StudentEligibilityforAccommodations:IEP,504,SAT/ACT/AP&OtherHigh

StakesExams Shin

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• Neither I nor any member of my immediate family has afinancial relationship or interest (currently or within the past12 months) with any proprietary entity producing health caregoods or services consumed by, or used on, patients related tothe content of this CME activity.

• I do not intend to discuss an unapproved/investigative use of acommercial product/device.

Disclosure

LearningObjectives1. IEPs and 504 Plans• What is the Difference?• How do I determine if an IEP or a 504 plan is recommendable? • Accommodations vs. Modifications2. Public or Private Evaluations• What’s involved in a public school assessment?• When is a private assessment recommendable?3. SAT/ACT AP Testing• Can students with medical diagnoses receive accommodations on the SAT/ACT AP and other high stakes exams?• What type of accommodations are allowed?• Where can parents start? 4. College and Beyond• Can accommodations (IEP, 504) continue into college and beyond?

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IEPs&504PlansWhat’stheDifference?

• Section 504 is a civil rights legislation with no corresponding funding or

programing

• I.D.E.A. (Individuals with Disabilities with Education Act) is a federal

legislation with corresponding funding for those who are eligible, the funding

pays for special education programs (I.E.P.) and related staffing.

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WhatisSection504?• It is a civil rights regulation that protect individuals (children & adults)

with disabilities (physical and/or mental) from being discriminated. • “no qualified handicapped person shall, on the basis of handicap, be

excluded from participation in, be denied the benefits of, or otherwise be subjected to discrimination under any program or activity which receives federal financial assistance.”

• In the public schools 504 also helps ensure that students with disabilities receive FAPE (Free Appropriate Public Education).

• In the public schools 504 prevents discrimination but does NOT provide federal funding or specialized programming/instruction.

• 504 provides accommodations• 504 does NOT provide modifications to the curriculum (i.e. and

Individualized Education Program - I.E.P.)• Private Schools, including non-federally funded charter schools, do

not have to comply with 504, many still do it. 5

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DefinitionsinSection504?• Who is considered Disabled?: • ”any person who has (i) has a physical or mental impairment which

substantially limits one or more major life activities, (ii) has a record of such an impairment, is regarded as having such an impairment.”

• What is a Physical or Mental Impairment?: • ”any physiological disorder or condition, cosmetic disfigurement, or

anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive, digestive, genito-urinary; hemic or lymphatic, skin; and endocrine; or (b) any mental or psychological disorder, such as intellectual disability, organic brain syndrome, emotion or mental illness, and specific learning disability.”

• What are Major Life Activities?: • ”functions such as caring for one’s self, performing manual tasks, walking,

seeing, hearing, speaking, breathing, learning, and working.”6

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WhatisI.D.E.A.?• Individuals with Disability and Education Act

• It addresses the special education needs of students birth to 21. Portion of IDEA Support Plan• Part B: 3-21 y/o Individual Education Program (IEP)

• Part C: birth to 3 y/o Individual Family Support Plan (IFSP)

• Ensures FAPE (Free Appropriate Public Education) to students with disabilities.

• IDEA does not extend to Transitional Age Youth (TAY), but transitional programs generally work to continue the goals outlined in the last IEP.

• College/University programs are not bound by I.D.E.A. but most all universities have disability offices which also aim to continue the accommodations offered to the student in the I.E.P.. 7

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WhatisanI.E.P.?• An Individualized Education Program (IEP) is a federal document that

outlines a child’s disability category/categories and an individual education plan that takes their needs into consideration.

• IEPs have specific goals that are objective and measurable.

• An IEP can have:• Accommodations

• Modifications (an IEP is a modified curriculum that’s what makes it individual)

• Specialized educational placement for Mild, Moderate, Severe needs and impairments.

• Specialized therapeutic services (counseling, OT, PT, Speech & Language, technology services).

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Accommodationsvs.ModificationsThey are different!• Accommodations: increase access to instruction or a test, but in no way change the test

• Modifications: change the curriculum or the test in some fashion

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Accommodations ModificationsImprove access Change or modify504 and IEP Only in IEPHigh Stakes exams Not truly applicable to high

stakes exams, but if you need modifications you may be exempt from the exam.

