I wanted to ask for input here on what you have seen help your elementary students with T1D, ADHD, OCD, and anxiety as far as 504 plans. edited to add food allergies. not sure how I could forget about them. peanut treenut and egg. he does not self carry any of his supplies they all live in the nurses office.
My son is 8 years old has had t1d since age 5. recently was diagnosed with adhd, ocd and anxiety (we knew it was likely but just finally buckled down and paid for testing because this year has been tough at home and at school with behavior).
we didn't push for a 504 because his school has been very accommodating thus far but I know that as he goes into 3rd grade next year he will need the 504 for standardized testing accommodations.
I go next week to meet with his counselor to go over accommodations we would like and what his teacher suggests would be helpful.
He has an insulin pump, cgm (using a cell phone as his receiver so I can follow him), we are working on figuring out adhd medication with his pediatrician.
I know it really boils down to him personally and his needs but I appreciate any advice or input.
the things he struggles with at school is getting started on tasks, finishing them. he is very smart and usually knows how to do the work. easily distracted, can be impulsive, blurts out answers, gets stuck when things aren't the way he thinks they should be.
he also was diagnosed with a mild motor delay however it is very mild. his anxiety does increase with writing assignments. I think that is partly due to his ocd, and wanting words to be spelled perfect and getting upset if he does something wrong. we try really hard to take the emphasis off getting something right vs trying it or completion.
also we are getting back into therapy. we did some in pre k before his t1d dx but then took a break because schedules and he was doing better. we got by OK in kindergarten and first grade but this year has been harder.
I work at a high school in the district and I don't do much in the way of 504's so I just want to make sure we get started on the right foot with ours.
Specializes in ICU/community health/school nursing.
1 hour ago, ajessrn said:
It may come to that. I am trying to be extremely diplomatic since I work in the district and they really have been accommodating thus far when it comes to helping him. My biggest hope is that therapy and meds will help get him to a place where we are doing better. His teacher is very helpful and overall they are all great so far. I worry about any future teachers who aren't so great which is why I know I need to get everything needs in writing officially for him.
In my district in north Texas he would likely meet the SPED category emotional disturbance, or possibly Other Health Impairment. The SPED assessment process is lengthy but we need to answer the question: Does this student need modifications to be successful? One the one hand - the SPED dx, while not permanent, will follow your student even if the re-evaluation does not show they need the service at the end of three years. On the other hand - it's easier to do the process when there is not a crisis than when there is. Either way, you may request the evaluation. This is not an individual decision: the ARD team makes it.
Specializes in ICU/community health/school nursing.
1 hour ago, ajessrn said:
Everything I read about IEP's says that it has to adversely affect their educational performance and since it isn't at this time I will wait and see. At least I can get the 504 going, work on meds and therapy, and maybe next school year things will be different. I will be on the ball getting him an eval by sped if he starts to fall behind at all.
Not....necessarily. Pretend you don't know anything about SPED and ask for the evaluation.
Nice job! Bums me out that recess as penalty even needs to be addressed, but I digress...
Sounds like you covered all the things he may need. And the beauty of a 504 plan is it is a fluid document. It can be amended with a quick meeting. Keep us posted
thank you. yes the recess thing happened once so far this year.
trouble following directions in PE class so PE teacher held him from going to recess for 5 minutes. maybe it was needed, can't say for sure since I wasn't there but thankful it doesn't happen often. recess is so dang short as is so missing any of it stinks for them.
I think that his school overall understands the importance of recess and movement. They have been trying to add in flexible seating to more classrooms and do brain breaks throughout the day etc.
He started a new medicine Friday, gaunfacine. I told the pedi I wanted to steer away from stimulants for his adhd hoping whatever we try won't make anxiety worse.
I finally got the neuropsych eval official report and he had a lot more recommendations so I will share the report with the school so they can have it as informational to add in things as we see the need and if they actually are helpful for him. Too many changes for an OCD kid at once isn't a good thing. He told me the teacher changed his seat in class. I tried to amp it up as an awesome thing that he gets to sit closer to the teacher so he can focus better in class. Grateful that his teacher also sent me a note telling me what an awesome day he had yesterday. I need some good to balance out the hard.
I appreciate everyones help and input so far! Thank you!
NutmeggeRN, BSN
2 Articles; 4,739 Posts
Good Luck!