# data[].attributes.attachment_link.readable_text
​

Section 504 of the Rehabilitation Act of 1973 is a federal law that prohibits organizations that receive federal money from discriminating against a person on the basis of a disability. Section 504 typically applies to all public and many private schools.

Section 504 requires schools to make a "reasonable accommodation" for students with disabilities to allow them to participate in school and school-related activities. Section 504 Plans can be created to help students with disabilities get accommodations that are not covered by their IEPs. Or, students with disabilities who do not need an IEP may still get accommodations through a Section 504 Plan.

For example, a student who has diabetes may have a Section 504 Plan that includes a schedule for getting medication. A student who uses a wheelchair may have a Section 504 Plan that provides for special transportation during field trips.

Click here for A Comparison of ADA, IDEA, and Section 504.

Contact your local school​ for more information.

# data[].attributes.attachment_link.description
​ Section 504 of the Rehabilitation Act of 1973 is a federal law that prohibits organizations that receive federal money from discriminating against a person on the basis of a disability. Section 504 typically applies to all public and many private schools.

# data[].attributes.attachment_link.readable_text
A 504 plan is a blueprint for how the school will support a student with a disability and remove barriers to learning. The goal is to give the student equal access at school.

504 plans are formal plans that schools develop to give kids with disabilities the support they need. That covers any condition that limits daily activities in a major way.

504 plans often include accommodations. These can include:

Changes to the environment (like taking tests in a quiet space)

Changes to instruction (like checking in frequently on key concepts)

Changes to how curriculum is presented (like getting outlines of lessons)

Accommodations don't change what kids learn, just how they learn it. The goal is to remove barriers and give kids access to learning.

While it's rare, 504 plans can provide modifications. Unlike accommodations, modifications do change what a student is taught or is expected to learn. Students might get fewer homework assignments, for instance. Or they may be graded in a different way than their classmates.

The process for getting a 504 plan is different, and simpler, than the process for getting an IEP. But it varies from school district to school district

With 504 plans, schools look at information about a student from a few different sources. One source might be a medical diagnosis. Schools might also look at the student's grades, test scores, and teacher recommendations.

Families or schools can request a 504 plan through the school district's 504 coordinator. This person may also be the IEP coordinator. (Ask the principal if you're not sure who to contact.) The request must be in writing. The school will then hold a meeting to decide if the child qualifies and what supports are appropriate.

Legal rights under 504 plans

The 504 process has fewer protections than the special education process. But families can still play an important role by staying involved and making sure kids with disabilities get the same education as kids who don't.

Key takeaways

504 plans are designed to help kids with disabilities learn alongside their peers.

A 504 plan isn't the same as an IEP.

There are fewer safeguards in the 504 plan process than in the IEP process, so it's important to be proactive.

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

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

# data[].attributes.attachment_link.description
A 504 plan is a blueprint for how the school will support a student with a disability and remove barriers to learning. The goal is to give the student equal access at school. 504 plans are formal plans that schools develop to give kids with disabilities the support they need.

# data[].attributes.attachment_link.readable_text
What Is a 504 Plan?

A 504 plan is a way for schools to provide support for students with a disability so that they can learn in a regular classroom.

The name 504 plan comes from Section 504 of the Rehabilitation Act. This law prohibits discrimination against people with disabilities in programs or activities that receive federal funding (such as public schools or publicly funded private schools). This ensures that students with disabilities can get a free education that works for them.

Who Can Get a 504 Plan?

Students are eligible for 504 plans if they have a disability that limits daily life activities such as self-care, walking, seeing, breathing, hearing, speaking, or learning.

Students who need a 504 plan can include those with:

A student returning to school after a serious illness or injury also might get a 504 plan.

How Is a 504 Plan Made?

First, a parent, teacher or other school staff member, health care provider, or therapist asks the school to evaluate the student for a 504 plan. Every school handles 504 plans a little differently, but most have a 504 team that may include the principal, teachers, school nurse, guidance counselor, and psychologist. The team looks at a child's grades, test scores, medical records, and what teachers report about the student to decide if the student is eligible for a 504 plan.

If the 504 team decides that a student is eligible, they work with the parents to decide what kind of supports (called accommodations) the student needs to succeed. These are listed in the 504 plan.

What Does a 504 Plan Include?

The 504 plan is based on each student's needs and strengths. Accommodations can include:

sitting in a certain place or with a certain desk or chair in the classroom

extra time on tests and assignments

use of speech-to-text (dictation) for writing

modified textbooks (such as one that can be read aloud to the student)

adjusted class schedules

verbal (out loud) testing

allowing visits to the nurse's office

occupational therapy or physical therapy

Many other accommodations are available. If a parent asks for one that the school can't provide, the school might offer another one that would help. Most accommodations in 504 plans don't change what the student learns - rather, they remove barriers to learning.

The 504 plan should be reviewed at least yearly to make sure the accommodations are up to date and work for the student's needs.

How Do 504 Plans and Individualized Education Programs (IEPs) Differ?

The main difference is that:

A 504 plan provides accommodations so a student can learn in a regular classroom.

An IEP is a plan for specialized learning (for example, for dyslexia) or special education. 504 plans don't usually change what the child learns but IEPs can.

There are other differences too, such as who is eligible, who creates the plan, and how changes are made to the plan.

Some students have both a 504 plan and an IEP. For example, a student with autism spectrum disorder may have an IEP for learning supports and a 504 plan for occupational therapy.

What Happens if Parents Don't Agree With the School About the 504 Plan?

Sometimes parents and the school disagree on whether a child should have a 504 plan and/or what should be in it. If this happens to you, start by setting up a meeting to talk to the school 504 team. Schools want their students to succeed and will work with parents.

If you still have concerns, you can ask for a mediation session with a mediator. A mediator is professionally trained to help with the discussion without taking either side. If the issue is not resolved in the mediation session, you can request a due process hearing. You may need to get a lawyer for the hearing. You can also make a written appeal to the school district or the U.S. Office for Civil Rights saying that the school violated 504 rights.

How Can Parents Help?

You are your child's most important teacher and advocate. Help your child by building a strong relationship with the 504 team. This way, you show that you value education and that you want to work together respectfully to help your child succeed at school.

It also helps to:

Understand the 504 plan. Know what the accommodations are and how they will be used.

Talk to the school about how your child is doing. Let them know if you think the accommodations are working.

If you think you need to add or change accommodations, talk to the 504 team about your concerns.

# data[].attributes.attachment_link.description
Kids who have special needs in the classroom may be eligible for a government-supported learning plan.