Howdothe13CategoriesofSpecialEducationRelatetoMedicalDiagnoses?• The I.E.P. Team may have individuals on the team who can diagnose

using ICD/DSM based on their discipline, but the team is only bound

by I.D.E.A., which does NOT diagnose, it classifies students within the

13 categories of disability eligibility.

• All ICD/DSM diagnoses must be subsumed under one of the 13

categories.

• Common Child/Adolescent Diagnoses:• Autism

• ADHD

• Anxiety/Depression (actually higher than autism & ADHD combines)

• Learning Disabilities (e.g. reading/dyslexia, writing, math) *Most common special education eligibility

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What’sinvolvedinaPublicvsPrivateAssessment?

The same domains can be assessed privately or publicly. • Academic/Pre-Academic Achievement (Ed Specialist, Psych)• Speech/Language(SLP)• Intellectual Development (Psych)• Social/Emotional/Adaptive Behavior (Psych)• Perceptual/Processing (O/T Psych)• Health/Physical Status (District Nurse)• Gross/Fine Motor Development (O/T)• Career/Vocational (Psych)

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WhenisaPrivate AssessmentRecommendable?• The child is young and the district indicates that the child is not

”sufficiently” behind or too young to test. • The parent wishes to see the results before they share the

findings with the district (e.g. they may want to know results and then opt for private school or private intervention).

• The district has tested but the family is not satisfied with the results (e.g. findings were inconclusive or don’t line up with the parents’ concerns).

• The parents wish to obtain a second opinion• The parent wants the results quickly• Cultural or linguistic barriers (i.e. the district is not able to conduct

an assessment due to language capacity or other limitation).• District & family agree to an Independent Ed Eval. (IEE) 12

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Whathappensaftertheassessment?

• The child does NOT need for Special Education/IEP• The child needs Special Education services /IEP• The child has a disability that impacts learning and needs

accommodations (e.g. 504 plan)

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CanTeenageStudentsgetAccommodationsonHighStakesExams?

• Yes!

• What types of accommodations are allowed?

• Accommodations for disability impairment that directly

relate to test taking.

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8Tips forObtainingAccommodationsonHighStakesExams(SAT/ACT,AP)

1. Learn what’s eligible• Have a documented disability• Demonstrate how the disability impacts test-taking (e.g. reading

writing, sitting).• Already receiving accommodations in school (IEP or 504 listed

accommodations are generally honored).• College board (SAT/AP) is different from ACT

2. Understand what is NOT eligible – anything not related to demonstrating what you learned• Impairments in walking, hearing impairment, certain psychiatric

conditions e.g. wind phobia. 3. Learn what is offered (e.g. extended time, extra breaks,

computer use, four function calculator, braille, magnifiers) 15

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Beforetherestofthetips…A rejection letter from the college board

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8Tips forObtainingAccommodationsonHighStakesExams(SAT/ACT,AP)

4. Assess your child’s needs – get formal assessments and document

needed accommodations for any disability.

5. Start early - average request takes 7 weeks & there are deadlines

posted on college board/ACT.

6. Communicate with school officials to submit accommodation requests• College Board: SSD (Services for Students with Disabilities) Coordinators

• ACT: TC’s (Test Coordinators) & register online first

• If in private school – you can file request on your own with CB or ACT

7. Learn the request process - What happens after approval and

ensuring accommodations are implemented. What if you get

denied.

8. Learn what to expect after your request

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CollegeandBeyond• Can my student’s accommodations continue into

college?• Yes, the accommodations from an IEP or 504 can.

• The IEP does not transfer over to college

• Who can help students at the college/university?• Contact the student disability services department

• Provide them with a copy of 504, IEP, evaluations stating your child’s diagnosis.

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VariationsPsychology4000MacArthurBlvd

NewportBeach,CA92660949-873-4617

drshinn@variationspsychology.com Shin

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Thank You for Your Attention & Participation!!