Reply to Working with teachers on the details of a 504

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[quote=Anonymous]Context—DC has a new 504 (8th grade/dysg/dyscal + low processing speed. Normal IQ.

The below is mainly granular details as I am looking for help on  implementing fine details of the 504.  When something that should have been covered under the 504 wasn’t (in your opinion)  AND things that were never spelled out in detail but seem reasonable to request,

1) Teacher  didn’t give him a chance to type an assignment during the transition period (after meeting on 504 / before it was final). This was either her not thinking that assignment “counted” or an oversight or DC NOT saying “may I type this” but I want to make sure it doesn’t happen again. We basically requested a change from “long assignments” to “Short answers” I’m assuming a quick email?

Is it fair to request an alternate assignment  even if details were not listed in official accommodation.

2) Teacher #2  has “word finds” for test extra credit  (difficult ones; 5pt/footnote size font, 20 words, all directions including backwards.

In addition to the listed SLD his neuropsych indicated low visual processing speed and he is currently in vision therapy. At the start, the therapist mentioned how hard word finds are for someone with this profile.

He needs these extra credit points but doing these word finds could literally take hours.

3) Teacher #3 We didn’t specify extra space to write (math tests) because it seemed so granular. It’s also often not an issue (e.g. many teachers provide plenty of space). That said, DC often just uses what’s provided–thinking it’s fine.

I know this is lengthy and details and I’m hoping to avoid this with his teachers; back and forth on details or being the "Karen parent."
 
Thank you kind strangers.
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