A student must be determined to have a physical or mental impairment that substantially limits one or more major life activities. Have a record of such an impairment; or Be regarded as having such an impairment Otherwise qualified, reasonable accommodation.
Physical or mental impairment means “any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological, musculoskeletal, special sense organs, respiratory, including speech organs, cardiovascular, reproductive; digestive, genito- urinary, hemic and lymphatic, skin, and endocrine, or any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities”
Diagnosis from the Doctor Contact the parents (invite them) Set up a meeting with the I+RS Team Attendance Sheet Teacher Feedback, Attendance, Behavior, Grades, Schedule Put plan in place Contact parent and discuss the plan Plan is sent to teachers and to the residence Consent form is filled out by the parent and returned
Preferential Seating Set of books at home Extended time to complete tests/quizzes One additional day for classwork, projects, and homework assignments Allow access to supplemental instruction Allow access to the nurse, guidance, or teen-center Allow photocopy of notes Allow student breaks Allow student to use the bathroom Place student on a modified schedule Allow student to leave class early
No Physical Education, but provide alternative class assignment Limit exposure to SmartBoards, projector screens, T.V. screens, and computer screens Personal items (water, colored overlays, wipes,) Allow student to use a calculator One to one presentations Larger assignments broken down into smaller segments Home Instruction Two days of consecutive absences, parent can request homebound Misspellings will not count against the student Review attendance at the end of the year Provide cues to keep student on task
Review the 504 Visit the 504 Coordinator to get background information Follow the plan Keep in contact with the parent Document conversations/interventions Feedback to the 504 Coordinator Respond timely to s Be careful of statements you make to the parent You are the most important piece!!!!!!