# data[].attributes.headline
Mental Health Resources (DFW / National Hotlines)

# data[].attributes.subject
Mental Health Resources (DFW / National Hotlines)

# data[].attributes.body
https://roadtripnation.com/

# data[].attributes.attachment_link.readable_text
Menu

Three ways to start your career journey

20 years on the road

85M households reached annually on public TV

8,900+ videos of career and life stories

10M+ students with access to our tools

Explore right from your inbox.

Subscribe to our newsletter to stay updated on new road trip opportunities, documentary releases, and more!

This is Roadtrip Nation.

Copyright © Roadtrip Nation. All Rights Reserved.

# data[].attributes.attachment_link.title
Roadtrip Nation | Find your career roadmap

# data[].attributes.attachment_link.description
Explore your career options and find professions that match your interests by reading about how inspiring people started doing what they do.

# data[].attributes.headline
Career Resources for College Students with Disabilities

# data[].attributes.subject
Career Resources for College Students with Disabilities

# data[].attributes.attachment_link.provider_name
The NCCSD Clearinghouse and Resource Library

# data[].attributes.attachment_link.readable_text
Here are a few resources to get you started. If you have any questions, please contact the National Center for College Students with Disabilities (NCCSD) at nccsd@ahead.org. If you don't find what you need, please use the Search box on the home page or let us know - we'll do our best to find what you need.

The first stop in finding out about internships or co-operative education (co-op) opportunities is your campus Career Services office. They'll have access to a variety of programs and many work with the campus Disability Services office, so you can ask if they know of opportunities for disabled students.

Some additional programs to check out:

The Viscardi Center
The Emerging Leaders Internship Program places college students with disabilities in internships at a wide spectrum of businesses nationwide.

American Association of People with Disabilities (AAPD)
Each summer, AAPD places college students, graduate students, law students, and recent graduates with all types of disabilities in paid 10-week summer internships in Congressional offices, federal agencies, non-profit, and for-profit organizations in the Washington, DC area.

# data[].attributes.attachment_link.description
Here are a few resources to get you started. If you have any questions, please contact the National Center for College Students with Disabilities (NCCSD) at nccsd@ahead.org. If you don't find what you need, please use the Search box on the home page or let us know - we'll do our best to find what you need.

# data[].attributes.attachment_link.description
You are not authorized to access this page.

# data[].attributes.attachment_link.title
Advanced Academics | Texas Education Agency

# data[].attributes.attachment_link.readable_text
They say that everything is bigger in Texas - and it seems that includes scholarships for college students. Texas scholarships supply a massive amount of financial aid for aspiring students each year.

Maximizing those scholarship opportunities can help you minimize your student loans and make it easier to attend college without having to worry about untenable student loan debt upon graduation. Read below to learn how to qualify for a Texas scholarship, how they work and where to find them.

What is a Texas Scholarship?

There are many scholarship providers that focus on a specific region or state. And as the second-most populous state in the country, Texas has a wide variety of local scholarships as well as a number of scholarships for those not from Texas, but attending college in the Lone Star State.

There are Texas scholarships for students living anywhere in the Lone Star State, as well as for those living in specific cities or counties. For example, the Mark Kilroy Foundation Scholarship program only gives out awards to students from Brazoria or Galveston County.

Some Texas scholarships may be considered merit scholarships and are given to students for general academic success, while others include more specific career or academic requirements. For example, the G.B. Mann Scholarship is given to a student who is majoring in civil engineering and is also from Collin, Cooke, Dallas, Denton, Ellis, Kaufman, Navarro or Rockwall County.

How to apply for Texas Scholarship

Requirements for Texas scholarships may vary depending on the provider. First, start by compiling all of the scholarships you're eligible for and rank them by the due date. Make sure to focus on the scholarships you're a good fit for.

To qualify for a school-based scholarship, you may have to complete the Free Application for Federal Student Aid (FAFSA). Many schools mandate that students submit the FAFSA before they can be considered for internal grants and scholarships.

Also, if you're attending school in-state, you must submit the FAFSA to receive the TEXAS Grant, a state-based grant only given to local students attending a Texas school. The Tuition Equalization Grant Program (TEG), which provides up to $5,246 per year, also requires the FAFSA.

Frequently Asked Questions about Texas Scholarships

What are the best Texas scholarships?

Most of the best Texas scholarships are given by specific universities to their students. For example, the University of Texas-Austin provides free tuition for students with a household income that is less than $65,000. The school offers tuition assistance for students with a household income between $125,000 and $65,000.

