Surviving and Thriving in School

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Surviving and Thriving in School
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Robert W. Trobliger, Ph.D.Clinical
NeuropsychologistCo-Director NeuropsychologyNort
heast Regional Epilepsy Group
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Seizures and academic difficulties
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Academic difficulties often caused by cognitive
difficulties -Attention-Memory-Executive
Issues-Language Issues
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Academic issues can be also be caused by
underlying learning disorders.
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Academic difficulties can also be caused by other
issues- Developmental Delays impacting speech or
motor skills -Autism Spectrum Disorder-Attention
Deficit Hyperactivity Disorder-Behavioral
Disorders (Oppositional Defiant Disorder)
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In different cases - Special schools may be
warranted-Special classes may be
warranted-Special accomodations may be warranted
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Determining if changes in placement or providing
services or accomodations is done using a
comprehensive evaluation of abilities and
difficulties
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Parents or school staff start the process to
determine if services or accommodations are
needed, after identifying areas of concern
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Which can be done by a school psychologist. Or
an outside professional.
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Results are used to determine if the child has a
disability, as determined by IDEA.
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http//nichcy.org/disability/categoriesAutismDe
af-blindnessDeafnessDevelopmental
delayEmotional disturbanceHearing
impairmentIntellectual disabilityMultiple
disabilitiesOrthopedic impairmentOther health
impairmentSpecific learning disabilitySpeech or
language impairmentTraumatic brain injuryVisual
impairment, including blindness
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The results combined with school records can be
used to determine if an IEP or 504 plan is
appropriate.
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If parents disagree with the results of the
evaluation they can request an independent
evaluation.
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• If determined eligible, an IEP/504 plan must be
  developed within 30 days.

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• Before services are provided, parents must
  consent.

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• The teachers and service providers have access to
  such and know what accomodations, modificaitons,
  and supports should be provided.

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• Annual goals are developed, and progress towards
  those goals is reported regularly.

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• The IEP/504 plan is reviewed at least once a
  year, and revised as needed.

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IEP vs. 504 Plan
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What is a 504 plan? A 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.https//www.washington.e
du/doit/Stem/print.html?ID52
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• Section 504 is a part of the Rehabilitation Act
  of 1973 which prohibits discrimination based upon
  disability. Section 504 requires that the needs
  of students with disabilities be met as
  adequately as the need of those non-disabled.
• Section 504 requires that school districts
  provide a free appropriate public education
  (FAPE) to qualified students in their
  jurisdictions who have a physical or mental
  impairment that substantially limits one or more
  major life activities.

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• Section 504 covers qualified students with
  disabilities who attend schools receiving Federal
  financial assistance. To be protected under
  Section 504, a student must be determined to (1)
  have a physical or mental impairment that
  substantially limits one or more major life
  activities or (2) have a record of such an
  impairment or (3) be regarded as having such an
  impairment.
• http//www2.ed.gov/about/offices/list/ocr/504faq.h
  tml

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• A medical diagnosis of an illness does not
  automatically mean a student can receive
  services  under Section 504. The illness must
  cause a substantial limitation on the student's
  ability to learn or another major life activity. 

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• Under Section 504, no formalized testing is
  required. The 504 Committee should look at grades
  over the past several years, teachers reports,
  information from parents or other agencies, state
  assessment scores or other school administered
  tests, observations, discipline reports,
  attendance records, health records and adaptive
  behavior information. Schools must consider a
  variety of sources. A single source of
  information (such as a doctors report) cannot be
  the only information considered. Schools must be
  able to assure that all information submitted is
  documented and considered.
• http//www.greatschools.org/print-view/special-edu
  cation/legal-rights/868-section-504.gs

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• 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. 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.https//www.washington.edu/doit/S
  tem/print.html?ID52

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Examples of Accomodations given under a 504 plan

• Extra time for tests/quizzes (including state
  mandated)
• Separate Location for tests/quizzes
• Redirection (as needed)
• Check for understanding
• Breaks
• Preferred seating assignment

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• For students with disabilities who do require
  specialized instruction, the Individuals with
  Disabilities Education Act (IDEA) controls the
  procedural requirements, and an IEP
  (Individualized Education Program) is developed.
  The IDEA process is more involved than that of
  Section 504 of the Rehabilitation Act and
  requires documentation of measurable growth.
• https//www.washington.edu/doit/Stem/print.html?
  ID52

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IEP

• The Individuals with Disabilities Education Act
  (IDEA) is a law that ensures that children with
  disabilities are provided early intervention,
  special education, and related services.
• http//idea.ed.gov/

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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.https//www.was
hington.edu/doit/Stem/print.html?ID52
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• The IEP team review evaluations, information
  provided by parents, classroom-based assessements
  and observations present levels of academic
  achievement and related developmental needs to
  determine
• -if the child has a disability,
• -whether the child needs special education and
  related services
• -whether any additions or modifications to
  services are needed to meet goals and partipate
  in the general education curriculum.
• http//nichcy.org/laws/idea/partb/subpartd

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• If determined appropriate, a program should be
  developed within 30 days, with parents'
  agreement.
• Program is developed together to determine what
  is most needed.

