concussion/504 plan

[Anonymous]

Anonymous wrote:OP, don't get hung up on the idea that "special education" means some sort of cognitive disability or mental disfunction or below grade level work. It simply means an accommodation needed to do the curriculum, such as extra time.

Thank you. I get that now. I was thinking that "special education" means "special instruction" which my child doesn't need. But, I understand that "special education" covers "special instruction" and/or accommodations. Helpful.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The curriculum is the curriculum. If you child is unable to do the work then she will not meet the standards for the course and will be ineligible for credit. A doctor's note does not supplant the curriculum.

My disabled child isn't able to perform physical tasks that are part of the meaningless busywork teachers often assign -- cutting out pictures, pasting, circling items, connect the dots, etc. She is excused. Why wouldn't this child with a concussion be?

The difference is that OP's child is in HS, not in early elementary. In HS, your grades are going on a permanent transcript and you have to meet the benchmarks for the grade you are given. FWIW, my IEP child has to complete everything. If he doesn't, his grade is lowered to the level at which he has produced. He just gets more time and he gets a support to help him get all of his homework home.

OP, I hope you find a solution that works for your daughter. I'm sorry you are going through this.

FWIW, we know kids in HS w/ concussion who are getting limited work accommodations for HS classes -- both regular and advanced placement classes.

[Anonymous]

1. Once you are approve for homebound instruction, a teacher should be set and ready within a week. Teachers are alway looking for extra cash, so I would call the school to find out what is taking so long.

2. Most homebound teachers are teachers, so they usually are only available in the evenings. I like to pick teachers from the same school so that the hb teacher can communicate with the student's regular teachers.

3.If your child is in high school and working toward a diploma, that child does have to complete the work necessary for the credit. Of course, some teachers may let some things slide. It just depends on the teacher. Also, certain subjects are limited on homebound such as AP classes. In order for a student to continue with an AP class, the hb coordinator needs to find an AP teacher willing to teach that subject for hb, or the child will have to drop it. In many cases, the student will reduce the number of classes so that they can allow ypthe brain to recover wit out all of the added stress of 7 classes.

3.If your child is on homebound, then no, he cannot participate in activities or even have a job. The reason is that if a child is too sick to come to school, he is too sick to do other activities. If the hb coordinator finds out the student has a job, the family gets a warning and/or hb ends.

4. I have seen extra time given, students can wear sunglasses in class since the lights tend to bother them. I have seen students drop extra classes and focus on the 4 core classes. If the student is really trying, most teachers will accommodate within reason.

5.If your child is in an accelerated class, The workload will not be changed. Students get a bump in g.p.a. For taking these classes. If your child cannot do the work because he/she is too sick, drop down to academic and take a higher level class another year, once your child's brain has had time to heal.

You seem to want it all. Advanced classes, reduced workload, extra curricular activities, homebound. It doesn't work that way. Let your child heal, and take the advanced classes next year. This is not a death sentence. Your child just needs time to get better.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The curriculum is the curriculum. If you child is unable to do the work then she will not meet the standards for the course and will be ineligible for credit. A doctor's note does not supplant the curriculum.

My disabled child isn't able to perform physical tasks that are part of the meaningless busywork teachers often assign -- cutting out pictures, pasting, circling items, connect the dots, etc. She is excused. Why wouldn't this child with a concussion be?

The difference is that OP's child is in HS, not in early elementary. In HS, your grades are going on a permanent transcript and you have to meet the benchmarks for the grade you are given. FWIW, my IEP child has to complete everything. If he doesn't, his grade is lowered to the level at which he has produced. He just gets more time and he gets a support to help him get all of his homework home.

Utterly ridiculous. High school or elementary school, accommodations MUST be given under the law when any disability (temporary or permanent) requires them. The notion that a teacher's benchmark for an A, B, C overrides federal law? Please.

OP, I hope you find a solution that works for your daughter. I'm sorry you are going through this.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The curriculum is the curriculum. If you child is unable to do the work then she will not meet the standards for the course and will be ineligible for credit. A doctor's note does not supplant the curriculum.

My disabled child isn't able to perform physical tasks that are part of the meaningless busywork teachers often assign -- cutting out pictures, pasting, circling items, connect the dots, etc. She is excused. Why wouldn't this child with a concussion be?

The difference is that OP's child is in HS, not in early elementary. In HS, your grades are going on a permanent transcript and you have to meet the benchmarks for the grade you are given. FWIW, my IEP child has to complete everything. If he doesn't, his grade is lowered to the level at which he has produced. He just gets more time and he gets a support to help him get all of his homework home.

OP, I hope you find a solution that works for your daughter. I'm sorry you are going through this.

Utterly ridiculous. High school or elementary school, accommodations MUST be given under the law when any disability (temporary or permanent) requires them. The notion that a teacher's benchmark for an A, B, C overrides federal law? Please.