Also, the state of Texas offers free tuition for one year for valedictorian students who attend an in-state school. This is only available for graduates of Texas high schools.

Do I have to attend school in Texas to be eligible for a Texas scholarship?

Scholarship providers can set their own eligibility requirements, and many do not mandate that students attend a Texas school to receive a Texas scholarship. There are some scholarships that require you to be a Texas resident only, some that require you attend a Texas school and some will require both residence and attendance in Texas. Make sure you read through all the requirements and understand what the rules are.

Do I have to be from Texas to receive a Texas scholarship?

In many cases, you must be a current Texas resident to qualify for a Texas scholarship. Each scholarship may have their own residency definition, but it often means living in the state for at least one year.

There may be some rare exceptions. For example, the Good Neighbor Scholarship Program offers 12 months of free tuition at a Texas school to students from a country in the Western Hemisphere, excluding the U.S. or Cuba.

Also, the University of Houston Tier One Scholarship is available for both in-state and out-of-state students. Out-of-state students will receive a tuition waiver granting them in-state status at the University of Houston.

Some scholarships may accept students who either attend school in Texas or who graduated from a Texas high school. For example, the Austin Alliance for Women in Media Scholarship requires that you either attend a school in the Austin area or have attended high school in Austin.

Where can I find Texas scholarships?

Texas scholarships are available through online scholarship databases like Scholarships.com. The Texas Higher Education Coordinating Board also has a list of scholarships for Texas students.

The school you attend may also be a good source for Texas scholarships. For example, the University of Texas offers the C.R. Smith Endowed Scholarship, which pays between $10,000 and $12,000 per year for up to five years of undergraduate study.

When applying to college, visit the financial aid website and figure out how to maximize your scholarship opportunities. Some schools may have a separate scholarship application that you must complete in order to qualify for all potential scholarships.

Explore more scholarship categories

# data[].attributes.attachment_link.description
Unlock your potential with college scholarships for Texas students. Browse the best scholarships and view personalized scholarship matches.

# data[].attributes.attachment_link.readable_text
The ACT is an assessment created and administered by ACT, Inc. and has been used as a college admissions test since 1959. Students may take the ACT to gain entrance into a four-year university, obtain scholarships, and/or assess their readiness for freshman-level college coursework. TEA recommends six steps for students and educators to prepare for and administer the ACT.

TEA supports and aligns with the Texas Higher Education Coordinating Board in their 60x30TX goal, which states that at least 60 percent of Texans ages 25-34 will have a certificate or degree by 2030. By taking a college prep exam, such as the ACT, Texas students expand the number of postsecondary options available to them.

Before Exam

Step 1: Choose Which Test to Take

Students and administrators/educators can check out this useful comparison chart to identify similarities and differences between the college preparation assessments (SAT, ACT, and TSIA) and determine which one(s) is the best fit.

Step 2: Schedule and Register for Examination

School Day Administration
Over 200 school districts have participated in ACT School Day testing at least once in the last two years. ACT School Day offers an opportunity for students to take the assessment on their campus during the school day. By administering the assessment on a school day, districts/campuses increase access and reduce barriers for many students who may not be able to test on a Saturday (i.e., working students, students without transportation, etc.). Administrators can learn more about signing up for 2021-2022 ACT School Day here.

Weekend Test Administrations (National Day)
Students may also take the exam on weekends if their school does not offer ACT School Day. Students can register individually and choose their testing site.

Cost and Fee Waivers
House Bill 3 (HB 3), which passed in the 86th legislative session, permitted the state to reimburse districts for the amount of fees paid by the district for the administration of a college preparation assessment. This means that eligible students may take one SAT, ACT, or TSIA in the spring of their junior year or during their senior year for free (at state cost)!

As a result, TEA entered into a contract with the ACT, Inc. to negotiate a statewide rate for SAT School Day. The rates for the next four years are as follows:

Additionally, eligible students may use fee waivers to pay for national testing.

Step 3: Prepare and Study

Both the student and the teacher have an active role in exam preparation. Fortunately, ACT, Inc. has created several resources for both parties.

For Students:

For Educators:

Exam Day

Step 4: Take the Test

It's time to take the exam. Check out these links for what to expect on test day and a test day checklist about items to bring with you.

Support for English Learners - ACT provides supports on the test to U.S. students who are English learners to ensure that the ACT scores earned by English learners accurately reflect what they have learned in school. To qualify, students must be enrolled in a school district's English Learners (EL) program.

