![]() ![]() ![]() It governs all special education and related services. This law was passed in 1975 to provide a free and appropriate public education (FAPE) to students with disabilities. 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. Students with 504 Plans do not require specialized instruction, but, like the IEP, a 504 Plan should be updated annually to ensure that the student is receiving the most effective accommodations for his/her specific circumstances.įor more information, consult Interrelationship of IDEA and Section 504.504 Plan or IEP: Which is Appropriate for a Student with TS?Įvery child has unique profiles, symptoms. For students with disabilities who do not require specialized instruction but need the assurance that they will receive equal access to public education and services, a document is created to outline their specific accessibility requirements. The IDEA process is more involved than that of Section 504 of the Rehabilitation Act and requires documentation of measurable growth. For students with disabilities who do require specialized instruction, the Individuals with Disabilities Education Act (IDEA) controls the procedural requirements, and an IEP is developed. Not all students who have disabilities require specialized instruction. The 504 Plan is a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment. The Individualized Educational Plan (IEP) is a plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services. ![]()
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