Anonymous wrote:extra time. The school wanted it to be like 50% or X% more time but we pushed back. He has trouble remembering to turn in assignments or sometimes forgets/misses they were assigned. So even getting an additional day is like 100% more time.
We kept it at just additional time to cover that.

So additional time for assignments (meaning teachers have to accept late work) and tests is the biggest.
Preferential seating.

Can type work is also important to him.

^^^ Actually I think accepting late work is a separate one. We had to go back and have the 504 modified to have that, because even with extended time some teachers were just saying "my policy is to not accept late work."

extra time. The school wanted it to be like 50% or X% more time but we pushed back. He has trouble remembering to turn in assignments or sometimes forgets/misses they were assigned. So even getting an additional day is like 100% more time.
We kept it at just additional time to cover that.

So additional time for assignments (meaning teachers have to accept late work) and tests is the biggest.
Preferential seating.

Can type work is also important to him.

Definitely extra time. Respond in test booklet and monitor test responses was also huge for DD. She often lost her place on the scantron. There were some others like preferential seating and check for understanding but I don’t know how much they helped.

This is not listed on the 504 but what was super helpful was having DD placed in a class for one period a day where the teacher taught organization and study skills and DD could work on assignments. The teacher also served as a liaison with classroom teachers so she could help DD if she had work to make up or was struggling with something. This was in MCPS. I never in a million years thought DD would get it together academically but that class really helped. I would ask if there is something similar.

Which 504 Accommodations did your middle schooler find most useful? DS has ADHD and executive functioning challenges.