I think part of it is my own being pissed about having to do it at all. Yet, here we are, almost one week later, and I have yet to begin. So, sample plans in hand, I determined to just rewrite the thing myself and email it back to her with a copy to the district superintendent. (I obtained several samples from school district websites across the country.) This discouraged me even more-is our school district trying to discourage parents from seeking help for their kids? If not, why isn't this information available on their website? (I found no information regarding IEP/504 anywhere on our district's website.) And if not, did all the other 504 plans in our district look like this? I checked our school district's website for a blank/sample 504 or IEP-and came up empty-handed.

I wondered-was Bob's the first 504 Plan she's ever written? Surely not. It doesn't communicate this is a serious issue and should not be ignored. This 'plan' says nothing to teachers or administrators about Bob, nothing to give them any reason to actually implement the accommodations listed. In short, it was about as far from any sample 504 plan I've seen. There was no description of the behaviors necessitating the plan, nor any objectives. One page, titled 'Accommodations,' with eight such accommodations listed. Last Wednesday (the day school resumed), I received her plan. The counselor told me she would put the plan together and email it to me after the break. We did, however, make a list of some basic accommodations that might, at least, help him get through a school day without boiling over and, hopefully, allow him to spend more time in the classroom learning. As I mentioned in my prior post, I was less than happy with the results of that meeting, and the conclusion Bob's learning deficits aren't great enough to warrant implementing an IEP. Wait-isn't someone affiliated with the school district supposed to do that?ĭuring the last week of school prior to winter break, I met with the 'team' to discuss my 10-year-old son, Bob (now in 4th grade), his diagnoses (bipolar disorder and ADHD, possible high-functioning Asperger's), and his eligibility for services under an IEP or 504 Plan ( blogged about here). Assisting a child with ADHD in using these tools can help them organize assignments and remember when they need to turn them in.Like an errant child avoiding homework, I've been putting off something important for almost a week: writing Bob's 504 Plan. Using organizational tools, such as a homework folder or personal planner, helps limit the number of things the child has to track. It’s common for children with ADHD to become deeply absorbed in activities they find interesting, and they may need extra assistance and time to shift their attention to their next task. Setting a timer for in-class work can help students know how much time they have to complete their work. Providing extra warnings before transitions and changes in routines throughout the day can help children with ADHD stay on task and flow through their schedules more easily. Forgetting to do homework, trouble staying on task, and other challenges are common for children with ADHD.

Many students with ADHD can struggle with time management and staying organized.

It’s important that students with ADHD receive help managing their time, in and out of the classroom.

504 accommodations for adhd