ACT provides access to the ACT test for examinees through appropriate accommodations. More information on accommodations can be found by accessing the accommodations landing page.

After Exam

Step 5: Evaluate Scores

Students and administrators can expect to receive scores within 3-8 weeks after taking the exam.

What do the scores mean? Find resources for educators and students on how to interpret scores.

Retake if needed! If students are unhappy with their scores, they can return to Step 3 and retake the assessment if needed.

Administrators and educators can help celebrate student success with the ACT recognition club toolkits.

ACT, Inc. recently rolled out new changes like superscoring, which considers the highest scores of each section on the test for students who take the test multiple times.

Step 6: Plan for Postsecondary and/or Apply to College

Once they've taken the exam, students should apply to universities and scholarships and discover endless possibilities.

Apply Texas - Universal application platform for all Texas public institutions of higher education.

Common App - Application platform for public and private colleges and universities across all 50 U.S. states and 20 countries.

Financial Aid & Scholarships - Millions of dollars go unclaimed every year, so students, parents, educators, and administrators should extensively research financial aid options. Additionally, students can access SwiftStudent, a free digital tool that explains the financial aid appeals process.

College Scorecard -This tool, created by the US Department of Education, allows students to search for college matches based on a variety of factors, including ACT score admission requirements.

Send scores - If not done already, students should send scores to colleges. Students can send four free score reports or up to sixteen if using a fee waiver.

Free ebook created by ACT on how to prepare for college in a virtual environment.

Texas OnCourse - premier college and career planning website with middle school curriculum, advising training, data dashboards, student resources and more.

# data[].attributes.attachment_link.description
The ACT is an assessment created and administered by ACT, Inc. and has been used as a college admissions test since 1959. Students may take the ACT to gain entrance into a four-year university, obtain scholarships, and/or assess their readiness for freshman-level college coursework.

# data[].attributes.attachment_link.title
Financial Aid Requirement | Texas Education Agency

# data[].attributes.attachment_link.description
In accordance with Texas Education Code (TEC), §28.0256, beginning with students enrolled in 12th grade during the 2021-2022 school year, each student must do one of the following in order to graduate:

# data[].attributes.attachment_link.description
Sallie Mae is a student loan company with over 40 years of providing student loans for college, supporting graduate and undergraduate study, and more. Apply for a Sallie Mae student loan today!

# data[].attributes.attachment_link.readable_text
State Career Cluster Pages

State Career Cluster Pages

Grade range: N/A

Release date: 08-07-2017

Tags: Career Cluster, Art, A/V, Technology, Communication, Resource, Architecture, Construction, Resources, AFNR, Agriculture, Food, Natural Resources, Business, Management, Administration, Education, Training, Health Science, Career Pathway, Human Services, Law, Public Safety, Corrections, Security, CTE, IT, Information Technology, Manufacturing, Career Pathways, STEM, Science, Engineering, Mathematics, Math, Transportation, Distribution, Logistics, TDL, Energy, Oil and Gas, Refining

Description

This binder contains links (below) to each of the state career cluster pages.

Scroll down to the list below, and click on the career cluster link to view the page.

Resources

Agriculture, Food, and Natural Resources Career Cluster

This resource provides an overview of the Agriculture, Food, and Natural Resources (AFNR) Career Cluster and provides links to related student, parent, and teacher resources.

Architecture and Construction Career Cluster

This resource provides an overview of the Architecture and Construction Career Cluster and provides links to related student, parent, and teacher resources.

Arts, Audio/Video Technology, and Communications Career Cluster

This resource provides an overview of the Arts, A/V Technology, and Communications Career Cluster and provides links to related student, parent, and teacher resources.

Business, Marketing, and Finance Career Cluster

This resource provides an overview of the Business, Marketing, and Finance Career Cluster and provides links to related student, parent, and teacher resources.

Education and Training Career Cluster

This resource provides an overview of the Education and Training Career Cluster and provides links to related student, parent, and teacher resources

Energy Career Cluster

This resource provides an overview of the Energy Career Cluster and provides links to related student, parent, and teacher resources.

Health Science Career Cluster

This resource provides an overview of the Health Science Career Cluster and provides links to related student, parent, and teacher resources.

Hospitality and Tourism Career Cluster

This resource provides an overview of the Hospitality and Tourism Career Cluster and provides links to related student, parent, and teacher resources.

Human Services Career Cluster

This resource provides an overview of the Human Services Career Cluster and provides links to related student, parent, and teacher resources.

