Teacher not following accommodations

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The lack of understanding of learning disabilities on this thread is a bit much. Look up dyscalculia and read, maybe people can learn something and who knows, develop an ounce of empathy for others.

Empathy is fine. Getting excellent grades without being able to do the work is confusing to lots of people.

+1
I have empathy. And the kids should get supports. But getting an A when you had 50% more time plus a calculator on a math test vs. a kid in the exact same class who did not have those supports feels unfair. Simple as that. They aren't doing the same thing.

Oh I get it, they should get supports as long as they still get a lower grade than your kid and aren’t competition for your kids at college. I completely understand your point of view.

So, you think your child should get an "A" like kids that get the "A" without extra time or tools?

What do you think a learning disability means? Do you just think it’s a lack of effort? Do you think they don’t deserve accommodations? It’s neurobiological in origin, meaning it’s the way their brain is “ wired”. While this isn’t a completely accurate analogy, it’s like saying don’t let kids wear glasses, let them do the best they can without them. Does that make anymore sense to you? The accommodations are based on actual needs as supported by science and studying the learning differences. Did you know kids with learning differences can have an exceptionally high IQ? I’m not worried about my kid, she will be fine in spite of people like you in the world. I guarantee she is more resilient than 95% percent of kids bc we encounter people like you all of the time.

no, it's not at all like glasses. Glasses would be comparable to the audio readers to help dyslexics - something that kids that don't have that disability don't need/want as they can just read the text. Likewise giving all the kids glasses wouldn't help the kids who don't need them do better.

Calculators and extra time are not the same because giving them to all kids would create a level playing field; giving them to only some kids gives those specific kids advantages that other kids don't have.

No, it wouldn’t. The neuro typical kids would then have an advantage if everyone was treated the same. You clearly don’t understand disabilities.

I think we see the supports differently. You seem to see them as something your kid deserves in order to help equalize their outcomes with kids not using those supports. I’m saying it’s fine to give kids supports to ensure they can learn and demonstrate what they know but if one set of kids gets something like extra time that would surely help others ALSO show what they know better too then it should be given to the other kids too as an option. That’s fair. Some NT kids won’t need it and will finish in the normal allotted time. Others would benefit from it and use more time to do their own best. Why does it bother you that NT kids would get the same opportunities unless it’s because you want to ensure those are ONLY available to kids with disabilities in order to give the latter a leg up vs other students.

Again I’m not saying to ban the calculators and extra time - but if they are acceptable for one kid to use then they should be acceptable for others to use too if they would like.

That is how they are defined in a 504. And why they are given to kids with disabilities.

[Anonymous]

Section 504 provides accommodations and related services to eligible students with disabilities so that they can access the general education curriculum, opportunities for learning, and school activities to the same extent as their non-disabled peers.

[Anonymous]

Depending on how the assignment is shortened determines how the shortening is classified.

Let us imagine a math assignment that gives students practice on three separate skills. Each skill has 10 practice or assessment problems. Shortening the assignment by reducing the number of practice problems per skill is considered an accommodation because it still presents all three skills but simply reduces the number of problems of each that have to be completed.

However, if shortening the assignment removes one or two of the skills altogether, it has fundamentally altered the material and level of difficulty of the assignment. In this case, it would be considered a modification because it changes the playing field.

This is an example of how shortening assignments can actually be an accommodation on a 504 and wouldn’t be a modification.

[Anonymous]

You are not getting modified assignments or curriculum with a 504. It doesn’t have the power to do that. Only an IEP will get you modifications to the curriculum. And no, asking for modifications but refusing to call them modifications will not work. Shortening tests or eliminating tasks or skills isn’t an accommodation and won’t be in a 504.

[Anonymous]

Anonymous wrote:You are not getting modified assignments or curriculum with a 504. It doesn’t have the power to do that. Only an IEP will get you modifications to the curriculum. And no, asking for modifications but refusing to call them modifications will not work. Shortening tests or eliminating tasks or skills isn’t an accommodation and won’t be in a 504.

I know several families who get shortened assignments due to ADHD on a 504. Ie If teacher assigns 20 math problems, kids only do half.

[Anonymous]

Anonymous wrote:You are not getting modified assignments or curriculum with a 504. It doesn’t have the power to do that. Only an IEP will get you modifications to the curriculum. And no, asking for modifications but refusing to call them modifications will not work. Shortening tests or eliminating tasks or skills [b]isn’t an accommodation and won’t be in a 504.

