We chased the elusive middle/high school that could provide our physically disabled child reduced course load, intensive support, and a diploma track. It's not available in Mo Co. Perhaps at Academy of the Holy Cross (which is for girls), which has a good program in HS.

It sounds like he needs a SN school given all the needs.

OP -- Your post seems to indicate that this student will need a one to one aide, but will it be for the health condition or more for the assistance in learning the curriculum? I think accessibility is going to be a key factor and technology available in a district, too. But will location to medical care also not be a priority, too?

I wonder if this student woukd benefit from a school division that would allow the student to have a reduced course load in school and do some work online, too at home. It is going to take a division with a team committed to helping this fellow learn. But, I also wonder if a small private or a parochial school might not be able to have more flexibility and if the Famiky has funds to provide for transportation and tutors as needed.

Is there any way to connect with others with physical disabilities at middle and high school level to see where they have been served? It is too bad there is not a St. Coletta School with an academic curriculum.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:You will only get an IEP if specialized instruction is warranted. A reduced workload can be an accommodation or a modification. It would be a 504 accommodation if the standard that the student is working towards is the same. If the standards are altered, it is then a modification and would only be available with an IEP. If the student is able to demonstrate above grade level understanding while completing less work, it sounds like an accommodation through a 504 plan is acceptable since he is meeting the grade level standard or greater.

OP here, I think that he is going to need to use a fair amount of technology to be able to participate in middle school and high school, and he's going to need instruction in order to use it. Is that specialized instruction?

I also think that the line on when changes to workload become modifications rather than accommodations is blurry. Skipping some homework assignments, or some math problems on a homework assignment -- that's clearly accommodation. Being allowed to turn in a major paper that's 2 pages instead of 5, or an outline instead of a paper, -- that's less clear to me. And he needs the latter and not just the former.

MCPS is not going to provide instruction on how to use technology. Been fighting for this for years and have gotten nowhere. We now pay two private instructors. In fact, you can't even count on MCPS personnel to be competent in your child's technology (AAC programs).

OP here, unfortunately what you write matches my experience. I agree that I wouldn't count on MCPS to do this well, but I was thinking of it as justification for an IEP. I think he's complex enough, that likely he will be able to qualify for an IEP, even in MCPS.

Having said that, they're moving to the area so they can choose to live wherever. Where would people move with a kid like this? I've probably heard more good things about Howard County than anywhere else. Anyone know how they are on allowing modified assignments for a diploma track kid?

Anonymous wrote:

Anonymous wrote:You will only get an IEP if specialized instruction is warranted. A reduced workload can be an accommodation or a modification. It would be a 504 accommodation if the standard that the student is working towards is the same. If the standards are altered, it is then a modification and would only be available with an IEP. If the student is able to demonstrate above grade level understanding while completing less work, it sounds like an accommodation through a 504 plan is acceptable since he is meeting the grade level standard or greater.

OP here, I think that he is going to need to use a fair amount of technology to be able to participate in middle school and high school, and he's going to need instruction in order to use it. Is that specialized instruction?

I also think that the line on when changes to workload become modifications rather than accommodations is blurry. Skipping some homework assignments, or some math problems on a homework assignment -- that's clearly accommodation. Being allowed to turn in a major paper that's 2 pages instead of 5, or an outline instead of a paper, -- that's less clear to me. And he needs the latter and not just the former.

MCPS is not going to provide instruction on how to use technology. Been fighting for this for years and have gotten nowhere. We now pay two private instructors. In fact, you can't even count on MCPS personnel to be competent in your child's technology (AAC programs).

Anonymous wrote:You will only get an IEP if specialized instruction is warranted. A reduced workload can be an accommodation or a modification. It would be a 504 accommodation if the standard that the student is working towards is the same. If the standards are altered, it is then a modification and would only be available with an IEP. If the student is able to demonstrate above grade level understanding while completing less work, it sounds like an accommodation through a 504 plan is acceptable since he is meeting the grade level standard or greater.

