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Dr. Selznick’s blogs are written to help parents navigate the difficult waters of raising children struggling with learning disabilities such as dyslexia, as well as ADHD and deficits of executive functioning. His overriding mission is to speak to parents in “down-to-earth terms free of jargon.” 

 

504 Plans: Avoid Templated Accommodations

In 504 Land, one of the classic (almost knee jerk) accommodations recommended is to give an ADHD child extra time.

Let me ask you this: How many impulsive, “hurry-let’s-get-it done-style” kids do you know who want extra time?

The answer is none.

The last thing that the ADHD kids want is more time. In fact, they are looking to be the absolute first one done, regardless of the work quality.

Gavin, age 9, typifies this process on a daily basis. Rushing through his school work and homework, Gavin can’t wait to be finished.  In school he’s usually the first one done.

Gavin’s mother explains to him that the school is developing a 504 plan for him so he could have extra time on tests and school work. Gavin is stunned, in disbelief.

“Extra time???” he exclaims. “What do you mean extra time? I hate those worksheets. Why would I want to spend more time on them. I want less time!!!!”

“Oh,” his mother continues. “They are also going to offer you preferential seating so you can follow directions better. You will sit right up there next to Mrs. Smith.”

“What????,” thinks Gavin. “Am I hearing this correctly? Whose preference is this? Not mine! I prefer to be as far away from Mrs. Smith as possible. Maybe my mother prefers that spot in the classroom. Not me. That’s not preferential seating.”

504 plans may sound great on paper with a lot of wonderful accommodations. Just like a football coach who has all of his game plan mapped out before going into the game, the 504 plan documents the various and sundry ways the child will be “accommodated.”

Accommodations like extra time and preferential seating may sound good on paper, but the reality may be something very different.

The most important question to ask yourself (and the special education team) is “What specific accommodations does the child need?”

Takeaway Point

504 Plans can be very helpful for a child with a disability, but they need to be personalized to the child’s needs, not pre-templated.

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