I didn’t say eliminating skills. But there are absolutely plenty of cases where shortening tasks or tests would be considered an accommodation and wouldn’t be modifying the curriculum bc it’s not changing what is taught, but how a student responds.

An oral response in place of an essay can absolutely count as an “accommodation.”

[Anonymous]

How about this example? Student breaks arm that is used to write and can qualify for a 504. An appropriate accommodation would be allowing an oral response to an essay vs having to type or write one. That’s an accommodation, not a modification. Although the task is easier, the content in how it was taught was not altered.

[Anonymous]

Anonymous wrote:

Anonymous wrote:So audiobooks aren’t bc people with dyslexia can’t read ( or learn to read with appropriate instruction) it’s bc of the cognitive exhaust it gives them to eye read and they lose comprehension. If they have it delivered orally, typically their oral comprehension is high. Same things can apply to memorization of math facts, that can be a difficult skill for kids with dyslexia, dyscalulia, etc but they can do amazing at higher levels of math even though they may have difficulty with rote memory and sequencing. So the accommodations are to support those needs. Now if kids with LDS are taught effectively in school is an entire other discussion as is the effectiveness of standardized testing. But at any rate their Are guidelines for people to receive accommodations, if you have an issue with it, that’s your issue, no one elses but feel free to advocate for removal of accommodations for kids with LDs if you feel that strongly.

I think most of us - including me above - are not arguing to take them away for kids with LDs. We are arguing that if they are appropriate support tools for some kids then they should be available to any kid/family that wants to access them. Personally I would not want me ES kid using a calculator on tests as I want him to memorize the math facts. But by MS and HS if some kids in his class are using calculators on tests then yes of course I want him to be able to use one too.

I’m struggling to understand why some posters here think it is only fair if those types of supports are provided exclusively to kids with IEPs and denied to all kids without them. How does it hurt your kid with a LD if other kids also have access to that type of support?

The neurotypical kids typically aren’t struggling so much that they need those supports. If they had a disability, they could certainly get a 504.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So audiobooks aren’t bc people with dyslexia can’t read ( or learn to read with appropriate instruction) it’s bc of the cognitive exhaust it gives them to eye read and they lose comprehension. If they have it delivered orally, typically their oral comprehension is high. Same things can apply to memorization of math facts, that can be a difficult skill for kids with dyslexia, dyscalulia, etc but they can do amazing at higher levels of math even though they may have difficulty with rote memory and sequencing. So the accommodations are to support those needs. Now if kids with LDS are taught effectively in school is an entire other discussion as is the effectiveness of standardized testing. But at any rate their Are guidelines for people to receive accommodations, if you have an issue with it, that’s your issue, no one elses but feel free to advocate for removal of accommodations for kids with LDs if you feel that strongly.

I think most of us - including me above - are not arguing to take them away for kids with LDs. We are arguing that if they are appropriate support tools for some kids then they should be available to any kid/family that wants to access them. Personally I would not want me ES kid using a calculator on tests as I want him to memorize the math facts. But by MS and HS if some kids in his class are using calculators on tests then yes of course I want him to be able to use one too.

I’m struggling to understand why some posters here think it is only fair if those types of supports are provided exclusively to kids with IEPs and denied to all kids without them. How does it hurt your kid with a LD if other kids also have access to that type of support?

The neurotypical kids typically aren’t struggling so much that they need those supports. If they had a disability, they could certainly get a 504.

I mean, what? Yes, with grade inflation, it's not as easy to see as it used to be. But of course NT kids struggle at school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So audiobooks aren’t bc people with dyslexia can’t read ( or learn to read with appropriate instruction) it’s bc of the cognitive exhaust it gives them to eye read and they lose comprehension. If they have it delivered orally, typically their oral comprehension is high. Same things can apply to memorization of math facts, that can be a difficult skill for kids with dyslexia, dyscalulia, etc but they can do amazing at higher levels of math even though they may have difficulty with rote memory and sequencing. So the accommodations are to support those needs. Now if kids with LDS are taught effectively in school is an entire other discussion as is the effectiveness of standardized testing. But at any rate their Are guidelines for people to receive accommodations, if you have an issue with it, that’s your issue, no one elses but feel free to advocate for removal of accommodations for kids with LDs if you feel that strongly.