OP here, I think that he is going to need to use a fair amount of technology to be able to participate in middle school and high school, and he's going to need instruction in order to use it. Is that specialized instruction?

I also think that the line on when changes to workload become modifications rather than accommodations is blurry. Skipping some homework assignments, or some math problems on a homework assignment -- that's clearly accommodation. Being allowed to turn in a major paper that's 2 pages instead of 5, or an outline instead of a paper, -- that's less clear to me. And he needs the latter and not just the former.

You will only get an IEP if specialized instruction is warranted. A reduced workload can be an accommodation or a modification. It would be a 504 accommodation if the standard that the student is working towards is the same. If the standards are altered, it is then a modification and would only be available with an IEP. If the student is able to demonstrate above grade level understanding while completing less work, it sounds like an accommodation through a 504 plan is acceptable since he is meeting the grade level standard or greater.

Anonymous wrote:An IEP is more appropriate in this case -- because essentially the curriculum will need to be modified to ensure less homework, shorter assignments etc.

A 504 will probably be insufficient to provide the protections this kid needs -- especially in MS/HS with all the different teachers, moving between classrooms, etc. The parents will want the protections of an IEP to ensure ALL teachers understand the need and requirement to comply.

OP here, that's my thinking that he'll need an IEP.

One thing that will make the process easier is that kid's disability is very visible, and his diagnosis is very clear. So it's not quite the same as a kid with an invisible disability where a teacher might try to deny the need, or ignore it, or the district might fight the original eligibility.

I guess my question is about where the line is between modification and accommodation on graded work, and what people have seen different districts allow.

An IEP is more appropriate in this case -- because essentially the curriculum will need to be modified to ensure less homework, shorter assignments etc.

A 504 will probably be insufficient to provide the protections this kid needs -- especially in MS/HS with all the different teachers, moving between classrooms, etc. The parents will want the protections of an IEP to ensure ALL teachers understand the need and requirement to comply.

I have a similar child and her IEP is set up to accommodate for this with less homework, breaks for fatigue, etc.

Anonymous wrote:Does your child have a 504 or IEP already?

Not my kid, but no, because he's been in in a private K-5 school. They're moving to the area, and have reached out to me for help.

Anonymous wrote:I’d start with a 504. It’s governed by ADA and was designed for students who need accommodations and are not behind academically. If your child can access the curriculum with modifications such as modified assignment length, scribe for answers, etc that’s where you should begin.

Does anyone know where the limit would be as far as modified assignment length? Even with a scribe and technology, he can probably get 1/4 of the work done when he isn't sick. Can they modify district level assessments, or finals for example?

This isn't my kid. I'm actually a sped teacher helping a friend, but I work with little kids on alternate standards, so I don't know the ins and outs of diploma track.

As an aside, 504 isn't governed by ADA. It's governed by Section 504 of the Rehabilitation Act.

Does your child have a 504 or IEP already?

I’d start with a 504. It’s governed by ADA and was designed for students who need accommodations and are not behind academically. If your child can access the curriculum with modifications such as modified assignment length, scribe for answers, etc that’s where you should begin.

Does anyone have experience with accommodations in local districts for high schoolers with severe medical/physical disabilities that hugely impact both the speed at which they work, and the amount of time they can sustain effort? Basically, kid works far slower than peers, not due to processing problems, but because the act of moving their body to select an answer, or even of dictating an answer takes far more time due to the need to stop and catch his breath. Plus kid has much less time than peers to complete work because their physical disabilities increase the amount of time spent on daily routines (e.g. sleeping, dressing, toileting all take far more time), more time spent on medical treatments such as physical therapy, and far more time spend sleeping due to chronic fatigue. Add to that frequent absences including extended absences for hospitalizations.

Kid is very bright and has been in a private religious school that lets him do what he can do, and excuses the rest. Despite missing almost half of the school year, and completing probably 10% of the work, the work he does complete shows skills and comprehension well above grade level.