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Does anyone have a 504 plan?

Just curious. In our state PDD-NOS does not qualify a child for services or an
IEP so I was just wondering if I could go about getting my son a 504 when
he gets to Kindy. I wanted to hear some other experiences.

If a book is not your style, there is the free Wrightslaw website. You can search anything on that site and get reliable answers. In fact, the entire contents of the FROM EMOTIONS TO ADVOCACY book are there, but you need to search by topic.  I found an interesting FAQ page that addresses the question in this thread:

http://www.wrightslaw.com/blog/?tag=ieps&paged=2

Anyone who prefers the Web to a book can search any sped topic using their search engine.  Happy Hunting (and, yes, school district keep info from parents -- that's what keeps me and the likes of Pete Wright in business.  The need for professional advocates and sped lawyers to break through the wall of silence and lies)

You can ask the school district to pay for Independent Educational Evaluations for each evaluation they did.  That way, you pick the outside evaluator and they pay for it.  They MUST agree to this or they must IMMEDIATELY take you to an expedited hearing to show a hearing officer why their own evaluation is valid.  That will cost them far more than just paying for the evaluation.  FROM EMOTIONS TO ADVOCACY gives you instructions on how to do all of this, including sample letters.  Will the clinic that diagnosed him write a letter in support of him getting services through the school? Our school district would not qualify my ds until I fought and fought. Then they qualified him on an override basis (basically meant that he was close enough so they LET him qualify for one year - with a re-eval having to be done at the end of that year). BUT, the services they offered? Ten minutes of indirect consultation with his private preschool teacher once a week. That was it.

Our dev ped wrote a scathing letter to the school basically saying how DARE they not give him more services based on everything that was in the evaluation THEY did. The next day, I got a phone call from the ECSE supervisor offering OT twice a week in addition to having him attend ECSE two afternoons a week in addition to indirect consultation with his private preschool. Honestly, he didn't need more than that at that age (well ABA would have been nice but our SD did not do ABA period - ever).

So, anyone who sees him that thinks he could benefit from the help - get them to write a professional letter in support of him getting services. It certainly can't hurt! Especially if you end up going to due process - you will already have those letters on file and be prepared.

Hope this helps!

you aren't wrong, sweetie--the school system is. There was so much that they held from me, when I first started this whole sped issue with Sean. He got royally screwed, with lack of a better definition, because I believed all they told me and just went along with it.

Personally, I am not a book person but a research person--I sat, for hours going through similiar reports on the net, that were filed legally by other parents going through the same thing. I learned so much that way--and I am sure, if you look it up, there will be others that went through the same things, and you can see how the law was applied, and what was done. I also did a lot of references from pedi's and my old EI person, who was very versed in the law. I had a case manager as well that would ensure I got what, at that time, was expected for Sean--after I found out how much he WASN'T getting and called each of them for recommendations.

Many times, a school district will try to get away with things that cost them less money. It is illegal, yes, but it happens and they hope, sometimes that the parent is not versed enough to know the difference. In my case with Sean, that is what happened--and he, unfortunately became my learning point on how to deal with my two youngest. Personally, there is so much online these days that, buying a book and then, waiting to read through it fully is not as fast as just finding all of what you need on the net--especially with the things that are filed with the states involving school systems. Also, the places that are mentioned above, as well as Autism Speaks can really help you, and have it done a bit faster. If a pedi won't help you, either, I would find another one--had issues on that one too at one time--she happened to go to a college that believed that, autism and pdd were totally two different things and needing only certain issues addressed (like speech only), where the other things were just allowed to be dismissed.

Keep us posted, okay!

Dad2LukeandAlan - Oh that is totally going to be my son wandering around
on the playground by himself and the weird kid :-(. It's already happening.
It breaks my heart.

Basically the people from the SD are the ones saying he doesn't qualify. It is
their agency who sent early intervention when he was 2 for an eval and it
was also the SD who did his pre-school screening last Spring. Because of
intense ABA that we did privately my son scored at a 6 year old level at age
3. That will not get him in a title one pre-school. He recieved his diagnosis
of PDD-NOS this past summer from a medical clinic that specifically diagnoses and treats kids on the spectrum. They have nothing to do with the
SD. My son had an IEP, was exited from Special Ed, and now has a 504 plan.

