504 plan accommodations for oppositional defiant disorder

Parents should at least be asked and encouraged to contribute any information that they may have (e.g., doctor’s reports, outside testing reports, etc.) that would be helpful to the Section 504 committee in making their determination of what the child may need. The decision to include parents in the decision-making committee is a determination that is made by each school district and should be spelled out in the district’s procedures for implementing Section 504. Unlike Special Education, the federal regulations for Section 504 do not require or even mention that parents are to be a part of the decision-making committee. Other examples include group work assignments, social skills training, and teacher-facilitated interactions between students.Who decides whether a student is qualified and eligible for services under Section 504?Īccording to the federal regulations: “…placement decisions are to be made by a group of persons who are knowledgeable about the child, the meaning of the evaluation data, placement options, least restrictive environment requirements, and comparable facilities. One example of a peer-based intervention is having a trained peer mentor or “buddy” that an autistic student can work with at school. Peer-based interventions are one way that teachers can help support communication, socialization, and learning skills in students with autism. Some autistic children have language delays, social anxiety, and other challenges that make it difficult to communicate with peers. Scheduled breaksĬhildren are constantly learning new things, and classroom breaks are an essential part of the learning process for younger children.įor autistic children who experience challenges in the classroom, it’s even more important to schedule frequent breaks during the school day.įor some autistic students, these scheduled breaks can be downtime – a quiet moment to calm down and unwind in a safe space.īut for other students, these breaks can be an excellent chance for sensory activities, body movement, stimming, or other enriching or fulfilling activities. Visual aids, like printed calendars, visible clocks and timers, and posters with visual reminders, can all be helpful for daily tasks like homework and schedules. One way to support autistic students in the classroom who struggle with executive function is through visual support. Research from 2022 suggests that autistic people have gaps in their executive function, which can make everyday tasks more difficult. Our executive function skills fuel many of the behaviors we engage in – from paying attention to our work to remembering our daily responsibilities. A quiet, calm area with dim lights, neutral colors, and soft furniture can be a safe space for autistic students experiencing anxiety, sensory overload, or other issues. One example of a retreat space that can be beneficial for students with autism is a calming corner.

But even when sensory challenges aren’t present, it can still be helpful for an autistic child to have a safe space to retreat to at school. Supportive work areasĪ busy classroom can be an overwhelming experience for autistic students, especially when they have sensory processing challenges.

Or, a child who is hypoactive might find that a quiet fidget toy helps them focus better in class. For example, a student who is sensitive to loud noises may find it helpful to wear headphones or earbuds at school. Research suggests that roughly 90% of autistic people have atypical sensory processing – usually either hyper-reactivity or hyporeactivity to sensory experiences.Īutistic students with sensory challenges can benefit from different sensory tools. When we process information from our surroundings via our senses, we call this sensory processing. Here are some of the accommodations and modifications that can be helpful for autistic students in the classroom.

Classroom accommodations for students with autism

504 plan accommodations for oppositional defiant disorder