Information Technology Career Cluster

This resource provides an overview of the Information Technology Career Cluster and provides links to related student, parent, and teacher resources

Law and Public Service Career Cluster

This resource provides an overview of the Law, Public Safety, Corrections, and Security Career Cluster and provides links to related student, parent, and teacher resources.

Manufacturing Career Cluster

This resource provides an overview of the Manufacturing Career Cluster and provides links to related student, parent, and teacher resources.

Science, Technology, Engineering, and Mathematics Career Cluster

This resource provides an overview of the Science, Technology, Engineering, and Mathematics (STEM) Career Cluster and provides links to related student, parent, and teacher resources.

Transportation, Distribution, and Logistics Career Cluster

This resource provides an overview of the Transportation, Distribution, and Logistics (TDL) Career Cluster and provides links to related student, parent, and teacher resources.

# data[].attributes.attachment_link.description
Tags: Career Cluster, Art, A/V, Technology, Communication, Resource, Architecture, Construction, Resources, AFNR, Agriculture, Food, Natural Resources, Business, Management, Administration, Education, Training, Health Science, Career Pathway, Human Services, Law, Public Safety, Corrections, Security, CTE, IT, Information Technology, Manufacturing, Career Pathways, STEM, Science, Engineering, Mathematics, Math, Transportation, Distribution, Logistics, TDL, Energy, Oil and Gas, Refining

# data[].attributes.attachment_link.title
National Institute of Mental Health (NIMH) - Transforming the understanding and treatment of mental illnesses

# data[].attributes.attachment_link.description
The Division of Intramural Research Programs (IRP) is the internal research division of the NIMH. Over 40 research groups conduct basic neuroscience research and clinical investigations of mental illnesses, brain function, and behavior at the NIH campus in Bethesda, Maryland. Learn more about research conducted at NIMH.

# data[].attributes.headline
How to Help a Child With An Anxiety Disorder

# data[].attributes.subject
How to Help a Child With An Anxiety Disorder

# data[].attributes.attachment_link.readable_text
When worrying gets in the way of a child's functioning, parents need to get help rather than arranging the child's life to avoid the occasions of anxiety.

Credit... Getty Images

By

Anxiety disorders, the most common mental health problems in children and adolescents, often go untreated while children suffer, even though there are effective treatments available, according to a new report on anxiety in children and adolescents from the Child Mind Institute in New York. Anxiety may be missed because it doesn't necessarily declare itself with attention-getting disruptive behaviors; in fact, symptoms may keep some children quiet and inhibited, though in other children, alternatively, anxiety may be misunderstood as oppositional behavior.

Adults may also assume that anxiety in a child is just a phase to be outgrown. A certain amount of anxiety is a normal aspect of development for young children - consider separation anxiety, for example - and it can even be protective, since children need to learn to keep themselves safe and anticipate certain kinds of dangers. But when worrying or avoiding possible threats gets in the way of a child's functioning or a child's enjoyment, it should be a signal to parents that help is needed, not just watching and waiting, not arranging the child's life to avoid the occasions of anxiety.

Kathleen Merikangas, the senior investigator and chief of the Genetic Epidemiology Research Branch at the National Institute of Mental Health, said, "To me, anxiety is one of the most underrecognized or under-treated conditions of childhood and adolescence." These children can get missed, she said, because they may seem to be functioning well; many don't have the kinds of developmental problems or attention issues that draw attention in school, though they may be suffering.

Consider the child whose anxiety about speaking in public gets in the way of participating in class. The child may be silent out of a fear of being laughed at or otherwise rejected, Dr. Merikangas said, but to the teacher, it may look like the child is just not interested. Environmental modifications can really help these children thrive in school, she said; for example, working in small groups with children they know.

The new report, released in September, summarizes the evidence that early temperament in children predicts their later behavior patterns around anxiety; toddlers who show what are called "behaviorally inhibited" behaviors, which parents are likely to perceive as extreme shyness, or anxiety around new people, are more likely to develop social anxiety later on. That doesn't mean that shyness is pathological (as with all varieties of temperament, there's a wide range of function), but it does suggest how important it is to help a child with this temperament who develops difficulties.

The tendency toward anxiety - and toward some specific forms of anxiety, like phobias - may persist throughout childhood and adolescence and into adulthood. And anxiety is closely tied to depression, Dr. Merikangas said. Although there have been reports that anxiety rates among American teenagers have soared, she cited evidence that the international rates of the underlying disorders had stayed consistent from 1998 to 2013; there is no global "epidemic" of clinical anxiety disorders, she said.

