Student Support Plans: 504 vs

docx

School

Holy Family University *

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Course

MISC

Subject

Psychology

Date

Jun 11, 2024

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docx

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Uploaded by CorporalEelMaster891

Saphira O. Scenario for a Student Eligible for a 504 Plan: Description of the Child:  Age: 11 years old  Physical Challenges: Mild asthma occasionally affects stamina during physical education and outdoor activities.  Social/Emotional Challenges: Experiences mild anxiety which occasionally leads to avoidance of speaking in front of the class.  Learning Challenges: Struggles with concentration during longer periods due to asthma medication side effects.  Impact on Education: Requires more frequent breaks during physical activity and sometimes during classwork, as well as alternative assignments to accommodate for days when speaking in front of the class is too anxiety-inducing. Justification for 504 Plan: The child does not require specialized instruction but does need certain accommodations to fully participate in general education. Asthma and associated anxiety are recognized impairments that substantially limit one or more major life activities, including breathing and learning. The process to Identify Eligibility: The parents noticed their child's challenges and requested an evaluation through the school. The school evaluated with input from the child's healthcare provider, indicating that the asthma and anxiety could interfere with the child's ability to perform at school. Role of Parents: The parents initiated the evaluation process and worked collaboratively with the school to provide medical documentation and insight into their child's needs at home and in the community. Planning Process: The parents were part of the 504 team, contributing to the discussion on necessary accommodations and advocating for their child's needs. Components in the 504 Plan:  Specific accommodations such as extra breaks and a modified physical education program.  Support services include permission to carry an inhaler and access to the counselor for anxiety management.  Names of responsible staff for providing services and monitoring the plan's implementation.

Scenario for a Student Eligible for an IEP: Description of the Child:  Age: 9 years old  Physical Challenges: None reported.  Social/Emotional Challenges: Difficulty with peer interactions and understanding social cues due to Autism Spectrum Disorder.  Learning Challenges: Substantial reading and math comprehension delays and difficulty with expressive and receptive language skills.  Impact on Education: Requires specialized instruction to address educational deficits and social skills training to participate effectively in the school environment. Justification for IEP: The child requires specialized educational services beyond accommodations due to the nature of their Autism Spectrum Disorder and associated learning difficulties. Process to Identify Eligibility: The child was observed by teachers to be struggling academically and socially. The school conducted a comprehensive evaluation including cognitive, educational, and behavioral assessments which indicated a need for special education services. Role of Parents: Parents were integral in sharing their child's developmental history, concerns, and priorities for learning. They provided consent for the evaluation and participated in the eligibility meeting. Planning Process: The parents actively participated in the IEP meetings, helping to set annual goals, and discussing the appropriate services and supports needed for their child. Components in the IEP:  Present levels of academic and functional performance.  Annual education goals related to academic and social development.  Special education services including speech therapy and occupational therapy.  Accommodations and modifications to curriculum and testing.  Plan for inclusion in general education settings with support.  Regular progress monitoring and reporting to parents.

In both scenarios, the parents play a crucial role in initiating evaluations, providing information essential to understanding their child's needs, and participating in planning and decision-making processes. The IEP is more appropriate for a child with Autism Spectrum Disorder due to the need for specialized instruction. At the same time, the 504 Plan fits the child with asthma and anxiety as it provides necessary accommodations to access the general education curriculum.

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