In addition to making sure school personnel are familiar with PCD, there are two primary educational plans that may be useful for children with PCD: 504 and IEP (Individualized Education Plan). These are both federal programs. Click on the links below to get detailed information on each plan. Individual states or schools may offer additional services, as well.
This information is provided for general purposes. It is very important to work with school officials to determine what services are most appropriate for your child.
A 504 Plan helps a child with special health care needs to fully participate in school. Usually, a 504 Plan is used by a general education student who is not eligible for special education services. A 504 Plan lists accommodations related to the child’s disability and required by the child so that he or she may participate in the general classroom setting and educational programs. For example, a 504 Plan may include:
- Plans to make a school wheelchair-accessible
- Your child’s assistive technology needs during the school day
- Permission for your child to type assignments instead of writing them by hand
- Permission for your child to hand in assignments late due to illness or a hospital stay
What are some of the modifications and accommodations to expect for a student with PCD?
- If your child has hearing loss he or she may need assistive technology during the school day. (Ex. FM System)
- Child will be seated in close proximity to the teacher due to fluctuating hearing loss which is associated with the recurrent Otitis Media. (if applicable)
- Have at all times a box of tissues at their desk.
- Keep an inhaler for use as needed. (if applicable).
- Keep hand sanitizer at desk for use after each time he/she coughs or blows his/her nose. (Parent should provide sanitizer).
- Will be allowed to go to the lavatory as needed due to productive cough.
- Will remain indoors whenever the temperature drops below 40 degrees and will be in an air-conditioned classroom in warm weather since hot, humid air may trigger his/her condition.
- If the temperature drops below 15 degrees the student will be absent and should be allowed to make up missed work.
- Child will wear his/her jacket/coat during fire drills.
- Grading will not be negatively impacted for poor performance and/or absences associated with Child’s medical condition. During short-term medically related absence, the parent will pick-up missed assignments and upon return to school the Child will be allowed to make-up missed tests/quizzes. Extended time will be provided as warranted.
- When the Child is absent five (5) consecutive days due to illness, Home Instruction could be provided. (Verify with your school district on how many hours per missed day is provided.)
- During periods of standardized Testing extended time, smaller-group setting and breaks, as needed, will be provided.
- If your child needs extra treatment at school you should contact your school nurse and provide written order from the Pulmonologist.
- With written order from Doctor, School Nurse will administer medication to the Child during school hours should it become medically necessary.
- School Nurse can exchange information with Treating Pediatric Pulmonologist if necessary (Release of Authorization Form, should be signed by the parent).
- Child will be provided with extra set of books for use at home when he/she is absent from school.
Your child may be eligible for accommodations under a 504 Plan if he or she has a physical or mental health disability that limits one or more major life functions. A 504 Plan is supported by the federal civil rights law, Section 504 of the Rehabilitation Act of 1973. A 504 Plan is to be provided in programs that receive federal funds, such as public schools.
Each school is required to have a Section 504 Coordinator. Developing any plan requires working together as a team. Work with your child’s school nurse, primary care provider (PCP), and the Section 504 Coordinator to create a 504 Plan.
In developing a 504 plan, what should the process include?
- A school evaluation
- A letter from your child’s PCP describing the disability, chronic illness, related problems and needed medications and/or treatments
- Identification of the accommodations to be provided – physical and instructional (this depends on your child’s condition).
The IEP, Individualized Education Program, is a written document that’s developed for each public school child who’s eligible for special education. The IEP is created through a team effort and reviewed at least once a year.
Before an IEP can be written, your child must be eligible for special education. By federal law, a multidisciplinary team must determine that the child with a disability and that he/she requires special education and related services to benefit from the general education program.
The Individuals with Disabilities Education Act (IDEA), a federal law, requires certain information to be included in the IEP but doesn’t specify how the IEP should look. Because states and local school systems may include additional information, forms differ from state to state and may vary between school systems within a state.
Who are the members of an IEP team?
The members of the multidisciplinary team who write your child’s IEP include:
- You, the parents, who have valuable insights and information about his strengths and needs and ideas for enhancing his education
- General education teacher(s) who can share information about classroom expectations and your child’s performance
- A special education teacher who has training and experience in educating children with disabilities and in working with other educators to plan accommodations
- An individual who can interpret the results of your child’s evaluation and use results to help plan an appropriate instructional program
- A representative of the school system who knows about special education services and has the authority to commit resources
- Individuals with knowledge or special expertise about your child that are invited by you and/or the school district
- Representatives from transition services agencies, when such services are being discussed
- Your child, when appropriate, and whenever transition is discussed
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