But with rates of suicide and suicidal ideation on the rise, it's particularly important to provide information to schools and to parents about recognizing anxiety and getting children help.

Dr. Harold Koplewicz, the president of the Child Mind Institute, said that when anxiety disorders in children are left untreated, anxiety can inhibit their lives, making standard daily activities difficult, from attending school to sleeping in their own beds, and lead to many extra visits to the school nurse or the pediatrician.

But beyond that, he said, "people underestimate that this is a gateway disorder." If children don't get help with these disorders, they may be at risk to develop other mental health problems; the child with severe separation anxiety may develop panic disorder, he said; the child with untreated general anxiety may be at greater risk for depression.

Dr. Merikangas was a co-investigator on a national study of mental disorders in adolescents, which has shown both that anxiety disorders were the most common mental health problems in adolescents in the United States, and also the problems that showed up earliest in those children's lives - the mean age of onset for anxiety disorders was 6. But many adolescents had never received treatment. That makes it essential to get the word out, Dr. Merikangas said, that anxiety is "one of the most treatable symptoms and syndromes, we can really change their lives with minimal intervention."

"All these disorders are remarkably treatable," Dr. Koplewicz said. There are highly effective behavioral and psychosocial therapies, including cognitive behavioral therapies, to help children cope with the demands of daily life. For children who don't respond to psychosocial therapies, he said, medications can be added.

But perhaps because anxiety is a normal response, parents often believe that even severe and disabling anxiety symptoms are just a phase, and on average, there is a two-year lag between the time children develop anxiety and the time they get help. "It's bad for these children's brains," he said. "Having your brain's thermostat miss-set is not good for your brain."

"Anxiety can manifest itself along a continuum," said Rachel Busman, the senior director of the anxiety disorders center at the Child Mind Institute. The report shows that there is some overlap with physical illnesses, such as chronic headaches or stomach aches, often coordinated with school. "That could be a kid's way of saying, 'I'm anxious,'" she said.

And when a child who is having a lot of difficulty with separation gets into the classroom, Dr. Busman said, that child may start throwing things, or running and hiding, and that "bad behavior" may represent the fight or flight response of anxiety. "We've also seen kids who have intense social anxiety and their way of managing it is to be class clown," she said.

Treating children with anxiety always means working with their parents. Jerry Bubrick, senior clinical psychologist at the anxiety disorders center of the Child Mind Institute, said that when children are little, it's normal for parents to operate in "fix-it mode," blocking the staircase so a toddler doesn't tumble down, averting problems before they happen.

As children get older, parents normally pull back, helping children find solutions of their own. "But anxious parents of anxious children remain in fix-it mode," he said, helping their children avoid the situations that make them anxious. Therapy involves exposing children to those situations and helping them develop strategies to manage them; with treatment, Dr. Bubrick said, parents can "let the child experience the anxiety and learn to tolerate and overcome it on their own."

"If you see things you're not sure about, talk to the preschool, talk to the pediatrician, be open to the idea that maybe there is anxiety," even in a young child, Dr. Busman said. Separation anxiety can be a problem even in children who are able to go to school, she said. Parents should pay attention if a child can't be left with a babysitter, a child can't sleep alone at home."These are the kids, they go into the bathroom, and they're like, are you still there?" she said. "We do see really young anxious children."

"If your child is suffering distress and dysfunction, reach out to your pediatrician," Dr. Koplewicz said. When you get to a mental health professional, "make sure you ask the right questions," he said, including asking whether that person has specific experience with treating anxiety and how long the treatment is expected to take.

"You want a professional who understands what they're doing and can explain to you what they're doing."

# data[].attributes.attachment_link.title
How to Help a Child With an Anxiety Disorder

# data[].attributes.attachment_link.description
When worrying gets in the way of a child's functioning, parents need to get help rather than arranging the child's life to avoid the occasions of anxiety. By Anxiety disorders, the most common mental health problems in children and adolescents, often go untreated while children suffer, even though there are effective treatments available, according to a new report on anxiety in children and adolescents from the Child Mind Institute in New York.

# data[].attributes.headline
Counseling Youth Who Have Bipolar Disorders

# data[].attributes.subject
Counseling Youth Who Have Bipolar Disorders

# data[].attributes.attachment_link.title
Is it a modification or is it an accommodation(1)

# data[].attributes.attachment_link.readable_text
Both Individualized Education Programs (IEPs) and 504 plans can offer formal help for K-12 students who are struggling in school. They're similar in some ways but very different in others. This chart compares them side by side to help you understand the differences.