I think most of us - including me above - are not arguing to take them away for kids with LDs. We are arguing that if they are appropriate support tools for some kids then they should be available to any kid/family that wants to access them. Personally I would not want me ES kid using a calculator on tests as I want him to memorize the math facts. But by MS and HS if some kids in his class are using calculators on tests then yes of course I want him to be able to use one too.

I’m struggling to understand why some posters here think it is only fair if those types of supports are provided exclusively to kids with IEPs and denied to all kids without them. How does it hurt your kid with a LD if other kids also have access to that type of support?

The neurotypical kids typically aren’t struggling so much that they need those supports. If they had a disability, they could certainly get a 504.

I mean, what? Yes, with grade inflation, it's not as easy to see as it used to be. But of course NT kids struggle at school.

If they have a disability they can qualify for accommodations. Not sure what the issue is. Kids who qualify are deserving of their accommodations. Kids don’t get accommodations unless they demonstrate a need and have gone though the proper channels. There are meetings and documentation required. If you feel your child needs accommodations feel free to bring them up to child study. Otherwise they won’t be getting them even if they don’t have a 504.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So audiobooks aren’t bc people with dyslexia can’t read ( or learn to read with appropriate instruction) it’s bc of the cognitive exhaust it gives them to eye read and they lose comprehension. If they have it delivered orally, typically their oral comprehension is high. Same things can apply to memorization of math facts, that can be a difficult skill for kids with dyslexia, dyscalulia, etc but they can do amazing at higher levels of math even though they may have difficulty with rote memory and sequencing. So the accommodations are to support those needs. Now if kids with LDS are taught effectively in school is an entire other discussion as is the effectiveness of standardized testing. But at any rate their Are guidelines for people to receive accommodations, if you have an issue with it, that’s your issue, no one elses but feel free to advocate for removal of accommodations for kids with LDs if you feel that strongly.

I think most of us - including me above - are not arguing to take them away for kids with LDs. We are arguing that if they are appropriate support tools for some kids then they should be available to any kid/family that wants to access them. Personally I would not want me ES kid using a calculator on tests as I want him to memorize the math facts. But by MS and HS if some kids in his class are using calculators on tests then yes of course I want him to be able to use one too.

I’m struggling to understand why some posters here think it is only fair if those types of supports are provided exclusively to kids with IEPs and denied to all kids without them. How does it hurt your kid with a LD if other kids also have access to that type of support?

The neurotypical kids typically aren’t struggling so much that they need those supports. If they had a disability, they could certainly get a 504.

your replies keep underscoring that for you it is about ensuring your child with a 504 has MORE help than other kids get not simply whether your own kid has what they need to succeed. I just think that’s the wrong approach.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So audiobooks aren’t bc people with dyslexia can’t read ( or learn to read with appropriate instruction) it’s bc of the cognitive exhaust it gives them to eye read and they lose comprehension. If they have it delivered orally, typically their oral comprehension is high. Same things can apply to memorization of math facts, that can be a difficult skill for kids with dyslexia, dyscalulia, etc but they can do amazing at higher levels of math even though they may have difficulty with rote memory and sequencing. So the accommodations are to support those needs. Now if kids with LDS are taught effectively in school is an entire other discussion as is the effectiveness of standardized testing. But at any rate their Are guidelines for people to receive accommodations, if you have an issue with it, that’s your issue, no one elses but feel free to advocate for removal of accommodations for kids with LDs if you feel that strongly.

I think most of us - including me above - are not arguing to take them away for kids with LDs. We are arguing that if they are appropriate support tools for some kids then they should be available to any kid/family that wants to access them. Personally I would not want me ES kid using a calculator on tests as I want him to memorize the math facts. But by MS and HS if some kids in his class are using calculators on tests then yes of course I want him to be able to use one too.

I’m struggling to understand why some posters here think it is only fair if those types of supports are provided exclusively to kids with IEPs and denied to all kids without them. How does it hurt your kid with a LD if other kids also have access to that type of support?

The neurotypical kids typically aren’t struggling so much that they need those supports. If they had a disability, they could certainly get a 504.

your replies keep underscoring that for you it is about ensuring your child with a 504 has MORE help than other kids get not simply whether your own kid has what they need to succeed. I just think that’s the wrong approach.

When we have our annual 504 meeting, we do not talk about other kids. We focus on what my kid needs to be successful.

