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[quote=Anonymous][quote=Anonymous][quote=Anonymous]My middle school child was denied a 504 because, in the words of the evaluator, he wasn't failing.  The school's psychologist actually said "it is not the responsibility of the public schools to see that your child meets his potential.  We don't have the resources for that.  We want to see that he graduates.  That's all."  My child has severe ADHD and problems with writing, but is advanced in math.  He gets mostly Bs in school, sometimes an A or C.  I think there are definitely some supports he could use, like keyboarding, help with executive functions, etc.  Is it normal for the school to deny this and refuse to do anything? Fyi, we're not in the DC area.[/quote]

No, that is not normal. I teach secondary school (grades 7-12) and have numerous students who have 504 plans and who have very good grades. I attended two initial 504 meetings this year for students who both had straight A's. If a student needs accommodations in order to have a free and appropriate education, it absolutely is the responsibility of the school to address those needs.

504 accommodations of current and former students have included:

-- Chunking of multi-step projects and assignments
-- Checklists to assist with time management for multi-step projects and assignments 
-- Paper planner or assignment/assessment calendar
-- Extended time, up to 25%, on assessments and major assignments 
-- Extended time, up to 50%, on assessments and major assignments
-- Modified assignments or work load during/after hospitalizations or extended absences 
-- Access to word processing software for all written responses
-- Access to spell checking tools for all graded written responses
-- Graphic organizers for multi-paragraph essays
-- Highlighting/color-coding important parts of directions
-- All printed materials on pale blue paper (provided by family)
-- All printed fonts enlarged to 16-point or larger 
-- Reduction of paper-pencil tasks
-- Use of fidget grip or chew tube on pencil/pen
-- Use of chair cushion, balance stool, or ball chair to allow for movement
-- Preferential seating away from distractions
-- Preferential seating close to the center of instruction
-- Preferential seating near the door
-- Frequent breaks
-- Frequent check-ins with teacher or counselor regarding stress and anxiety
-- Permission to stand at desk or in back of classroom
-- Non-verbal cues to return to task
-- Verbal cues to return to task 
-- Clearly-defined expectations regarding behavior and/or academic demands
-- Unrestricted access to counseling staff
-- Unrestricted access to the restroom
-- Use of noise-reduction headphones (provided by family) during assessments or independent work
-- Access to white noise (selected by student) on headphones during assessments or independent work
-- Access to sunglasses and hat (provided by family) for outdoor activities
-- Advanced warning of scheduled fire drills and lock down drills to reduce panic attacks[/quote]

You are a badass for posting this. Not OP but I copied and pasted it for future reference.[/quote]

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