![]() Sometimes I’m like, ‘This is so annoying, why do my parents get called?’ But I think overall, it’s really beneficial for me,” Schuring said. Caiden Schuring, sophomore with ADHD, has a 504 plan that gives him extended time to do assignments he can go on walks if he feels antsy, chew gum, and his teachers must communicate very clearly with him and his parents about instructions and if he is getting behind. One way 504 plans and IEPs help students is through accommodations. “It’s really just evening the playing field based on where the kids’ deficits are,” Fischer said. It really depends on where those deficit areas lie, some students receive social work services or speech services, occupational therapy, so it is just dependent on where those needs fall for that kid,” Jennifer Fischer, case manager said.ĥ04 plans and IEPs do not just deal with mental illness, but they are a way students with mental illness are helped in school. It’s not a standard stock ‘you have a disability here’s what this looks like’. ![]() ![]() “ based on that individual and what their needs are. Additionally, an IEP gives students specialized instruction to meet academic or emotional needs. Students with 504 plans can have mental, physical, or academic disabilities, commonly with ADHD, anxiety, or depression, but they do not need special education, according to Cara Obrochta, assistant principal of student services. He usually gets about an hour of extra time to complete assessments.ġ.5% of students nationwide have a 504 plan, according to an analysis done by The Advocacy Institute, and 14% of students grades K-12 in the US have an Individualized Education Program (IEP), according to the Pew Research Center. Schuring says that his accommodations are helpful in completing his schoolwork. Caiden Schuring, sophomore, works on an assignment with the extra time he gets from his accommodations. ![]()
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