# data[].attributes.body
1. Referral: By teacher or family
2. Eligibility: Is the student eligible for a 504 plan? Families and schools will work as a team to determine eligibility.
3. Plan Development: Families and schools work as a team to develop and put a plan into place that will assist the child in the classroom.
4. Monitoring: The plan is put into ACTION! Is the student making progress? Is there anything we can add to the plan to better assist the child?

# data[].attributes.attachment_link.title
Students with Disabilities: Special Education Categories

# data[].attributes.attachment_link.description
Common Acronyms Used in California Special Education

# data[].attributes.attachment_link.readable_text
Children develop in different ways and at different times. There are certain signs of reading or learning problems, though, that parents and teachers can watch out for. Learn about the different processes for identifying kids who need extra help to succeed in school. You may also want to browse the Struggling Readers section for additional resources.

Refresh your knowledge about how to assess core literacy skills. Try the Assessment module in our free, self-paced online course, Reading 101: A Guide to Teaching Reading and Writing.

Learn the warning signs for a child who may have difficulties with reading and why early intervention is so important.

Explore how children learn the relationship between sounds, letters, and words.

Professional Development Webcasts

U.S. Department of Education, Institute of Education Sciences

U.S. Department of Education, Institute of Education Sciences

Florida Center for Reading Research

# data[].attributes.attachment_link.description
Children develop in different ways and at different times. There are certain signs of reading or learning problems, though, that parents and teachers can watch out for. Learn about the different processes for identifying kids who need extra help to succeed in school. You may also want to browse the Struggling Readers section for additional resources.

# data[].attributes.attachment_link.readable_text
For kids to receive special education services, they need an IEP - an Individualized Education Program. If your child has been evaluated, the process of getting one has already begun. But there's still a lot to learn about how the process works and what your role will be.

This guide is designed to help you through every step of your IEP journey. It offers basic information, while also leading you to more detailed information and insights.

The more you know about IEPs, the more involved you can be in getting your child the best support possible.

If you just started learning about IEPs, you'll likely hear about many things that are unfamiliar to you. And you'll probably have lots of questions. Who gets an IEP? What's the difference between an IEP and a 504 plan ?

Having answers to your questions can help you decide if you want to pursue an IEP for your child. It can also help you advocate for your child with more confidence.

The process of getting an IEP for your child can be confusing. It's important to know what happens - and when. The first step is having an evaluation for special education. Then the school must decide whether your child qualifies for services and supports.

How will the school make that decision? What happens if the school decides your child isn't eligible?

If you've never seen an IEP before, the various documents can be hard to decipher. They cover many areas, using terms and information you'll likely have questions about. But all of those pieces - from testing results to goals for progress - add up to the best program of instruction and supports for your child.

The information in an IEP can give you a deeper understanding of your child's strengths and challenges. And it should lay out exactly how the school plans to help your child improve and build skills.

Your child's special education program kicks off with an IEP meeting. The entire IEP team will be there. You may also hear from professionals at school who were part of the evaluation process. Some might provide services or supports for your child. And that's just the first of many IEP meetings you likely will attend over the course of your child's school years.

IEP meetings can be stressful for some parents. Knowing what happens at IEP meetings can make it easier to navigate them.

The IEP journey continues well after your child's plan is put into place. From here on, you'll play a key role in making sure the plan is working and your child is making progress. But what does that involve? What should you be looking for or asking about?

The IEP will change over time (and your role might as well) along with your child's needs. You'll also be involved in crafting a plan for transitioning out of an IEP toward the end of high school. But you'll still be your child's number-one advocate throughout the school years - and beyond.

# data[].attributes.attachment_link.description
For kids to receive special education services, they need an IEP - an Individualized Education Program. If your child has been evaluated, the process of getting one has already begun. But there's still a lot to learn about how the process works and what your role will be.

# data[].attributes.attachment_link.readable_text
How can you ensure that your child's 504 plan meeting is productive? These tips will help you be proactive, prepared, and ready to participate in the meeting.

1. Make sure you're invited.

Federal law doesn't require schools to invite families to 504 plan meetings. However, most schools are happy to have you at the table, and most will invite you. Reach out to the school and make sure you have an invite. It's a good idea to ask about the meeting early in the school year so you can get it on your calendar.

2. Pull and review your child's records.

Get copies of your child's current 504 plan, recent progress reports, and report cards. Collect samples of homework, tests, and notes from the teacher. Gather your own notes and observations, too.

Review what you have, and look for issues that need attention. Where is your child making progress or still struggling? Which of the supports and services are (or are not) helpful? Are there any new challenges to report?

3. Think about accommodations.

There are many accommodations (or changes to how kids are taught) that can help students with 504 plans. To figure out which your child may need, consider all learning challenges, including organization and study skills.

If your child already has accommodations, do you think they're effective? If not, are there different things the school might try? For example, a child's assistive technology may need to be updated or changed. The school also needs to think about any new instruction and tools that might be more helpful for your child.

4. Help the 504 team get to know your child.

The school will put in place a 504 team to develop and update the plan. Although the team will have teachers and school staff, no one on the team knows your child the way you do.

During the 504 plan meeting, share what you know about your child's personality, interests, strengths, and struggles. Describe how your child manages homework and studying for tests. Also, tell the team about any activities outside of school. This will give the school insight into your child's abilities and interests. It also will remind the team to tailor the 504 plan to your child as an individual.

5. Ask for clarification.

Even if you're well prepared, you may hear new terms and words during a 504 plan meeting. When this happens, ask for an explanation. You have a right to understand every detail and decision. You may want to ask in advance for notes to be taken during the meeting. Then ask for a copy of the notes.

6. Make sure the plan is complete and specific.

The rules for writing a 504 plan aren't detailed, so schools have a lot of leeway on what to do. To get the best plan possible, ask the team to describe in detail what your child will receive. For example, a teacher or school staff member needs to be responsible for every service and accommodation listed in the plan. Their names should be included in the plan, too.

7. Ask for a copy of your child's new 504 plan.

After the meeting, ask the 504 team to send you a copy of your child's new 504 plan. Keep the plan in a safe but convenient place. That way you can look at it during the school year and take it with you to parent-teacher conferences.

About the Author

About the Author

Kristin Stanberry is a writer and editor specializing in parenting, education, and consumer health/wellness.

Reviewed by

Reviewed by

is co-author of Donna Volpitta, EdD The Resilience Formula: A Guide to Proactive, Not Reactive, Parenting.

# data[].attributes.attachment_link.description
How can you ensure that your child's 504 plan meeting is productive? These tips will help you be proactive, prepared, and ready to participate in the meeting. 1. Make sure you're invited. Federal law doesn't require schools to invite families to 504 plan meetings.