[Anonymous]

I'm sorry that you feel that it is utterly ridiculous, but it is true. Accommodations are tools and techniques to show that the student is learning the same thing as everyone else. They not ways to reduce the amount a student must learn. At least at top high schools in MoCo, we don't ever do "busy work" in honors/ AP science so the idea of dropping material is something that would never be in the discussion. Everything that is done is in class is part of the curriculum. It will be worked on via formative assessments and tested with summative assessments. As PP stated, it is true that if you can't meet the rigors of the honors or AP classes or if you need the work load to be diminished then you must drop down a level.

OP, I'm sorry you are going through all of this. I see this from both ends because I have an SN child and I work with them in my classes (including kids on HHT). I hope your daughter's condition betters over time, but for now this is your new normal. It will take everyone time to adjust, but healing and anxiety reduction need to be priority number one.

[Anonymous]

Anonymous wrote:I'm sorry that you feel that it is utterly ridiculous, but it is true. Accommodations are tools and techniques to show that the student is learning the same thing as everyone else. They not ways to reduce the amount a student must learn. At least at top high schools in MoCo, we don't ever do "busy work" in honors/ AP science so the idea of dropping material is something that would never be in the discussion. Everything that is done is in class is part of the curriculum. It will be worked on via formative assessments and tested with summative assessments. As PP stated, it is true that if you can't meet the rigors of the honors or AP classes or if you need the work load to be diminished then you must drop down a level.

OP, I'm sorry you are going through all of this. I see this from both ends because I have an SN child and I work with them in my classes (including kids on HHT). I hope your daughter's condition betters over time, but for now this is your new normal. It will take everyone time to adjust, but healing and anxiety reduction need to be priority number one.

No. Accommodations are not "tools or techniques to show that the student is learning the same things as everyone else." Accommodations have nothing to do with demonstrating that the student is learning. Accommodations are WHATEVER is needed to assist a disabled person to access the curriculum, including extending deadlines, changing assignments, and modifying assignments.

Your ignorance is truly very frightening. I have a lot of concern about any disabled student in your classes.

[Anonymous]

It is really alarming that a teacher is unfamiliar with the need to provide accommodations for disability and what those accommodations might entail. Really, really distressing that a Mo Co teacher comes on a special needs forum and posts this sort of gobbledy-gook. Please. You are just so wrong.

http://www.montgomeryschoolsmd.org/departments/studentservices/pdf/504/handbook504.pdf

[Anonymous]

Agree with 08:19. OP, have you considered using an advocate to help you work with the school system?

[Anonymous]

We should be glad the teacher is posting here! Maybe, just maybe, it will mean she gets out of her ignorant state and others learn from these clarifications.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I'm sorry that you feel that it is utterly ridiculous, but it is true. Accommodations are tools and techniques to show that the student is learning the same thing as everyone else. They not ways to reduce the amount a student must learn. At least at top high schools in MoCo, we don't ever do "busy work" in honors/ AP science so the idea of dropping material is something that would never be in the discussion. Everything that is done is in class is part of the curriculum. It will be worked on via formative assessments and tested with summative assessments. As PP stated, it is true that if you can't meet the rigors of the honors or AP classes or if you need the work load to be diminished then you must drop down a level.

OP, I'm sorry you are going through all of this. I see this from both ends because I have an SN child and I work with them in my classes (including kids on HHT). I hope your daughter's condition betters over time, but for now this is your new normal. It will take everyone time to adjust, but healing and anxiety reduction need to be priority number one.

No. Accommodations are not "tools or techniques to show that the student is learning the same things as everyone else." Accommodations have nothing to do with demonstrating that the student is learning. Accommodations are WHATEVER is needed to assist a disabled person to access the curriculum, including extending deadlines, changing assignments, and modifying assignments.

Your ignorance is truly very frightening. I have a lot of concern about any disabled student in your classes.

Don't have concerns. I'm not ignorant, just cutting the conversation too short. I was speaking in the context of the PPs statements and in reference to 504s, not about every aspect of IDEA, writing IEPs or any other aspect of special ed law. We're really talking about the difference between accommodations and a privatem, home education (whatever that may be). And the WHATEVER accommodations needed still needs to take into account that the curriculum for an advanced level course does not have a lot of wiggle room. All students, special needs or not, still need to meet all of the same benchmarks.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm sorry that you feel that it is utterly ridiculous, but it is true. Accommodations are tools and techniques to show that the student is learning the same thing as everyone else. They not ways to reduce the amount a student must learn. At least at top high schools in MoCo, we don't ever do "busy work" in honors/ AP science so the idea of dropping material is something that would never be in the discussion. Everything that is done is in class is part of the curriculum. It will be worked on via formative assessments and tested with summative assessments. As PP stated, it is true that if you can't meet the rigors of the honors or AP classes or if you need the work load to be diminished then you must drop down a level.