A blueprint or plan for a child's special education experience at school.

A blueprint or plan for how the school will provide support and remove barriers for a student with a disability.

To get an IEP, there are two requirements: A child has one or more of the 13 disabilities listed in IDEA. The law lists specific challenges, like learning disabilities, ADHD, autism, and others. And the disability must affect the child's educational performance and/or ability to learn and benefit from the general education curriculum. The child must need specialized instruction to make progress in school.

To get a 504 plan, there are two requirements: A child has any disability. Section 504 covers a wide range of different struggles in school. And the disability must interfere with the child's ability to learn in a general education classroom. Section 504 has a broader definition of a disability than IDEA. (It says a disability must substantially limit one or more basic life activities. This can include learning, reading, communicating, and thinking.) That's why a child who doesn't qualify for an IEP might still be able to get a 504 plan.

There are strict legal requirements about who participates. With a few exceptions, the entire IEP team must be present for IEP meetings. The team must include:

The rules about who's on the 504 team are less specific than they are for an IEP. A 504 plan is created by a team of people who are familiar with the child and who understand the evaluation data and special services options. This might include:

* The child's parent or caregiver

* General and special education teachers

* The school principal

* The child's parent or caregiver

* At least one of the child's general education teachers

* At least one special education teacher

* A school psychologist or other specialist who can interpret evaluation results

* A district representative with authority over special education services

The IEP sets learning goals and describes the services the school will provide. It's a written document. Here are some of the most important things the IEP must include:

There is no standard 504 plan. Unlike an IEP, a 504 plan doesn't have to be a written document. A 504 plan generally includes the following:

* Specific accommodations, supports, or services for the child

* Names of who will provide each service

* Name of the person responsible for ensuring the plan is implemented

* The child's present levels of academic and functional performance - how the child is currently doing in school

* Annual education goals for the child and how the school will track progress

* The services the child will get - this may include special education, related, supplementary, and extended school year services

* The timing of services - when they start, how often they occur, and how long they last

* Any accommodations - changes to the child's learning environment

* Any modifications - changes to what the child is expected to learn or know

* How the child will participate in standardized tests

* How the child will be included in general education classes and school activities

When the school wants to change a child's services or placement, it has to tell families in writing before the change. This is called prior written notice. Notice is also required for any IEP meetings and evaluations. Families also have "stay put" rights to keep services in place while there's a disagreement about the IEP.

The school must notify families about an evaluation or a "significant change" in placement. Notice doesn't have to be in writing, but most schools do so anyway.

How to resolve disputes

IDEA gives families several ways to resolve disputes (usually in this order):

Section 504 gives families several options for resolving disagreements with the school:

* Mediation

* Alternative dispute resolution

* Impartial hearing

* Complaint to the Office for Civil Rights (OCR)

* Lawsuit

* Mediation

* Due process complaint

* Resolution session

* Civil lawsuit

* State complaint

* Lawsuit

And if you need help navigating special education law in your state, consider reaching out to your local Parent Training and Information Center. The people there can answer questions and give practical advice on issues specific to your area.

Do you want to learn more about how IEPs and 504 plans compare? Watch as an expert explains the differences between them.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

# data[].attributes.attachment_link.title
IEP vs. 504 Plan: What's the Difference?

# data[].attributes.attachment_link.description
Individualized Education Programs (IEPs) and 504 plans are similar but different. See how they compare in what they provide and the processes and laws involved.

# data[].attributes.headline
Accommodations for Students with Bipolar Disorder

# data[].attributes.subject
Accommodations for Students with Bipolar Disorder

# data[].attributes.attachment_link.readable_text
Error! You must specify a value for the Video ID, Width, Height and Anchor parameters to use this shortcode!

Not all students who have disabilities require specialized instruction. For students with disabilities who do require specialized instruction in the United States, the IDEA controls the procedural requirements and an IEP is developed. "Special education" under IDEA means the child has been identified as having unique educational needs related to his/her disability and is entitled to an Individualized Education Program (IEP) to meet these needs.

The IDEA process is more involved than that of Section 504 of the Rehabilitation Act. The IDEA requires that measurable growth and progress towards written goals and objectives be documented.

For students with disabilities who do not require specialized instruction but need the assurance that they will receive equal access to public education and services, a document is created to outline their specific accessibility requirements. Section 504 is a federal civil rights law. The purpose of Section 504 is to protect persons with disabilities against discrimination for reasons related to their disabilities.