# data[].attributes.body
https://adayinourshoes.com/special-education-acronyms/

# data[].attributes.attachment_link.readable_text
There a number of reasons why a child may need to attend a special education program at school. Special education can help learners who struggle with developmental delays, such as dyspraxia or apraxia of speech, and/or children who experience challenges with literacy and numeracy because of a specific learning difference.

It may also be that a physical impairment is affecting a student's ability to learn in the same way as his or her peers and specific accommodations and materials are necessary. The basic requirement for a program to be considered special education is that it must address the individual learner's needs in a way that wouldn't be possible in a mainstream classroom. But just because a child receives extra support, it doesn't mean they are less intelligent or talented than their peers.

That's why one of the most important ways a parent or teacher can assist a child in special education is to focus on helping them find their strengths. For example, learners with dyslexia may have a hard time with reading but be extremely creative artists. Or a child with autism might struggle with interpersonal skills but be a whiz on the computer.

As every learner is unique, it's also key to introduce targeted strategy training that can help with skills development, and to provide access to the right accommodations, such as special pen and pencil grips for learners with motor skills difficulties who find it hard to hold a writing utensil, or a calculator for a child with dyscalculia who struggles with arithmetic.

Lastly, it can take a lot of physical and cognitive energy for some children to overcome the challenges posed by their difficulties/ disabilities. If studying is emotionally and mentally draining, plenty of encouragement and motivation are needed to prevent a child from developing a negative attitude toward school and learning.

What counts as special education?

Many students in special education spend most or part of their school day in regular classes. It may just be they attend their program in the morning or afternoon, or have a designated teaching assistant in class to support them. When support occurs outside of the regular classroom it may be referred to as " pulling out," whereas providing individual attention in a regular classroom is " pushing in."

Different students may benefit from different kinds of support and it will be up to the child's educational psychologist or SEN co-ordinator (SENCO) at the school to recommend the mode of instruction they think will work best. Social factors such as a child feeling embarrassed about needing extra attention or finding a regular classroom too distracting will factor into this decision.

In certain cases, a child and his or her parents may decide it is better to attend a private institution where all of the students have a specific learning difficulty vs. taking part in a special education program within a mainstream school.

Benefits of changing schools might include a student feeling more comfortable among peers if other children have the same or similar specific learning difficulties/ disabilities. In a specialist school, instruction is also delivered in a more flexible way. For example, in dyslexia schools much of the learning across subject areas is multi-sensory. Learn more about specialist dyslexia schools.

Special education differs from remedial education in that the former is for learners who struggle with disabilities or impairments, whereas remedial education is for any learner who may have fallen behind in the basic skills areas of the school curriculum, regardless of the cause. Some students may attend special education classes as well as a gifted education program if they are advanced in certain areas but need support in others.

How to help learners

1. Help them find and develop their strengths. The key to inclusive special education programs is understanding and accepting students for who they are. This means not just helping them overcome their weaknesses but assisting them in finding and developing their talents too. Some people associate special education needs with lower intelligence but this is not necessarily the case. Every student, no matter what learning difficulties they have, has strengths, even if he or she hasn't found them yet! Learn more about the strengths associated with dyslexia.

2. Provide the right strategy training and accommodations.
No two individuals are alike and this is especially true when it comes to students who struggle with physical impairments or specific learning differences such as dyslexia, ASD, and ADD/ADHD, where a wide spectrum of ability can present. Most diagnostic testing results in a report in which recommendations are made for strategy training that can help a student cope with any issues he or she is experiencing. It may be that certain accommodations are also needed, such as typing on a computer instead of writing by hand or reading worksheets printed on a particular colour paper in a special font. What's important is to review the progress a child is making periodically, so strategy training and accommodations can be adjusted to ensure the maximum benefit to the learner. Learn more about diagnostictesting for dyslexia.

3. Motivate and encourage.
Many learners in special education programs have to work harder than their peers to achieve the same results. School can beexhausting physically, mentally and emotionally. That's why it's so important to provide plenty of motivation and encouragement, especially to children who struggle with a specific learning difference that is hard to see. The worst-case scenario is that a child finds school difficult and begins to avoid learning as a result. You might try finding role models in successful individuals who have overcome a similar challenge, or use what you know about a child to find the points that drive them to achieve their best. Read more about motivation in these posts: The importance of motivation, Motivating learners to read, What motivates students to learn?

Why the language you use matters

In many countries, including the US, it is still common to hear the term learning disabilities used by both teachers and administrators in special education programs, as well as by parents and the learners themselves. Nonetheless, in the UK common usage is moving away from disabilities, which has a negative connotation, in favor of learning difficulties and learning differences.

The latter are more descriptive of the problems a learner faces, which can be challenging but still overcome, or the fact that someone who has been diagnosed with dyslexia or ADD/ADHD is not less able than his or her peers, they simply learn in a different way.

Avoiding the term "disabilities" also means students are less likely to struggle with low self-esteem as a result of being told they are "disabled." Every child has strengths and weaknesses and it's crucial to focus on areas in which students excel, as well as where they may need extra support. Learn more about encouraging learners with learning difficulties and the difference between self-esteem and self-confidence in these posts.

Study habits outside of school

Students in special education programs may require different teaching strategies during the school day, but they can also have particular needs when it comes to study habits at home.

Consider the kind of homework students do.

Many children will benefit from increased opportunities to repeat previously learned material. This means instead of working on a new problem set at home, or doing some reading to inform the next day's lesson, it may be better to review familiar material instead. They might repeat the same problem set they completed in class or go through a worksheet again, only this time on their own. Repetition is an excellent way to reinforce learning and help new concepts and facts make it into long-term memory. It can also boost confidence and self-esteem as the challenge level of working through a problem decreases with increased practice.

Consider the way in which learners do their homework.

For some special education students, it's important they be allowed to complete homework using a computer for writing, text-to-speech technology for reading, or a calculator for doing basic arithmetic. This might be because a learner struggles with dyslexia, dysgraphia or dyscalculia. There is no shame in making use of technology and it should in no way be seen as "cheating."

Think about how much work they should do and how long they should spend on it.

Many students in special education have to work harder than their peers to achieve the same results at school. They may feel frustrated by the constant challenges they face. That's why after a long school day, sometimes kids just need a break - a chance to recharge their batteries instead of jumping right back into more exercises and drills. This is especially true of learners with dyslexia and attention difficulties. Homework shouldn't take more than an extra hour or two at night and it's recommended the amount of work required be based on a learner's ability levels and agreed upon learning targets.

