Individualized Education Programs (Plans) are provided under the IDEA. While both provide supports for students who have disabilities, the one that is most appropriate for a student with Tourette depends on the student. When these services are necessary, an Individualized Education Plan (IEP) may be more appropriate. However, it’s not unusual for a student to require special education supports from an occupational therapist, speech pathologist, counselor, paraprofessional/aide, resource room and/or consultant teacher. When this is the case, a decision must be made to determine if the child would benefit from accommodations & modifications, in which case a 504 plan may be sufficient. These children may struggle with all aspects of school, from academics to making friends, and require extensive accommodations and modifications in order to succeed. Other children may have severe tics and coexisting conditions, from an early age. In this case, the student may begin to require additional supports over time in order to continue to be successful academically and socially. Also, it’s not unusual for a student with TS to start off with mild symptoms but then have a change or increase in symptoms in later years. However, these same children may have mild tics but are impacted significantly by some of the related difficulties such as sensory integration, obsessive compulsive challenges and attention deficit disorder. These children may never require any supports in school. Some children with TS have only mild tics which have no impact on their learning, functional emotional or social abilities. The information below explains different levels of support to assist in determining if an IEP or 504 Plan is more appropriate. It is important to anticipate the different levels of need based on his or her symptoms. Because of this, supports must be tailored to meet his or her specific needs. A student’s assignments or testing conditions may be adjusted.504 Plan or IEP: Which is Appropriate for a Student with TS?Įvery child has unique profiles, symptoms.A diabetic child may be permitted to eat in the classroom.A child’s seat assignment can be adjusted to accommodate a disability.What accommodations might be included in the 504 plan? If eligibility requirements are met, a 504 plan for the student is developed. On occasion, a student may initiate a self-referral.Ģ) A 504 plan meeting is held including the general education teacher, psychologist, parents, and any other appropriate team membersģ) Eligibility for accommodations is determined by the Committee. Major life activities include but are not limited to caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, and learning.ġ) A student is referred to the Special Education department by a teacher, support staff, parent/guardian, physician, or therapist. What are examples of “major life activities”? These plans are developed through individual school building committees. Students can be considered for a 504 plan if they have a physical or emotional disability, or if they have an impairment that restricts one or more major life activities. How is a Student considered for a 504 plan? A 504 plan is not an Individualized Education Plan (IEP) as is required for special education students. It is designed to provide modifications, accommodations, or related services to assist students with special needs who are in a regular education setting. A 504 plan is based on Section 504 of the Rehabilitation Act of 1973, a civil rights law that ensures all children have equal access to an education.
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