Anonymous wrote:My daughter just got a letter from her therapists about 504 plan for anxiety, in actuality starting in middle school her personality changed and her processing speed has dramatically decreased, she looks like she may have ADHD. She was in elementary school AAP, maxed out NNAT and cogat and always complemented by teachers how she is so capable(bright). Middle school we went 180. I am worried that if we use the 504 plan there will be some "unconscious bias" from the teachers and that er grades would suffer from this.
Also--my main question is---does the fact you have a504 plan go on your report card? do colleges see this?

No. It is up to the student to disclose disabilities to the college’s disabilities office if they want accommodations to continue beyond high school. If you say nothing, they do not know.

My daughter just got a letter from her therapists about 504 plan for anxiety, in actuality starting in middle school her personality changed and her processing speed has dramatically decreased, she looks like she may have ADHD. She was in elementary school AAP, maxed out NNAT and cogat and always complemented by teachers how she is so capable(bright). Middle school we went 180. I am worried that if we use the 504 plan there will be some "unconscious bias" from the teachers and that er grades would suffer from this.
Also--my main question is---does the fact you have a504 plan go on your report card? do colleges see this?

You should post this on the Special Needs board. They have tons of parents over there whose kids have 504s for ADHD and mild ASD.

Neither process is quick so if you think you want one, start the process now. In some schools, depending on the backlog, it could take a couple of months to get everything squared away. There is a strict sequence of screening, finding eligibility, and then deciding on accommodations.

Anonymous wrote:Hi it’s OP, thank you all again for the kind responses, that’s a very good point it seems like DC usually spends lot of time on subjects like social studies ( reading articles then write a paragraph of personal opinions or make project answer questions from his own point of view etc, either couldn’t think much to write or with endless editing, even we told him just write whatever to fill the blank). For subjects have exact answers like math he had no slowness problem. It sounds like 504 may be good for DC if teachers can give less assignment and be more patient/tolerate with his quietness associated with anxiety.

Teacher again: You aren’t going to get less assignments in a class like social studies. He will still have to write the same paper his classmates have to write, but he can have access to a graphic organizer that breaks down what the teacher wants to see:

paragraph 1:
Main topic: ______
3 supporting details: 1) 2) 3)

Basically a structured outline where he fills things in.

Even that you won’t get without a diagnosis of some disability that affects his ability to complete the work. Adhd? Anxiety?

I feel for you, my own child is very similar. Assignments that should take 5 minutes take 5 hours because he stares at a screen saying he doesn’t know how to start. He has been in therapy for years to address rigidity of thinking, anxiety, and perfectionism. The therapy combined with a 504 (accommodations include being given examples of major projects, graphic organizers, and frequent check ins to verify he is not falling behind on long term assignments) have made things better from an emotional standpoint.

When he gets to high school there is no way I’m having him take AP humanities courses though. He can take calculus as a freshmen and more power to him, but AP US history? Hell no. That many writing assignments will destroy him. He will be an engineer/computer programmer and never write anything beyond an email or a technical description and that’s great.

Anonymous wrote:Hi it’s OP, thank you all again for the kind responses, that’s a very good point it seems like DC usually spends lot of time on subjects like social studies ( reading articles then write a paragraph of personal opinions or make project answer questions from his own point of view etc, either couldn’t think much to write or with endless editing, even we told him just write whatever to fill the blank). For subjects have exact answers like math he had no slowness problem. It sounds like 504 may be good for DC if teachers can give less assignment and be more patient/tolerate with his quietness associated with anxiety.

"Be more patient" is not an accommodation. What do you want teachers to do in the face of his quiet?

For extra time on assignments, will having more time to not know what to write be helpful? What skill does he not have that makes the writing assignments difficult and how will he develop that skill?