Touch-type Read and Spell

In some cases, it's useful to introduce an alternate program, one that teaches a new skill but also supports a student's basic abilities in reading and writing. Touch-type Read and Spell is a multi-sensory typing program that was developed specifically for learners with dyslexia and then adapted to support students with a variety of learning difficulties and physical impairments. It can help a learner make better use of recommended accommodations and write more efficiently and fluently on the computer.

Because it is typing plus reading and spelling, TTRS is also informed by a program of phonics that helps students to internalize the basics of English grapheme-phoneme mapping, which results in enhanced decoding ability, more reliable spelling skills, and improvements in sight reading.

TTRS is self-paced so no child feels left behind and includes plenty of built-in feedback to encourage and motivate. The curriculum is modular in design; learning takes place gradually and in bite-size steps. Students focus on accuracy before speed, which is particularly important when language disabilities or motor skills difficulties are present.

Many learners report increased confidence and self-esteem as a result of regular use.

# data[].attributes.attachment_link.title
3 Ways to help students in special education

# data[].attributes.attachment_link.description
There a number of reasons why a child may need to attend a special education program at school. Special education can help learners who struggle with developmental delays, such as dyspraxia or apraxia of speech, and/or children who experience challenges with literacy and numeracy because of a specific learning difference.

# data[].attributes.attachment_link.readable_text
20 Things Every Parent of Kids with Special Needs Should Hear

By Dr. Darla Clayton, PsyD, The Mobility Resource

1) You are not alone.
There may not be anyone else with the same constellation of symptoms as your child but there are people with similar challenges. Find those people. I have never met anyone with all of these same challenges as my kid but I have a strong network within each separate diagnosis. We have made wonderful friends and have found-and I hope provided-a great deal of support within each of these. I just have to pop onto one of my Facebook groups and I'm immediately reminded, I'm not alone.

2) You too deserve to be cared for.
We are placed in a position of caring for others nearly constantly. However, you still need and deserve to be cared for. That entails asking friends or family to bring a meal by every now and then, or going for a pedicure, or a date night, or whatever else you enjoy doing. Whatever makes you feel special and taken care of, take the time to enjoy it, you are worth it!

3) You aren't perfect-and that's ok!
No one is perfect. We all make mistakes. We can wallow in our goof-ups or move on! Try to shift your thinking, maybe there was a good reason you missed that appointment, that you were sure was on Tuesday but apparently was on Monday. Maybe your kiddo had a tough day at school and just needed the night off. Who knows? But beating yourself up isn't going to change the situation, so try to move on.

4) You are a superhero.
You may not leap buildings in a single bound or run faster than a speeding bullet but you are a superhero none the less. Everyday, you manage situations that a regular parent would think are impossible. You stretch tight muscles, remember pills, inject and infuse medicine. You hold hysterical children during horrendous medical procedures. You deal with tantrums and melt downs. And most often manage not to have a tantrum or melt down yourself. You encourage your child to do things doctors told you they would never do but you never gave up hope. You are a therapist, nurse, doctor, friend and confidante. You are no regular parent.

5) Therapy is play.
Having sat in on several therapy sessions, I have been frustrated by what I thought was premature discharge from therapy on more than one occasion. Since then, I have grown, I have learned and I have come to understand. For children, therapy is play and play is therapy. What I mean is that the best therapists find ways to make my son engage in challenging activities that he otherwise would have balked at, by making it a game that he wanted to play. We took a page from their book and did the same at home.

6) Play is therapy.
Yes this is different from number five. After discharge from therapy, we sought extra curricular activities for my son that would offer therapeutic benefits. He played sled hockey, runs on a track team, learned to shoot archery and takes swim lessons. All of this is therapy. He's learning, having fun and getting stronger. Win, Win and Win!

7) Make time to enjoy your kids
We super parents tend to be fairly busy and often over scheduled. However, while everything on your calendar is important, it's also important to make time to play, laugh, be silly and just enjoy your kids. Read to them, snuggle with them, engage with them with what's important in their worlds. Make memories outside of hospital walls.

8) You will be obligated to make heart wrenching decisions.
You will have to make painful decisions that hurt your heart and leave you questioning everything you thought you knew or understood. Know that you are doing your best, remember number three. I am guilty of agonizing over these types of decisions, they can become really overwhelming to me. Talk about your conundrum with others who get it and trust yourself to make the best decision. Make it move on and once it's made don't rethink it. Easier said than done, but worth a try!

9) You won't always get it right.
Many of the choices you are forced to make have no right answer, just the lesser of the hard and painful wrong choices. You will do your best but you won't always get it right no matter how many sleepless nights you spend agonizing over how to handle a situation.

10) Forgive yourself.
Yes, you will screw things up sometimes despite the very best of intentions. No amount of torturing yourself will make you feel better, nor will it help you to make better choices. Remember many of the toughest decisions have no right answer.
See also: 7 Confessions of a Special Needs Mom

11) Being a parent is hard. Being a parent to a child with extra needs is extra hard.
It can also be extra rewarding. Make us extra passionate. And will almost always make life extra interesting. With the challenges come the rewards. Sometimes you have to search your heart for the rewards but they are there if you look for them.

12) Parenting a child with extra needs is like a marathon.
For those folks who are trying to win a marathon, there are no breaks. If you want to stay in the race, you eat, drink and even pee while running. But our marathon will go on for the foreseeable future and beyond. So remember, you don't need to win, just make it to the end. The guy who comes in last place in the marathon, he took breaks, he stood and drank some water, grabbed a quick bite and used the porta-john for his business, then got back on the road. Give yourself those moments-however brief-that are for yourself. Goodness, you might even get to pee in peace every now and then.

13) Don't lose yourself.
Don't let being the parent of a special needs child create or reshape your identity. We are many things, being the parent to a child with special needs is part of our identity. But it shouldn't be all of our identity. When you focus all of your life, all of your contacts, all of yourself around your child and their needs, who you are can get lost. Find things in your life you enjoy doing, a glass of wine, a hobby, shopping for yourself.

14) Keep your sense of humor.
Certain things get under my skin, we all have our buzz issues, one of mine is people first language. But if you're not careful, you can become overly sensitive to so many things that people start to avoid your company. Many colloquialisms like "I almost had a stroke", or "I nearly had a heart attack" are disconcerting to parents whose children have in fact had a heart attack or a stroke. However try to remember that people are not making these comments to offend or upset you.

15) Celebrate the little things!
Brag about those accomplishments that might seem small to others but are huge for our kids! Our kids develop on their own clock, they learn many skills late and some they never master. A wiggled toe that couldn't wiggle before, a word, a sentence, a smile, a hug, whatever that milestone may be, share it with those who love you and your child.