OP, I'm sorry you are going through all of this. I see this from both ends because I have an SN child and I work with them in my classes (including kids on HHT). I hope your daughter's condition betters over time, but for now this is your new normal. It will take everyone time to adjust, but healing and anxiety reduction need to be priority number one.

No. Accommodations are not "tools or techniques to show that the student is learning the same things as everyone else." Accommodations have nothing to do with demonstrating that the student is learning. Accommodations are WHATEVER is needed to assist a disabled person to access the curriculum, including extending deadlines, changing assignments, and modifying assignments.

Your ignorance is truly very frightening. I have a lot of concern about any disabled student in your classes.

Don't have concerns. I'm not ignorant, just cutting the conversation too short. I was speaking in the context of the PPs statements and in reference to 504s, not about every aspect of IDEA, writing IEPs or any other aspect of special ed law. We're really talking about the difference between accommodations and a privatem, home education (whatever that may be). And the WHATEVER accommodations needed still needs to take into account that the curriculum for an advanced level course does not have a lot of wiggle room. All students, special needs or not, still need to meet all of the same benchmarks.

You realize this is what you believe -- not what the law says?

[Anonymous]

No, the law says a free and appropriate education. It does not say that every child gets the same education or will be capable of doing AP courses is we just omit some content. HS students must all pass the same assessments which measure all of the same content, skills and processes, whether the tests are school generated, county generated or national (such as AP or IB). The only accommodations allowed for the national tests have to do with being able to understand the text and have enough time to process. There is no accommodation that allows selected segments of the test to be given. In terms of content for county-wide courses, where all of the courses in MoCo have county approved curricula, all of the kids are tested on all of the curriculum. But students are at all different levels, including special needs kids. That is why there are different levels and different accomodations that can be done in each level. However NONE of includes removing content as part of an IEP.

[Anonymous]

Anonymous wrote:No, the law says a free and appropriate education. It does not say that every child gets the same education or will be capable of doing AP courses is we just omit some content. HS students must all pass the same assessments which measure all of the same content, skills and processes, whether the tests are school generated, county generated or national (such as AP or IB). The only accommodations allowed for the national tests have to do with being able to understand the text and have enough time to process. There is no accommodation that allows selected segments of the test to be given. In terms of content for county-wide courses, where all of the courses in MoCo have county approved curricula, all of the kids are tested on all of the curriculum. But students are at all different levels, including special needs kids. That is why there are different levels and different accomodations that can be done in each level. However NONE of includes removing content as part of an IEP.

Apples and oranges. County-wide testing is not what OP was talking about. She is talking about homework in her daughter's classes, much of which is assigned at the teacher's discretion and has no bearing upon whether the student is working up to county-wide standards.

Please, stop making a giant ass of yourself. Indeed, since you are on maternity leave, why not stop throwing around terms like "free and appropriate educaiton" and IEP which have absolutely nothing to do with the situation at hand and maybe take a seminar or one-day course in reasonable accommodation so you understand what is required.

[Anonymous]

I don't need to justify myself, but I also have 2 SN kids of my own so I know the law, the system and processes inside and out, and from both sides of the isle. I've worked with numerous lawyers, special ed advocates and specialists along the way. Again, from both sides of the situation. I am regarded as a specialist and have given testimony at the federal level. Plus I do know what can and will work from the school's persepective, from the legal perspective and from the therapeutic perspective. If you think this makes me an ass then I would hazzard a guess that you are an interesting "partner" in the special ed process.

Homework is not just mindless busy work. It is often the only time and place where kids can demonstrate they they are approaching the academic goals. By implying that it is discretionary you are intimating that you have no actual idea what is contained within the curriculum or how curriculum teams work to create a learning environment. Nothing that we assess is just a time filler for kids. Each assignment is a way for kids to practice, get feedback and show understanding. Which one of those is supposed to be given up? Practice for understanding or demonstrating mastery? That is the discussion at hand: what to give up so that a student may stay in higher level classes. The parent is advocating that practice (and the subsequent feedback) are what needs to give. No educator in their right mind would willingly allow this. It is not in the best interest of the student. I have lots of hig-pressure parents who attempt to do this and, fortunately, I work with a great team of educational and developmental experts who are always on the side of the best interest of the kids. We are the ones who have the knowledge and longitudinal understanding to put practices into place that benefit a child in terms of the whole academic program. In the school in which I work and the special ed teams I am a part of, it is simply never, not even one assignment, that is optional or given as filler. I'm sorry that the OP is at school where she believes that some of it is optional. I have no way of knowing if that is rational because of poor pedagogy or if it is a parent who hasn't come to terms with the situation as of yet.
So perhaps, as you point out, it is apples and oranges.