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504 Training – How the Pieces Fit

TogetherByron Parker, M.Ed., ATCAP

Dr. Patti Wilson, NCSP, HSP#2411Ashley Clark, PT

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ASSISTIVETECHNOLOGY

IDEA 2004 (300.5) Assistive technology device.

Assistive technology device means anyitem, piece of equipment, or product system,

whether acquired commercially offthe shelf, modified, or customized, that

is used to increase, maintain, or improvethe functional capabilities of a child witha disability. The term does not include a

medical device that is surgically implanted,or the replacement of such device.

Needs vs. Wants

Does the child need a piece of assistive technology to access the general education curriculum.

Will the device level the playing field in order for a child to function in a general education classroom.

Will the device promote independence as opposed to enablement.

Does the characteristics of the device meet what the child needs.

Needs vs. Wants

Never match a child to a device. Match a device to a child based on the needs of the child.

If more than one device meets characteristics needed for student success, the most cost effective will be offered.

Parents may request a specific device but the school system is only required to provide a comparable device that meets student needs.

Continuum from No/Low Tech to High Tech

*Simple *Little Maintenance *Limited/No Electronics

*Complex Electronics*More training

*More Maintenance*More Electronics

*Some Maintenance*Some training

High TechMid TechNo/Low Tech

Assistive Technology

What is already available in the school?

Computer/Laptops all have accessibility features to include vision, hearing, mouse access

PC formatted computers running windows 7 have text to speech

IDEA

Federal law requires any student receiving special education services under an IEP be considered for assistive technology on an annual basis. If assistive technology is provided as part of the IEP, the school system is responsible for purchase and maintenance of equipment to be used. This equipment is purchased with special education funds.

Deciding on a device

The decision to provide equipment is a team decision.

If the school offers a piece of equipment and it is accepted then the system will be responsible for provision and maintenance.

If the parent rejects the device and wants to provide a more expensive device, it is a team decision on whether or not to accept the device.

Deciding on a device

If the team allow the parent to provide the other device, it must be made clear that the school will not be responsible for any damage to the device while in school because the school offered a comparable device to meet student needs.

If the team decides on a parent owned device to save cost of purchase, the school will be responsible for damage while on school property.

504 Loan

If special education has unused equipment available for use in 504 plans it can be checked out through the 504 Coordinator. With the stipulation if an IEP student needs the equipment and none is available, it will be pulled from the 504 student for use with the IEP student.

504 Loan

Should this happen, The school is still responsible for providing the 504 child with the appropriate equipment to meet his educational needs. Alternative funding to provide the equipment needs to be addressed.

Please contact your 504 coordinator.

Documentation

Documentation of what device is to be offered, used, characteristics, etc. must be kept to include trials and results.

This is for your protection.

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Section 504 and RTIWhat RTI is and how it interacts with

Section 504

RTI2 Framework

http://cmcssrti.wikispaces.com

< 25th %ile

< 10th %ile

85% of

Students

10% of

Students

5% of Students

RTI2 Framework

Students may be referred for a 504 evaluation at any time

The more intense the tier of intervention, the greater the likelihood a 504 evaluation should be pursued.

504 evaluations should be pursued if/when a substantial limitation is suspected, regardless of if a student is serviced in the tiers

RTI2 Framework

RTI is a general education initiative. If a parent revokes consent for either IDEIA or 504, the student continues to be eligible for RTI.

Keep in mind that RTI for us is currently focusing on academics, but students may have significant impairment in social-emotional, behavioral, attendance, etc. – which may be considered under 504

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Section 504 and support teamHow/When the two teams connect

Support Team

Purpose is to problem-solve

Support Team does not trump 504

If eligible for 504 and referred to Support Team, this must be communicated to the S-Team chair

If eligible for IDEIA, this must be communicated to the 504 chair. IEPs trump 504.

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Questions??s?

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Related Services & 504

Just what do the PT’s and OT’s do when it comes to motor concerns with this group of students…

Difference between Physical & Occupational

Therapy

Difference between Physical & Occupational

Therapy

Occupational Therapy – Looks at ADL’s & personal care, upper extremity function, fine/visual motor skills and tasks, sensory processing & integration, etc. Theresa Sumrall, OTR/L & Jackie Turman, OTR/L

Physical Therapy – Looks at gross motor skills, balance, mobility, transitioning, positioning, etc. Ashley Clark, PT & Lori Long, PT

OT’s & PT’s are…

Here for YOU! We are a resource for you when needed.

Teammates looking at how a physical disability affects the child’s ability to learn

“Experts” in the areas of motor development/skills

Able to make recommendations to the team on concerns

OT’s & PT’s are not…

A default or “last resort”

“Experts” in education…you are, which is why we are a team

Performing therapy services like you would receive in the community necessarily

Always available immediately…we will do our best, but please don’t wait until the last minute if possible

I should request OT/PT observation when...

A physical disability is adversely affecting a child’s ability to learn in their environment

A child’s physical status has changed warranting potential intervention/accommodation

The team has significant concerns about a child’s ability to access their environment

CMCSS PT/OT Observation Request Form/Procedure

CMCSS PT/OT Observation Request Form/Procedure

Location of form – front page of EasyIEP, under Documents, under Related Service Provider Forms; also in 504 manual(forms section)

Send to appropriate OT/PT @ Greenwood Complex or scan in and email

What is timeline for completion?

Description – concerns need to be educationally relevant; this is of utmost importance

Areas of concern overview OT/PT

CMCSS PT/OT Observation Request Form/Procedure

OT/PT will complete observation and return form to person who originated it

Results from observation – overview

Ensure recommendations/findings understood

Maintain paperwork in 504 red folder or cumulative file; if 504 created then Easy 504 using paperless feature

Who is the PT/OT responsible for my school?

BMES – Jackie T / Ashley C BES – Jackie T / Lori L Burt – Theresa S / Ashley C BDES – Theresa S / Ashley C CES – Theresa S / Lori L CHS – Jackie T / Lori L CHES – Theresa S / Lori L EMES – Theresa S / Lori L GES – Theresa S / Ashley C

Who is the PT/OT responsible for my school?

HES – Jackie T / Ashley C Kenwood Complex – Jackie T / Ashley C LES – Theresa S / Lori L MES – Theresa S / Lori L Montgomery Central Complex – Theresa S / Lori L MMS – Jackie T / Lori L NPMS – Theresa S / Lori L Northeast Complex – Jackie T / Ashley C NSES – Theresa S / Ashley C

Who is the PT/OT responsible for my school?

NWHS – Theresa S / Lori L PES – Jackie T / Ashley C RMS – Jackie T / Lori L Ringgold – Jackie T / Ashley C Rossview Complex – Theresa S / Lori L SES – Theresa S / Lori L SBES – Jackie T / Ashley Clark WES – Theresa S / Lori L West Creek Complex – Jackie T / Ashley C

Questions/Concerns

Related Services – Greenwood Complex

Ashley Clark, PT – 931-542-9263 or ashley.clark@cmcss.net

All photos/cartoons used from Google Image