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• An IEP involves actually providing particular
  special education services.

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• This may mean education in regular classrooms
  with special education teachers on site
  (inclusion settings) education in regular
  classes with supplementary services (pull out
  classes), and/or classes in a self-contained
  setting.

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Special education classes

• Inclusion class/mainstream placement Placement
  in a regular class with peers, ideally with a
  special education teacher in the classroom.
• Resource room placement Special education
  teacher works with a small group of students, for
  a particular subject.
• Self-contained class Removal from general
  population for all academic subjects and
  placement in a small class for more
  individualized instruction at a different pace.

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• Out of distract placement Placement in a
  specialized school specifically designed to
  address special learning or behavioral needs,
  such as schools with work with children on the
  autism spectrum.

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Accommodation Examples

• Modified assignments
• Highlighted textbooks
• Extended time on tests or assignments
• Separate location for tests/quizzes
• Peer assistance with note taking
• Teacher provision of notes
• Frequent feedback
• Extra set of textbooks for home use
• Enlarged print texts

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Accommodations

• Positive reinforcement
• Behavior intervention plans
• Rearranging class schedules
• Use of visual aids/manipulatives
• Opportunity to give answers to tests/quizzes
  orally
• Opportunity to have tests/quizzes read aloud
  (except where reading skills are being assessed
  directly)

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• Annual Goals
• Review of Goals
• Re-Evaluation

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Can you have both and IEP and a 504 Plan?

• If your child has a disability and an IEP, he or
  she is automatically covered by Section 504. If
  your child has an IEP and needs academic
  interventions, this should be included his IEP.
  The IEP is required to address ALL of a childs
  needs that are related to the disability.
• In addition, an IEP also provides the child and
  the childs family with more rights and
  protections than 504 plans.
• http//www.wrightslaw.com/blog/?p122
• -

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School versus College

• Public elementary and secondary recipients are
  required to provide a free appropriate public
  education to qualified students with
  disabilities. Such an education consists of
  regular or special education and related aids and
  services designed to meet the individual
  educational needs of students with disabilities
  as adequately as the needs of students without
  disabilities are met.
• http//www2.ed.gov/about/offices/list/ocr/504faq.h
  tml

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Accommodations at the college level

• At the college level, the recipient is required
  to provide students with appropriate academic
  adjustments and auxiliary aids and services that
  are necessary to afford an individual with a
  disability an equal opportunity to participate in
  a school's program. Recipients are not required
  to make adjustments or provide aids or services
  that would result in a fundamental alteration of
  a recipient's program or impose an undue burden.
• http//www2.ed.gov/about/offices/list/ocr/504faq.h
  tml

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• What can parents do besides participate in the
  development of IEP/504 plan?

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Parents

• Reviewing Work
• Working with teacher/school staff, regular
  communication
• Helping organize/manage assignments
• Helping get started on tasks, moving back/helping
  as needed
• Checking work

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Parents

• Helping Providing assistance as needed, moving
  back when not.

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• What can students do for themselves?

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Students

• Doing homework/studying/completing projects in
  the right environment
• Avoiding distractions
• -internet
• -phones
• -television
• -other people
• -noise

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• Learning to take breaks/switch between
  assignments

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• -Spreading out reading assignments
• -Spreading out projects

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• Studying versus Cramming

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• Studying together

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• Quizzing self when studying

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• Schedules Organizers and Phones

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• Folders and assignment notebooks

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• Time management the 2x principle
• Making checklists of assignments and projects
  place on calendar, plan ahead critical points

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Surviving in college

• Meeting with college advisors regarding classload
• Meeting with college disability office staff
  regarding accommodations
• Learning to sit at the front of the class
• Going over material in advance of classes
• Asking questions as needed
• Meeting with teaching assistants as needed

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Conclusions

• Surviving and thriving in school involves

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• Services and/or accommodations provided by the
  school system

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• Assistance, guidance, and support provided by
  parents.

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• Different approaches to learning and studying by
  students.

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• Thank you.