Make sure that your child understands his accommodations
For many students who have disabilities, the accommodations that are provided through their Individualized Educational Program (IEP) or Section 504 Accommodation Plan are extremely important to their school success. The accommodations are the things that are being done in a different way because of the impacts of the child’s disability. Accommodations could involve changes in the physical environment, school assignments, how the student participates in school activities, instructional materials, how much time a student is given to complete a test or assignment, additional supports, etc. The range of possible accommodations is mind-blowing, but they are selected based on the unique needs of each individual student.
Children should be told about their accommodations as soon as they are old enough to understand what they are and why they were chosen for them. Many parents are not comfortable talking to their child about his or her disability. They worry that it might negatively impact the child’s self-esteem. This concern suggests that the child is unaware that they have a disability. Even if the child does not know the name of a “condition” that they may have been diagnosed with, most kids are very aware of the things that they have trouble with. They know that it’s harder for them to write neatly, read, do math, remember things, see the board, walk fast, speak clearly, and so on. If they do have a diagnosis, learning that there’s a reason for why they struggle with certain things can come as a big relief. Even if there is no diagnosis or other explanation for why, it is generally helpful to have others at least acknowledge that things are difficult, and that it’s not their fault.
Talk to your child about how each accommodation is expected to help and how it should be implemented. Explain that sometimes a teacher or other school staff member might not be aware of the accommodations. Talk to him about how to handle situations where an accommodation is not provided. Discuss or role play what your child can do or say to let the adult know that he is supposed to have extra time, be moved into a separate room for a test, etc. Let your child know that it is also important for him to tell you when accommodations are not followed. You want to be able to address any problems as soon as possible.
Speaking with your child about her accommodations also gives her a chance to tell you about what is, and is not, working for her. It could be time to take another look at different ways that your child’s needs can be met, and maybe see if another accommodation would be more appropriate at this point. IEPs and 504 Plans are fluid documents and student input can sometimes make the difference between whether you have a document that looks good on paper, or one that actually works for your child.
Having these conversations, and preparing your child to handle “what if…” situations, can help your child learn how to effectively advocate for himself. That is an important life skill that he needs to start learning as early as possible.
Posted on August 29, 2014, in Advocacy, IEP, Parenting, self-advocacy, special education law and rights and tagged educational planning, IEP, parenting, Section 504, self-determination, self-esteem, special education, students with disabilities. Bookmark the permalink. Leave a comment.