So in my state PPD/NOS can qualify you for services - at least temporarily.  But they are right - PDD/NOS is not listed as a qualifying condition.  The law (if memory serves) is something like autism and autism-like conditions, and PDD/NOS is definiately autism-like.  So you are being jerked around somewhat about the PDD/NOS never qualifying.  On the other hand, we have been fighting for 2 years now to get our son re-qualified since we now know what services he needs that the SD is failing to provide.  We have been through a round of evaluations, a round of IEEs, and then a round of re-evaluations and are about to start a second round of IEEs.  We have a well know lawyer guiding us through the process.  So I do understand about being jerked around about PDD/NOS qualifying (or not).  There is probably a nasty due process hearing in our future.  There have been several nasty IEP meetings.  And total loss of faith in the special education system.

But getting back to your question.  In a nut shell IEPs are about customised instruction to help you child.  504's are about accomodations to allow you child to access the existing curriculum.  For the IEP think speech therapists, psychologists and the like.  For the 504 think preferrential seating, modified classwork, extra time for reading problems in class, and similar.  If your child is so distruptive that he cannot attend class, or needs so much 1:1 instruction that the teacher cannot provide it, then a 504 will not fix it.

Incidentally you did not mention if the folks your are working with are part of the SD or not.  My experience is that 100% of folks NOT part of the SD will write reports saying that my son qualifies.  About 100% of those that are part of the SD will say that he does not.  Problem is (as far as I can tell) the SD folks have the last say in an IEP meeting.

My son's 504 plan outlines existing things that he teacher does: preferential seating, limited distractions, extra time for word problems.  The only thing not currently done is that we get to teach the teacher about his social thinking classes so that the teacher can use the same language in the classroom.  There are no aides, no instruction in social skills (we pay for what he's getting) and no social help or social skills groups.  As a consequence at every recess that I can get to at his school, he is wandering about the school yard all alone playing by himself.  And in the classroom he is known as a wierdo.

We have not given up the fight for the IEP.  We are just trying to save money for the next round, and so we are using the 504 to get whatever we can for now.  But we are not getting anything that the teacher could not do on her own.
Dad2Luke&Alan39800.9232291667

I understand from your posts on your other thread about your son's school that you are in Missouri.  So am I.

Given the issues you've alluded to, it sounds like your son should qualify for services through the school district, small town or not, under the category of Young Child with a Developmental Disability (YCDD), which is a global category for children with developmental disabilities prior to age 6 here in Missouri.  At age 6, he will be moved to an educational autism category if he qualified in his re-evaluation, or to another category that was appropriate.  Either way, he would receive services.

Contact MPACT  (stands for Missouri Parents Act) (http://www.ptimpact.com/) and request a parent mentor.  They are a non-profit organization required by the IDEA (each state has one) to teach parents how to deal with the IEP process and advocate for their child.  Mentors are available for free to assist you - I'm one of them for the St. Louis region.  They are not there to advocate for you, but they teach you to advocate for your child, understand the process and really know your and your child's rights.  Take the courses offered - you're in the right place/time to learn how to be the best advocate for your child you can be, considering you're just starting down the educational road. 

I'm not sure where you are in Missouri, but please feel free to PM me and I'll get you the regional reps for your area, and am happy to help in any way I can. 

AnamCara39801.7121875You are WRONG.  Please, please, please get a copy of FROM EMOTIONS TO ADVOCACY. It will tell you, step by step, how to get an IEP for your child.  If he is not learning, then he qualifies since he has a disability. PDD-NOS is a medical disability.  If a child's disability is effecting his progress in school, he gets an IEP -- that is FEDERAL LAW.  A 504 is for a child with a disabilty whose disability is having no effect on his educational progress but simply needs access to an education (like a child in a wheelchair needs a ramp, but not necessarily specialized instruction once s/he is in the building).  No state can violate this. They are lying to you.  What state do you live in?

T does not HAVE a clinical diagnosis but in Missouri, she has a school dioagnosis of AUTISM and receives services!

Thye are jerking you around.

Tyoza- If I am wrong than why do I keep getting the same story from our
developmental ped, our behavior consultant, and the public school? Why is
everyone keeping the truth from me? How does this benefit them?

I have the book "From Emotions to Advocacy" on my Christmas list.
 

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