16) Don't let typical parents get you down.
I know how hard it is to hear from parents that their child six months younger than yours is walking and yours isn't. Or dealing with the well meaning stranger who asks why your 2-year-old is scooting around on their butt rather than being up on their feet. Try to remember that these people lack the context that we are constantly embedded in. Explain, teach, be patient, raise awareness amongst those who just don't get it. And remember, typical parents deserve the right to brag too and their pride at their child's accomplishments is not meant as a knock to your amazing kiddo.

17) Don't compare.
This is another challenging one folks, but worth the work. All kids are different, typical, or with extra challenges and they will grow and develop at their own pace. If a developmental milestone isn't met as you think it should be, certainly talk to your child's doctor. Comparing, siblings, cousins, kids in the daycare class, or even comparing kids within the same disability type rarely serves to make you feel better. Your child is unique, and will have their own individual strengths and challenges.

18) You don't have to be "THAT" parent.
You know the one who clearly spent 10 hours creating the amazing snack shaped like an animal with licorice whiskers. The one who sends adorable treat bags for every holiday. The one who finds the coolest gifts for the teachers every year. And whose child is always dressed in the cutest outfits that somehow never get dirty. If that's the mom you are led to be, more power to you! However, I have found that there are always enough of those mom's in my kid's classes to keep them in cute snacks and treat bags. Since I have bigger fish to fry, I let them have all the glory!

19) Make time for your marriage.
Marriage is hard work, period. Parenting is hard work, period. Parenting a child with special needs, is especially hard work, period! For those of you who are married or in a relationship, make time for that relationship away from your children.
See also: The Barracuda Momma: Celebrating Mom's Gift of Sacrifice

20) Trust your instincts.
You know your children best. Doctors, teachers, therapists are all fantastic resources but if you don't feel like you're being heard, or your child's needs are being met, it's very reasonable to get a second opinion. Don't be afraid to fight for your child and their needs. While the professionals are experts in their areas, you are the expert on your child.
Answering to Mom, Mama and Mommy, Dr. Darla Clayton is a Coach and psychologist as well. She earned a doctorate in clinical psychology from Indiana University of Pennsylvania. She is a wife and a mother to two fantastic children, a 9-year-old son who has cerebral palsy and a 5-year-old daughter. Inspired by her son's success competing in adaptive sports, and concerned by the lack of sport options available to him, she founded Strong as Steel Adaptive Sports in 2011. The team provides sport specific training and opportunities for children ages 5 to 21 with physical disabilities and visual impairments. Disclaimer: Dr. Darla writes from the perspective of a mom in the midst of raising a child with a disability and one without. While she works as a psychologist in her other life, she would like to make it clear that she is in no way intending to offer medical or mental health advice through this venue.
Pre-Register for Abilities Expo Today...It's Free!

# data[].attributes.attachment_link.title
20 Things Every Parent of Kids with Special Needs Should Hear

# data[].attributes.attachment_link.description
By Dr. Darla Clayton, PsyD, The Mobility Resource 1) You are not alone. There may not be anyone else with the same constellation of symptoms as your child but there are people with similar challenges. Find those people. I have never met anyone with all of these same challenges as my kid but I have a strong network within each separate diagnosis.

# data[].attributes.attachment_link.readable_text
When it comes to learning disabilities, look at the big picture

All children need love, encouragement, and support, and for kids with learning disabilities, such positive reinforcement can help ensure that they emerge with a strong sense of self-worth, confidence, and the determination to keep going even when things are tough.

In searching for ways to help children with learning disabilities, remember that you are looking for ways to help them help themselves. Your job as a parent is not to "cure" the learning disability, but to give your child the social and emotional tools they need to work through challenges. In the long run, facing and overcoming a challenge such as a learning disability can help your child grow stronger and more resilient.

Always remember that the way you behave and respond to challenges has a big impact on your child. A good attitude won't solve the problems associated with a learning disability, but it can give your child hope and confidence that things can improve and that they will eventually succeed.

Tips for dealing with your child's learning disability

Keep things in perspective. A learning disability isn't insurmountable. Remind yourself that everyone faces obstacles. It's up to you as a parent to teach your child how to deal with those obstacles without becoming discouraged or overwhelmed. Don't let the tests, school bureaucracy, and endless paperwork distract you from what's really important-giving your child plenty of emotional and moral support.

Become your own expert. Do your own research and keep abreast of new developments in learning disability programs, therapies, and educational techniques. You may be tempted to look to others-teachers, therapists, doctors-for solutions, especially at first. But you're the foremost expert on your child, so take charge when it comes to finding the tools they need in order to learn.

Be an advocate for your child. You may have to speak up time and time again to get special help for your child. Embrace your role as a proactive parent and work on your communication skills. It may be frustrating at times, but by remaining calm and reasonable, yet firm, you can make a huge difference for your child.

Remember that your influence outweighs all others. Your child will follow your lead. If you approach learning challenges with optimism, hard work, and a sense of humor, your child is likely to embrace your perspective-or at least see the challenges as a speed bump, rather than a roadblock. Focus your energy on learning what works for your child and implementing it the best you can.

Focus on strengths, not just weaknesses

Your child is not defined by their learning disability. A learning disability represents one area of weakness, but there are many more areas of strengths. Focus on your child's gifts and talents. Your child's life-and schedule-shouldn't revolve around the learning disability. Nurture the activities where they excel, and make plenty of time for them.

Recognizing a learning disorder

By understanding the different types of learning disorders and their signs, you can pinpoint the specific challenges your child faces and find a treatment program that works.
[Read: Learning Disabilities and Disorders]

Helping children with learning disabilities tip 1: Take charge of your child's education

In this age of endless budget cuts and inadequately funded schools, your role in your child's education is more important than ever. Don't sit back and let someone else be responsible for providing your child with the tools they need to learn. You can and should take an active role in your child's education.

If there is demonstrated educational need, the school is required by law to develop an Individualized Education Plan (IEP) that delivers some educational benefit, but not necessarily one that maximizes student achievement. Parents who want the best for their kids may find this standard frustrating. Understanding special education laws and your school's guidelines for services will help you get the best support for your child at school. Your child may be eligible for many kinds of accommodations and support services, but the school might not provide services unless you ask for them.

Tips for communicating with your child's school

Being a vocal advocate for your child can be challenging. You'll need superior communication and negotiation skills, and the confidence to defend your child's right to a proper education.

Clarify your goals. Before meetings, write down what you want to accomplish. Decide what is most important, and what you are willing to negotiate.

