So many children are diagnosed with Attention Deficit Hyperactivity Disorder that it seems to have grown to epic proportions. The cause is still being argued by the scientific community. In the meantime, there are kids struggling with inappropriate behaviors, short attention spans, and difficulty interacting with others. In order to optimize the academic experience for these special kids, school systems are implementing specific programs. As the parent, you have a right to be an active partner in your youngster's 504 plan ADHD.
The intention is to assist attention deficit kids with additional testing time, note taking, and making audio books available for those who have trouble reading. If you are a parent of one of these special children, you have to be proactive. Teachers and administrators need to be put on notice that you expect to be actively involved in planning meetings. During these meetings you can give your input on your child's strengths and what worked well for him in the past.
It is tempting for schools to standardize these plans because it is easier. It might be more efficient, but standard plans may not be the best solution for your kid. Every kid is different, and what works for one may not work for another. Attention deficit has many forms and each of them has to be addressed individually.
You should not assume that these plans cover all aspects of your child's education. One school may only provide assistance in the classroom, but not at assemblies or on field trips. You know that when your youngster is required to sit quietly for an extended period of time there could be problems. You should talk to the administrators about adjusting the plan to accommodate these difficulties.
Terminology can be another issue, especially if you are unfamiliar with legal documents and government bureaucracy. Many times terms are intentionally vague to give those providing services leeway when it comes to interpreting intentions. You may have to insist that administrators clearly explain, in writing, exactly which services they will provide, where and how.
If you have questions, you don't want to have to ask several people before you find the one that can answer them. You need a contact person who has authority and can address any concerns you might have. In most cases this is the committee leader. When you want to address the overall plan or are concerned plans are not being carried out in accordance with your understanding, you need to talk to the committee leader, not the teacher.
You can't just attend one meeting, check the plans, and think that is sufficient. You have to be your youngster's advocate all through the school year. You need to get to know the administrators and the teachers. You have to take the time to sit with your youngster and listen to his feedback and concerns.
Education is a right not a privilege. Your kid has the right to the best education possible. If he has specific challenges, and needs special accommodations to accomplish that, so be it. You must be an advocate for your child to ensure his academic success.
The intention is to assist attention deficit kids with additional testing time, note taking, and making audio books available for those who have trouble reading. If you are a parent of one of these special children, you have to be proactive. Teachers and administrators need to be put on notice that you expect to be actively involved in planning meetings. During these meetings you can give your input on your child's strengths and what worked well for him in the past.
It is tempting for schools to standardize these plans because it is easier. It might be more efficient, but standard plans may not be the best solution for your kid. Every kid is different, and what works for one may not work for another. Attention deficit has many forms and each of them has to be addressed individually.
You should not assume that these plans cover all aspects of your child's education. One school may only provide assistance in the classroom, but not at assemblies or on field trips. You know that when your youngster is required to sit quietly for an extended period of time there could be problems. You should talk to the administrators about adjusting the plan to accommodate these difficulties.
Terminology can be another issue, especially if you are unfamiliar with legal documents and government bureaucracy. Many times terms are intentionally vague to give those providing services leeway when it comes to interpreting intentions. You may have to insist that administrators clearly explain, in writing, exactly which services they will provide, where and how.
If you have questions, you don't want to have to ask several people before you find the one that can answer them. You need a contact person who has authority and can address any concerns you might have. In most cases this is the committee leader. When you want to address the overall plan or are concerned plans are not being carried out in accordance with your understanding, you need to talk to the committee leader, not the teacher.
You can't just attend one meeting, check the plans, and think that is sufficient. You have to be your youngster's advocate all through the school year. You need to get to know the administrators and the teachers. You have to take the time to sit with your youngster and listen to his feedback and concerns.
Education is a right not a privilege. Your kid has the right to the best education possible. If he has specific challenges, and needs special accommodations to accomplish that, so be it. You must be an advocate for your child to ensure his academic success.
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When you are looking for the facts about a 504 plan ADHD, come to our web pages online today. More details are available at http://www.addadvocate.com/2017/06/07/forgotten-invisibility-inattentive-adhd now.
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