While students with a 504 plan do not require specialized instruction, and specific goals and objectives are not necessarily outlines nor is data tracked, the plan should be reviewed annually to ensure that the student is receiving the most effective accommodations for his/her specific circumstances.

Unlike IDEA, Section 504 does not guarantee that a child with a disability will receive an individualized educational program that is designed to meet the child's individual educational needs. Rather, it guarantees that accommodations will be made relative to their specific medical needs.

Eligibility for protections under Section 504 depends on the child in question having a physical or mental impairment which must substantially limit at least one major life activity. Major life activities include walking, seeing, hearing, speaking, breathing, learning, reading, writing, performing math calculations, working, caring for oneself, and performing manual tasks. Section 504 requires an evaluation that draws information from a variety of sources.

A child who receives Section 504 protections has fewer rights than the child who receives special education services under the IDEA. The child who receives special education services under the IDEA is automatically protected under Section 504.

Section 504 is designed to guarantee that children with disabilities will not be discriminated against. It is also important to understand that if your child does not qualify for special education services under IDEA, your child does not have the procedural protections that are available under the IDEA.

Under Section 504, the child with a disability may receive accommodations and modifications that are not available to children who are not disabled. These accommodations and modifications are also available under IDEA. For example; accommodations could include, but not be limited to, such things as:

Tests taken in a separate location with time limits waived or extended.

The use of a word processor due to fine motor, visual motor deficits.

Shortened assignments.

Standardized tests answers written directly in the test booklet and transferred onto answer sheet by teacher or assistant.

Class notes provided rather than having the student copy from the chalkboard or overhead.

Allowing the child to leave the classroom 2 to 3 minutes early to avoid crowded hallways.

Preferential seating in the classroom.

Provision of a daily assignment sheet to be filled out by the student and verified by the teacher for accuracy. The parent could then check to make sure that all the work is accomplished. This would assist with homework prioritizing and management.

Please note: These are simply examples. All or none of these may be suitable for your child.

Students with bipolar disorder may or may not have a need for specialized instruction provided within an IEP. For some students, simply being granted accommodations that make allowance for the side effects of medications, related anxiety issues, or results of mood changes is sufficient.

Students with bipolar disorder who are well-controlled on medication may or may not be plagued by racing thoughts, distracting thoughts, an inability to concentrate, decreased energy; all of which will require modifications in the teaching environment or instructional strategies.

For other students, the side effects of medications may be significant enough to require changes in instruction provided or curriculum modifications. Some of the common side effects of medications include: tremors (trembling of hands), blurred vision, loss of coordination, slurred speech, sedation, ataxia (unsteady movement), dizziness, seizures. Some students with bipolar disorder may also have one of a number of other disabilities that impacts their access to the general education curriculum; such as vision or hearing impairment, learning disability, processing problems, or other disability. The co-morbidity rates of ADHD, anxiety disorder, conduct disorder, oppositional-defiant disorder and learning disabilities in students with bipolar disorder tell us that we should explore all avenues available to meet the educational needs of our children.

The following accommodations are meant to serve as a resource for parents unsure of what possibilities exist:

Students on some medications may need:

increased access to water, unlimited access to restrooms (particularly students taking Lithium)

decreased reading assignments or having books on tape or computer screen-reading due to blurred vision

modified school arrival, shortened day, scheduling of core content during the student's most alert time, reducing homework and extending deadlines, providing notes, allowing longer or more frequent breaks, allowing exercise or other movement due to sleep impairment or to sedation of medications

provision of notes and listening guides, work monitoring, extended time on assignments, extra set of books for home use, breaking assignments into more manageable pieces, use of checklists, providing written instructions and/or other visual cues, use of word banks on fill-in types of tests and other modifications that aid retrieval/memory, testing in a separate room, or extended test time, use of multiple choice formats, use of oral exams rather than written demands, use of noise-canceling headsets, - all for impaired concentration, memory

reducing or discontinuing homework may be necessary for some students due to difficulties with concentration, sleep patterns, mood irritability. For these students it may be necessary to schedule a resource room period at the beginning of the day to get assignments ready for the day, or at the end of the day to complete assignments before leaving school

preferential seating can be used to help with vision, focus, reduce visual or auditory distraction, allow for discrete monitoring

and while a 504 plan will simply list the type of accommodation needed and the reasons for it/them, an IEP must contain objectives that are written with specific criteria; such as -Given a grade level reading assignment of 1 chapter with 4 comprehension questions, (name) will answer the questions with 60/70/80% accuracy. Or given an assignment containing 5 long division problems, (name) will complete 3/4/5 problems at 80% accuracy.

