing keeping a quiet and clutter-free learning environment. Allowing the student to work in a different space, such as a hallway when they are struggling to pay attention, or giving the student worksheets one at a time.
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A child diagnosed with autism can have varying needs. For high-functioning individuals these might be giving them sensory tools to help them focus, allowing them quiet spaces, or even a chance to recharge outside of the classroom. Some examples of 504 accommodations can be found HERE.
The good, the bad, and the ugly of 504s
Now one thing I would like to emphasize is that many children who qualify for 504s might also qualify for an IEP. When I began our journey with special education years ago, I thought that a 504 was the precursor to an IEP. They are two very different things. A 504 plan is overseen by a teacher in the classroom. I have so much respect for teachers, having taught preschool myself, but trust me when I say, even the best teachers will struggle to remember everything that needs to be in place for your child. On the other hand, an IEP places a team of specialists with your child who can help support the classroom teacher, and make sure all accommodations are made. For more information, you can go HERE.
Both have a place in the educational system. Don’t make the mistake I did and think it would be better if your child only needs a 504. Additionally, with budget cuts and shortfalls in our public education system, special education services are often some of the “easiest” places to make cuts. Even with IEPs, my children have felt the pinch of these cuts. They have had teachers let go part way in the school year, and my children switched to another overloaded specialist. Beaurocrats often see 504s as easy places to cut funding, as sometimes individuals can argue that the impairment isn’t as bad as they first determined.
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When should you try to get a 504 plan?
Remember, you know your child and you know what can help them. So far, psychologists have yet to fully diagnose Rainbow’s neurodiversity. They have diagnosed her with generalized anxiety and sensory processing differences. We have not fully explored what these mean for her. She does not have a 504 at this point, because teachers are willing to work with what we know as parents. I have discussed with the school the possibility of having her evaluated though in case we run into a situation where her needs aren’t being met.
Rainbow needs fidgets, to work in quiet spaces with only a few peers, and to move sometimes. Right now she is allowed to bring quiet fidget toys to class, her teacher puts her in small groups who can work in the hall, and she has a chance every morning to go to the sensory room for 15 minutes. This has made a world of difference and if she wasn’t allowed these accommodations anymore I would need to advocate for her.
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Advocating is always the first step
Whether your child needs an IEP, a 504, or just an understanding teacher, remember it is your job to advocate for their needs. No one else can tell you what is best for your child. You know where they are struggling, and I guarantee you have some ideas to help. Don’t be afraid to talk to the staff at your child’s school about any concerns you have.
IEPs and 504s are legal ways to ensure accommodations.
Neither of them works though without the advocacy of strong moms like you.
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