Your replies underscore that you do not understand disabilities and how 504s work.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So audiobooks aren’t bc people with dyslexia can’t read ( or learn to read with appropriate instruction) it’s bc of the cognitive exhaust it gives them to eye read and they lose comprehension. If they have it delivered orally, typically their oral comprehension is high. Same things can apply to memorization of math facts, that can be a difficult skill for kids with dyslexia, dyscalulia, etc but they can do amazing at higher levels of math even though they may have difficulty with rote memory and sequencing. So the accommodations are to support those needs. Now if kids with LDS are taught effectively in school is an entire other discussion as is the effectiveness of standardized testing. But at any rate their Are guidelines for people to receive accommodations, if you have an issue with it, that’s your issue, no one elses but feel free to advocate for removal of accommodations for kids with LDs if you feel that strongly.

I think most of us - including me above - are not arguing to take them away for kids with LDs. We are arguing that if they are appropriate support tools for some kids then they should be available to any kid/family that wants to access them. Personally I would not want me ES kid using a calculator on tests as I want him to memorize the math facts. But by MS and HS if some kids in his class are using calculators on tests then yes of course I want him to be able to use one too.

I’m struggling to understand why some posters here think it is only fair if those types of supports are provided exclusively to kids with IEPs and denied to all kids without them. How does it hurt your kid with a LD if other kids also have access to that type of support?

The neurotypical kids typically aren’t struggling so much that they need those supports. If they had a disability, they could certainly get a 504.

your replies keep underscoring that for you it is about ensuring your child with a 504 has MORE help than other kids get not simply whether your own kid has what they need to succeed. I just think that’s the wrong approach.

When we have our annual 504 meeting, we do not talk about other kids. We focus on what my kid needs to be successful.

Your replies underscore that you do not understand disabilities and how 504s work.

DP. If you are the same PP that is apparently arguing that accessing the curriculum should lead to equal outcomes, for kids with SN only, then it's hard to see that you understand either.

[Anonymous]

All I can say is we are following the county guidelines for 504s. We have accommodations as needed. It sounds like you have a problem with the whole system. They are not going to undue as whole system which is guided by the law. I’m sorry you feel your child is now at a disadvantage because other kids have accommodations that yours doesn’t. I have one child with accommodations and one without. I certainly don’t feel that way with my non accommodated child. I am so happy she doesn’t need accommodations and is “normal.”

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The lack of understanding of learning disabilities on this thread is a bit much. Look up dyscalculia and read, maybe people can learn something and who knows, develop an ounce of empathy for others.

Empathy is fine. Getting excellent grades without being able to do the work is confusing to lots of people.

+1
I have empathy. And the kids should get supports. But getting an A when you had 50% more time plus a calculator on a math test vs. a kid in the exact same class who did not have those supports feels unfair. Simple as that. They aren't doing the same thing.

Oh I get it, they should get supports as long as they still get a lower grade than your kid and aren’t competition for your kids at college. I completely understand your point of view.

So, you think your child should get an "A" like kids that get the "A" without extra time or tools?

What do you think a learning disability means? Do you just think it’s a lack of effort? Do you think they don’t deserve accommodations? It’s neurobiological in origin, meaning it’s the way their brain is “ wired”. While this isn’t a completely accurate analogy, it’s like saying don’t let kids wear glasses, let them do the best they can without them. Does that make anymore sense to you? The accommodations are based on actual needs as supported by science and studying the learning differences. Did you know kids with learning differences can have an exceptionally high IQ? I’m not worried about my kid, she will be fine in spite of people like you in the world. I guarantee she is more resilient than 95% percent of kids bc we encounter people like you all of the time.

no, it's not at all like glasses. Glasses would be comparable to the audio readers to help dyslexics - something that kids that don't have that disability don't need/want as they can just read the text. Likewise giving all the kids glasses wouldn't help the kids who don't need them do better.

Calculators and extra time are not the same because giving them to all kids would create a level playing field; giving them to only some kids gives those specific kids advantages that other kids don't have.

How is it possible that a grown woman is this misinformed and angry at a kid with a disability? Lol.

Stop feeding this troll, people.

That person is not misinformed. They are correct. You’re just defensive about it. DP

No, they are incredibly ignorant. The fact that this post wasn't placed in the sns forum says everything. When you see this, the poster wants readers to bash sns kids.