Be a good listener. Allow school officials to explain their opinions. If you don't understand what someone is saying, ask for clarification. "What I hear you saying is..." can help ensure that both parties understand.
[Read: Effective Communication]
Offer new solutions. You have the advantage of not being a "part of the system," and may have new ideas. Do your research and find examples of what other schools have done.

Keep the focus. The school system is dealing with a large number of children; you are only concerned with your child. Help the meeting stay focused on your child. Mention your child's name frequently, don't drift into generalizations, and resist the urge to fight larger battles.

Stay calm, collected and positive. Go into the meeting assuming that everyone wants to help. If you say something you regret, simply apologize and try to get back on track.

Don't give up easily. If you're not satisfied with the school's response, try again.

Recognize the limitations of the school system

Parents sometimes make the mistake of investing all of their time and energy into the school as the primary solution for their child's learning disability. It is better to recognize that the school situation for your child will probably never be perfect. Too many regulations and limited funding mean that the services and accommodations your child receives may not be exactly what you envision for them, and this will probably cause you frustration, anger and stress.

Try to recognize that the school will be only one part of the solution for your child and leave some of the stress behind. Your attitude (of support, encouragement and optimism) will have the most lasting impact on your child.

Tip 2: Identify how your child learns best

Everyone-learning disability or not-has their own unique learning style. Some people learn best by seeing or reading, others by listening, and still others by doing. You can help a child with a learning disability by identifying their primary learning style.

Is your child a visual learner, an auditory learner, or a kinesthetic learner? Once you've figured out how they learn best, you can take steps to make sure that type of learning is reinforced in the classroom and during home study. The following lists will help you determine what type of learner your child is:

Is your child a visual learner?

Visual learners:

Is your child an auditory learner?

Auditory learners:

Is your child a kinesthetic learner?

Kinesthetic learners:

Studying Tips for Different Types of Learners

For visual learners:

Use books, videos, computers, visual aids, and flashcards.

Make detailed, color-coded or high-lighted notes.

Make outlines, diagrams, and lists.

Use drawings and illustrations (preferably in color).

Take detailed notes in class.

For auditory learners:

Read notes or study materials out loud.

Use word associations and verbal repetition to memorize.

Study with other students. Talk things through.

Listen to books on tape or other audio recordings.

Use a tape recorder to listen to lectures again later.

For kinesthetic learners:

Get hands on. Do experiments and take field trips.

Use activity-based study tools, like role-playing or model building.

Study in small groups and take frequent breaks.

Use memory games and flash cards.

Study with music playing in the background.

Tip 3: Think life success, rather than school success

Success means different things to different people, but your hopes and dreams for your child probably extend beyond good report cards. Maybe you hope that your child's future includes a fulfilling job and satisfying relationships, for example, or a happy family and a sense of contentment. The point is that success in life -rather than just school success-depends, not on academics, but on things like a healthy sense of self, the willingness to ask for and accept help, the determination to keep trying in spite of challenges, the ability to form healthy relationships with others, and other qualities that aren't as easy to quantify as grades and exam scores.

Six skills for success in life with a learning disability

A 20-year study that followed children with learning disabilities into adulthood identified the following six "life success" attributes. By focusing on these broad skills, you can help give your child a huge leg up in life.

1: Self-awareness and self-confidence

For children with learning disabilities, self-awareness (knowledge about strengths, weaknesses, and special talents) and self-confidence are very important. Struggles in the classroom can cause children to doubt their abilities and question their strengths.

2: Being proactive

A proactive person is able to make decisions and take action to resolve problems or achieve goals. For people with learning disabilities, being proactive also involves self-advocacy (for example, asking for a seat at the front of the classroom) and the willingness to take responsibility for choices.

3: Perseverance

Perseverance is the drive to keep going despite challenges and failures, and the flexibility to change plans if things aren't working. Children (or adults) with learning disabilities may need to work harder and longer because of their disability.

Talk with your child about times when they persevered-why did they keep going? Share stories about when you have faced challenges and not given up.

Discuss what it means to keep going even when things aren't easy. Talk about the rewards of hard work, as well as the opportunities missed by giving up.

When your child has worked hard, but failed to achieve their goal, discuss different possibilities for moving forward.

4: The ability to set goals

The ability to set realistic and attainable goals is a vital skill for life success. It also involves the flexibility to adapt and adjust goals according to changing circumstances, limitations, or challenges.

Help your child identify a few short- or long-term goals and write down steps and a timeline to achieve the goals. Check in periodically to talk about progress and make adjustments as needed.

Talk about your own short- and long-term goals with your child, as well as what you do when you encounter obstacles.

Celebrate with your child when they achieve a goal. If certain goals are proving too hard to achieve, talk about why and how plans or goals might be adjusted to make them possible.

5: Knowing how to ask for help

Strong support systems are key for people with learning disabilities. Successful people are able to ask for help when they need it and reach out to others for support.

Help your child nurture and develop good relationships. Model what it means to be a good friend and relative so your child knows what it means to help and support others.

Demonstrate to your child how to ask for help in family situations.

Share examples of people needing help, how they got it, and why it was good to ask for help. Present your child with role-play scenarios that might require help.

6: The ability to handle stress

If children with learning disabilities learn how to regulate stress and calm themselves, they will be much better equipped to overcome challenges.

Recognizing stress in your child

It's important to be aware of the different ways in which stress can manifest. Your child may behave very differently than you do when they are under stress. Some signs of stress are more obvious: agitation, trouble sleeping, and worries that won't shut off. But some people-children included-shut down, space out, and withdraw when stressed. It's easy to overlook these signs, so be on the lookout for any behavior that's out of the ordinary.

Tip 4: Emphasize healthy lifestyle habits

It may seem like common sense that learning involves the body as well as the brain, but your child's eating, sleep, and exercise habits may be even more important than you think. If children with learning disabilities are eating right and getting enough sleep and exercise, they will be better able to focus, concentrate, and work hard.

Exercise - Exercise isn't just good for the body, it's good for the mind. Regular physical activity makes a huge difference in mood, energy, and mental clarity. Encourage your child to get outside, move, and play. Rather than tiring out your child and taking away from schoolwork, regular exercise will actually help them stay alert and attentive throughout the day. Exercise is also a great antidote to stress and frustration.