# data[].attributes.attachment_link.title
Accommodations for Students with Bipolar Disorder and Related Disabilities - International Bipolar Foundation

# data[].attributes.attachment_link.description
Error! You must specify a value for the Video ID, Width, Height and Anchor parameters to use this shortcode! Not all students who have disabilities require specialized instruction. For students with disabilities who do require specialized instruction in the United States, the IDEA controls the procedural requirements and an IEP is developed.

# data[].attributes.attachment_link.provider_name
Individuals with Disabilities Education Act

# data[].attributes.attachment_link.title
Individuals with Disabilities Education Act (IDEA)

# data[].attributes.attachment_link.description
The U.S. Department of Education’s Individuals with Disabilities Education Act website brings together department and grantee IDEA information and resources. The IDEA makes available a free appropriate public education to and ensures special education and related services to eligible children with disabilities.

# data[].attributes.body
https://www.mhinnovation.net/resources/infographic-child-and-adolescent-mental-health

# data[].attributes.attachment_link.readable_text
Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial. Motivational interviewing is a form of therapy that creates a safe, non-judgmental environment for teens to establish their own goals and values and see how changing unhealthy behaviors can benefit them in the long run.

This series of articles comes from the Child Mind Institute, with most available in English and Spanish. Why might teens be resistant to therapy and how can parents and others to help them get the treatment they need? The articles explain how motivational interviewing can help teens gain the self-confidence to make important behavioral changes. To read more about motivational interviewing, and to connect with the articles in both English and Spanish, please visit CPIR's abstract.

# data[].attributes.attachment_link.title
Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities

# data[].attributes.attachment_link.description
Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial.

# data[].attributes.attachment_link.readable_text
In middle school, kids begin their exploration of identity in earnest, and they often experience the pressures of increased expectations. Technology makes these experiences a little more challenging to navigate, especially as social media becomes the primary way they communicate and share with peers.

This set of 15-minute activities will help you lead meaningful conversations with your students about working through the challenges that come with living in an ever-connected world. For the full collection of K-12 activities visit our SEL in Digital Life Resource Center.

Oversharing and Your Digital Footprint (Grades 6-8)
Social media can be a place to connect, learn, and, most of all, share. But do kids know how social media can influence how they feel and act online? Help students think critically about how the pressure to share on social media can affect their emotions, their behavior, and how other people see them online.

Checking Our Digital Habits (Grades 6-8)
We use digital media every day, from texting, streaming TV shows, and gaming all the way to using voice assistants or ordering our food online. For today's kids, it's a lot more than just "screen time." Through this quick activity, students reflect on their media use to identify a strategy for achieving balance in their online and offline lives.

Who Are You Talking to Online? (Grades 6-8)
Games, social media, and other online spaces give kids opportunities to meet and chat with others outside their real-life communities. But how well do kids actually know the people they're meeting and interacting with? Help students be discerning about the people they talk to online, the types of information they share, and the decisions they make when talking to others online.

Friendships & Social Media (Grades 6-8)
For most middle schoolers, being on social media can mean connecting with friends, sharing pictures, and staying up to date. But it can also mean big-time distractions, social pressures, and more. Help students reflect on both the positive and negative aspects of social media and how to use it in ways that build healthy and positive relationships.

Dealing with Digital Drama (Grades 6-8)
Miscommunication is a common occurrence online and on social media. Plus, the anonymity of being online makes it easier for someone to say things they wouldn't say in person. In this quick activity, students practice taking different perspectives to identify strategies they can use to de-escalate digital drama.
Image courtesy of Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action.

# data[].attributes.attachment_link.title
Middle School Activities to Promote SEL in Digital Life | Common Sense Education

# data[].attributes.attachment_link.description
Promote SEL and digital citizenship with these CASEL-aligned quick activities.

# data[].attributes.attachment_link.title
Child Mind Institute | Transforming Children’s Lives.

# data[].attributes.attachment_link.description
The Child Mind Institute is an independent nonprofit dedicated to transforming the lives of children struggling with mental health and learning disorders.

# data[].attributes.headline
Disruptive Behavior, Oppositional Defiant Disorder and Conduct Disorder

# data[].attributes.subject
Disruptive Behavior, Oppositional Defiant Disorder and Conduct Disorder