Breaking down large projects into smaller deadlines or extended time on projects/assignments (typically 1.5 extra time).

Some examples of accommodations that could be provided through a 504 plan include: 3) If the school can provide reasonable accommodations, what would they be and who would be responsible for providing them (typically the regular education teacher or student services). 2) Determine if the school can provide reasonable accommodations to help the student access the regular education curriculum. During the 504 evaluation, the team (guardians/parents, teachers, school psychologist and/or counselor, and sometimes the student) must do three things: 1) Determine what major life activities are being negatively impacted by the disability. A 504 plan is a legal document that identifies the student as a person that has a disability and outlines accommodations that must be provided for the student to gain access to the regular education curriculum. Students with more severe needs may require interventions to be outlined in a 504 plan in order for them to access the regular education curriculum. Subtle hand signals or post it note system with the teacher to let them know they have questions, or are feeling overwhelmed.Īccommodations for Student with Severe Needs.Allowed to stand in back or pace in classroom when necessary.Pass for a break (take a walk or go to a buddy classroom, or talk to student services).Altered passing time (so they’re in the hallway with fewer children).Some examples of accommodations that could be provided through regular education include: Students with lower levels of anxiety or less frequent panic attacks may only need accommodations that can be provided through best practices in the regular education setting. At the end of the day, parents and schools both want students with anxiety to eventually overcome the challenges their symptoms present. It could lead to learned helplessness, hinder the child’s growth in independence, and possibly hinder their ability to work through and overcome some of their anxieties. Besides that, providing too many accommodations, although it is done with good intentions, is not helpful either. Keep in mind that schools are mandated to provide reasonable accommodations for your child to have access to the general education or appropriate curriculum, it is not their job to ensure your child reaches their maximum potential. The level of severity often dictates the level of services that is appropriate for the student. This still allows your child to feel appropriate levels of discomfort (especially if it’s encouraged by their therapist), but not past the point that it’s too overwhelming.Like many mental health disorders, anxiety and panic disorders can present a wide variety of challenges for students and may be present at different levels of severity. They can often be something your child has an option and they can use it if they need it.

Also, remember that accommodations do not need to be long-lasting or always utilized. The following are some accommodation ideas we’ve seen or recommended, but the list is not comprehensive and it’s not a checklist of things a school must provide. If necessary (when needs are clearly not being met) you can resolve disputes through legal action.

If there are specific necessary accommodations, then it is important to formalize the needs in writing through an IEP or 504 plan. Although it’s a good idea to have some ideas about possible accommodations, know that the resources available may depend on the school. With that in mind, we’ve found it’s better to have a discussion with administrators about how your child is struggling and see what ideas they have based on the school’s resources. When we’ve worked with schools, it’s valuable to view them as an ally who wants to work with you in helping educate your child. It may be necessary to do a more formal Individualized Education Plan (IEP) or 504 plan (overview of differences here). There may be small changes a teacher can make that can help your child adjust better.Ī second step is talking with a school administrator or school psychologist to see what kind of accommodations may be available based on your child’s needs. A teacher is going to see how anxiety is manifest on a daily basis in the school setting. The first steps most parents take is to talk to their child’s teacher. The question then becomes, how can the school and I work together to help my child? Davis Anxiety/Panic/Worry, General Support, Pediatric Issuesĭoes your son or daughter have an anxiety disorder? Usually if this is the case, their anxiety may affect their experiences in school.

Anxiety 504 plan accommodations