Sleep - Learning disability or not, your child is going to have trouble learning if they are not well rested. Kids need more sleep than adults do. On average, preschoolers need from 11-13 hours per night, middle school children need about 10-11 hours, and teens and preteens need from 8½-10 hours. You can help make sure your child is getting the sleep they need by enforcing a set bedtime. The type of light emitted by electronic screens (computers, televisions, phone, and tablets) is activating to the brain. So you can also help by powering off all electronics at least an hour or two before lights out.
[Read: Childhood Insomnia and Sleep Problems]
Diet - A healthy, nutrient rich diet will aid your child's growth and development. A diet full of whole grains, fruits, vegetables, and lean protein will help boost mental focus. Be sure your child starts the day with a good breakfast and doesn't go more than four hours between meals or snacks. This will help keep their energy levels stable.

Encouraging healthy emotional habits

In addition to healthy physical habits, you can also encourage children to have healthy emotional habits. Like you, they may be frustrated by the challenges presented by their learning disability. Try to give them outlets for expressing their anger, frustration, or feelings of discouragement. Listen when they want to talk and create an environment open to expression. Doing so will help them connect with their feelings and, eventually, learn how to calm themselves and regulate their emotions.

Tip 5: Take care of yourself, too

Sometimes the hardest part of parenting is remembering to take care of you. It's easy to get caught up in what your child needs, while forgetting your own needs. But if you don't look after yourself, you run the risk of burning out. It's important to tend to your physical and emotional needs so that you're in a healthy space for your child. You won't be able to help your child if you're stressed out, exhausted, and emotionally depleted. When you're calm and focused, on the other hand, you're better able to connect with your child and help them be calm and focused too.

Your spouse, friends, and family members can be helpful teammates if you can find a way to include them and learn to ask for help when you need it.

Tips for taking care of yourself

Keep the lines of communication open with your spouse, family, and friends. Ask for help when you need it.

Take care of yourself by eating well, exercising, and getting enough rest.

Join a learning disorder support group. The encouragement and advice you'll get from other parents can be invaluable.

Enlist teachers, therapists, and tutors whenever possible to share some responsibility for day-to-day academic responsibilities.

Learn how to manage stress in your own life. Make daily time for yourself to relax and decompress.

Communicate with family and friends about your child's learning disability

Some parents keep their child's learning disability a secret, which can, even with the best intentions, look like shame or guilt. Without knowing, extended family and friends may not understand the disability or think that your child's behavior is stemming from laziness or hyperactivity. Once they are aware of what's going on, they can support your child's progress.

Within the family, siblings may feel that their brother or sister with a learning disability is getting more attention, less discipline and preferential treatment. Even if your other children understand that the learning disability creates special challenges, they can easily feel jealous or neglected. Parents can help curb these feelings by reassuring all of their children that they are loved, providing homework help, and by including family members in any special routines for the child with a learning disability.

# data[].attributes.attachment_link.title
Helping Children with Learning Disabilities - HelpGuide.org

# data[].attributes.attachment_link.description
Practical tips for making things easier both at home and school for a child with a learning disorder.

# data[].attributes.attachment_link.title
The Short-and-Sweet IEP Overview | Center for Parent Information and Resources

# data[].attributes.attachment_link.title
IEP Binder: How to Assemble and Organize

# data[].attributes.body
tips to help you at home with your child

# data[].attributes.attachment_link.title
Teaching at Home - Tips For Parents of Kids With Special Needs

# data[].attributes.attachment_link.title
IEP Meeting Tips for Parents: 8 Insider Tips on Navigating an IEP Meeting

# data[].attributes.headline
What Is a 504 Plan? How Does It Differ from an IEP?

# data[].attributes.subject
What Is a 504 Plan? How Does It Differ from an IEP?

# data[].attributes.attachment_link.title
What is a 504 Plan? How is it different from IEP?  - IDEA Basics on the Learning Videos Channel

# data[].attributes.attachment_link.readable_text
Both a 504 plan and an Individualized Education Plan ( IEP) involve special education accommodations, but do you know how these two plans differ from each other? Learn the differences and similarities between the two with this review of how a 504 plan lines up with an IEP.

A 504 Plan vs. an IEP

A 504 plan, which refers to Section 504 of the Rehabilitation Act of 1973, is an attempt to remove barriers and allow students with disabilities to participate freely in both public elementary and secondary education. Like the Americans With Disabilities Act, it seeks to level the playing field so that those students can safely pursue the same opportunities as everyone else.

Section 504 states, "No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance... "﻿﻿

Section 504 mandates that public school districts offer a "free appropriate public education" (FAPE) to eligible students with disabilities in their constituencies, no matter how severe the disability is or what its nature is.﻿﻿

Depending on the student in question, an appropriate education could mean situating the student in a mainstream classroom with no supplementary services, a mainstream classroom with services or a special education classroom with services.

How Does IEP Help Students?

On the other hand, an IEP, which falls under the Individuals with Disabilities Education Act, is much more concerned with actually providing educational services. Students eligible for an IEP represent a small subset of all students with disabilities.

They generally require more than a level playing field-they require significant remediation and assistance-and are more likely to work on their own level at their own pace, even in an inclusive classroom. Federal law requires schools to document how they will measure the academic growth of students who need IEPs.﻿﻿

Only certain classifications of disability are eligible for an IEP, and students who do not meet those classifications but still require some assistance to be able to participate fully in school would be candidates for a 504 plan. The plan will specify how schools will ensure that students receive equal access to public schooling and services and will break down the requirements that must be met to give them such access.

Students with physical or learning disabilities may be able to manage their conditions better in the future, resulting in them needing fewer accommodations than they once did. In some cases, however, a student's learning or physical disability may worsen, resulting in him needing more accommodations in and out of the classroom. No matter the circumstance, federal law aims to prevent these children from being left behind.

# data[].attributes.attachment_link.title
How 504 Plan and IEP Are Designed to Help Students With Disabilities

# data[].attributes.attachment_link.description
Both a 504 plan and an Individualized Education Plan ( IEP) involve special education accommodations, but do you know how these two plans differ from each other? Learn the differences and similarities between the two with this review of how a 504 plan lines up with an IEP.

# data[].attributes.attachment_link.title
8 Parental Rights In The IEP Process | Special Education Decoded

# data[].attributes.attachment_link.readable_text
About the Author

About the Author

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

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

# data[].attributes.attachment_link.description
Andrew M.I. Lee, JD is an editor and former attorney who strives to help people understand complex legal, education, and parenting issues. Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

# data[].attributes.attachment_link.readable_text
Be a "professional" patient. Show up to appointments on time. Bring the necessary records. Call when you're running late or need to cancel.

Be kind. Be friendly and polite to the medical staff. Make friends with them, not because you're trying to manipulate them, but because you need friends.

