When parenting a child with Autism, ADHD, Dyslexia, Dyspraxia, etc., at some point you will come across the Individual Education Plan (IEP) or 504 plan. The IEP and 504 plans are agreements between parents and schoolteachers that detail the educational and social/emotional supports that a child with a condition like Autism or ADHD will need to succeed in public or private schools. This entire process can feel daunting, and the parent handbook given to parents about IEPs and 504s can feel overwhelming, too!
So, how do we navigate setting up the supplemental aids our neurodivergent kids might need, to help them succeed in their educational careers?
The first and most important step is, what age is your neurodivergent child? The earlier the IEP/504 can be established, the better continuity of care your child will have.Naturally, the supports a pre-school or elementary school aged child may have different needs to a middle or high school aged child. The best thing about the IEP and 504 plans is they grow with the child based on their needs and whether the child’s educational and social goals are met.
Understand also that whatever support you tell the school your child needs, they have a legal obligation to try and accommodate for your child. If it is on the IEP/504, the school’s staff must follow it! You are your child’s first best advocate to have their needs met and help them in their education.
Pre-k and kindergarten aged neurodivergent children need more visual/spatial support for things like reading and math, as an example found in the book Autism & Education: The Way I See It By Dr. Temple Grandin. Occupational therapy and speech therapy for this age group of neurodivergent children are paramount to success. These types of therapy help neurodivergent children begin to more effectively communicate their needs, and learn to follow the “socially acceptable” rules of taking turns, when it’s appropriate to stim, when to sit still and pay attention, etc.
What other educational supports might your child need? Here’s a list of a few typical accommodations your child can have if needed:
Text to speech/speech to text use to assist in writing and reading
Calculators and other hand-held manipulative blocks for math
Small group tutoring for reading/math/writing
Under-desk bicycle pedals for stimming/movement
Extra time on tests
Small group or being pulled out to a smaller, more distraction-free class for tests
Chunked up work/doing less work to demonstrate knowledge than neurotypical children
small , peer-group therapy to help with understanding social cues and interactions
Remember, you are your child’s best advocate when it comes to their needs and education. You know how they best work at home, and that can translate into better functioning at school. The goal is for the IEP/504 plan to help your child use their neurodivergent skills in a way that works for them, not against them.
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