Be an expert. Know everything you can about your child's condition. Read journals. Study websites. Learn. You aren't going to have time for any of this - do it anyway.

Be your child's best advocate. Don't be afraid to speak up. To ask questions. To get multiple opinions. To ask your doctor about the research. Take your child to the best. Switch doctors when you don't like the standard of care.

Let the doctor be the doctor. Do this not because this person has the medical degree, but because it's his or her job, not yours.

Don't let your child's needs isolate you. Having a child with medical needs can be lonely and intimidating. allow it to alienate you from the people around you.

Find support groups. Join online groups. Find a special-needs support group. Have someone to whom you can vent and relate. Don't lose the people around you.

Allow yourself to recuperate. Whenever athletes do any kind of strenuous exercise, they rest to give their bodies a chance to recuperate and to avoid injury. Allow yourself to do the same - mental exhaustion is real.

Appreciate that things improve with time. Your child's prognosis may not improve, his or her condition may be debilitating and deteriorating, and these are hard, hard things. But some things do get easier with time. Time, for better or worse, means more experience, more practice, greater perspective.

Learn how to be a parent, not just a caregiver. You're a pharmaceutical dispensary, a home therapist, an insurance specialist (yes, you will spend so much time on the phone with the insurance company that your ears will bleed) and medical transporter. But you're also a parent. Take the time to appreciate your child and to love that child as only a parent can.

# data[].attributes.attachment_link.title
10 Tips for Parenting Children With Special Needs

# data[].attributes.attachment_link.description
Be a "professional" patient. Show up to appointments on time. Bring the necessary records. Call when you're running late or need to cancel. Be kind. Be friendly and polite to the medical staff. Make friends with them, not because you're trying to manipulate them, but because you need friends.

# data[].attributes.body
Click the link and scroll down to the flowchart at the bottom of the webpage. The flowchart shows the differences between IEPs and 504s.

# data[].attributes.attachment_link.readable_text
As many teachers may know, students with chronic illnesses are at risk for discrimination, and sometimes they need access to special education programs. Fortunately, laws are in place that allow these students to receive accommodations and extra services in school, if warranted. Based on the student's health condition and its impact of school functioning, students may qualify for services under the Other Health Impairment (OHI) category of the Individuals with Disabilities Education Act (IDEA, sometimes referred to as IDEIA), or they may receive protection under section 504 of the Rehabilitation Act. The differences in the services received through IDEA and Section 504 are described below.
Individuals with Disabilities Education Act (IDEA)
IDEA includes 13 categories of disabilities. Teachers are often more familiar with the Specific Learning Disability (SLD) and Speech-Language Impairment (SLI) categories than the OHI category. Nonetheless, students who qualify under any category are afforded the same rights and protections.

The purpose of IDEA is to:

Ensure that all children with disabilities are provided a free and appropriate public education (FAPE) designed to meet their unique needs and prepare them for employment and independent living.

Ensure that the rights of children with disabilities and their parents are protected.

Assist states, localities, educational service agencies, and federal agencies in providing for the education of all children with disabilities.

Assess and ensure the effectiveness of efforts to educate children with disabilities, which includes the creation of an individualized educational program (IEP).

* IDEA covers children from ages 3 to age 22 years.

As mentioned earlier, OHI is an IDEA category available to students with chronic illnesses. Research, however, demonstrates that this category is rarely used, at least in some schools. OHI services are intended to help address students' unique health-related educational needs.

OHI is defined by IDEA as follows (local state definitions may vary slightly):

Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that-(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (ii) Adversely affects a child's educational performance. [§300.8(c)(9)]

Among the most common pediatric diagnoses associated with OHI use are:

EdMedKids provides a link to the National Dissemination Center for Children with Disabilities, which provides more information about OHI.

Teachers are often familiar with the fact that IDEA mandates an IEP for all elligible students. Each IEP is designed for one student and must be individualized to meet his or her specific needs. This is also true for students who are OHI service recipients. IEPs for students with OHI should address instructional needs and related services (such as access to a resource teacher or classroom accommodations) as well as school health service needs and school nurse services.

Teachers, parents, and other school staff must work together to develop, review, and revise IEPs. Cooperation is important. In addition, the classroom teacher's observations and suggestions may be especially critical for generating an IEP for students with chronic illness. The EdMedKids section entitled Teacher Toolbox provides support (e.g., structured observation forms) to teachers in gathering information that may be needed for IEPs.

If students with chronic illnesses fail to qualify for services under IDEA (typically when their medical condition does not impact their educational performance), they may be be eligible for accommodations and/or services under Section 504 of the Rehabilitation Act of 1973. Section 504 ensures that children with disabilities have equal access to education.

To qualify for services under section 504, a child must first be determined to have a disability that substantially limits one or more major life functions, including education, learning, and behavior. Services provided to the child might include:

Education in regular classrooms

Education in regular classrooms with supplementary services, modification and/or accommodations

Special education and related services

Any combination of the above

Accommodations for students with health problems have come under recent scrutiny. As a result, the court system has ruled on what schools must do to accomodate these students. For example, courts have concluded that schools are obligated to allow students with OHI to participate in non-academic and extra-curricular activities (e.g., field trips). In addition, it now appears that schools are obligated to provide health-related services during transport to and from school. For students with diabetes, in-class glucose monitoring has been ruled to be a reasonable accommodation. Additional details on court rulings about students with chronic illnesses can be found in a document prepared by Schmitt and colleagues in 2010 doi10.1002/pits.20505. Services received under section 504 are outlined in a child's 504 plan, as described below.

Similar to an IEP, a 504 Plan is a legal document. It falls under provisions of the Rehabilitation Act of 1973 that includes accommodations and modifications offered to a child. Once a 504 plan is developed, teachers and staff must comply with the listed accommodations and modifications. The circumscribed purpose of 504 Plans is to provide a student with disabilities both equal access and fairness in general education; it is not designed to enhance student performance per se.
Below are links to examples of 504 plans, which include medical and academic accommodations: Differences between an IEP and a 504 Plan Americans with Disabilities Act (ADA)
ADA, enacted in 1990, provides the same legal protections to students with disabilities as section 504. ADA tracks Section 504 and explains that the remedies, procedures and rights under the ADA are the same as under the Rehabilitation Act. Unlike IDEA, Section 504 and ADA protect students of all ages.

EdMedKids provides a link to Wright's Law, which provides more information on Section 504, ADA, and IDEA.

# data[].attributes.attachment_link.description
As many teachers may know, students with chronic illnesses are at risk for discrimination, and sometimes they need access to special education programs. Fortunately, laws are in place that allow these students to receive accommodations and extra services in school, if warranted.