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kidsmom

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Reply with quote  #1 
I need to fill up for my son next week as he is missing every other week almost. I am thinking of asking for video conferencing capability but I am sure I will be pushed back. How to handle all the push backs? And what to ask for. Please give me all the advices suggestions you can, i really need it.
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wynnak

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Reply with quote  #2 
I have posted a bunch about our issues with school. Have you read the history on here? Try the search option for school, 504, IEP. 

The video conferencing is pretty new to schools. I am not sure how widely available it is. The ONE school I have seen it used at was financed entirely by the students parents to get the program up and running.

I personally have seen a lot of people struggling with this.. and we had years of struggling before we found other schooling options for our CVSr. If your main concern is for video.. have you thought of Virtual schooling? Not to sound like the schools.. but a week in and a week out.. is still a lot.  Ours was either.. in or out.. Months out. SO we went the Virtual route. There ar mixes or virtual and charter, charter with the homeschooling and virtual mix.. so finding options that fit is a lot easier than it used to be.

What grade is your student? That will have a big effect on what the school will allow. High school is really hard to push through on. Middle you can finagle.. College has set allowances.

So my advice and suggestions would hinge on that.

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kidsmom

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Reply with quote  #3 
Wynak,

Yes I went through posts here and most of them are regarding IEP and not 504 and nothing about video conferencing. My son's severity started since April,  when he was in last quarter of 8th grade, but still somehow he could manage in April and May on Prevacid with just 12 days out. And then it was vacation. Now out of 2 1/2 weeks of 9th grade he already missed 1 1/2 weeks. But he has started Amitriptyline so not sure which direction it will take as of now.

Virtual schools like K12 and eCot are not an option for him as he sis not self motivated but does excellent in school setting...a straight A student even with Accelerated Math. So yes I thought a lot about virtual school but that would be same as he not graduating in the end.

Do you have contact of the person who paid for it and any contact who can tell me more about video conferencing. Maybe we can pay if the cost is reasonable. Or maybe we can split with the school as they have to pay anyway for a teacher coming home.

I also need to know what can go wrong and what other things I can ask for, like less homework? What else could he need, I can't think of right now. Earlier it was manageable. Now it seems like its completely unmanageable but what can I ask for that will help me maintain his grade even with so less time at school? I hear so many people saying their kids passed with honors roll but I am not sure how could they even manage to do so much by themselves if there was no videoconferencing and if the teacher comes only 3-4 hours a week? 

All kind of suggestions are welcome.

Thanks!


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wynnak

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Reply with quote  #4 
I do not have any info for you on the video conferencing. It was a pilot program using a robot and an ipad for a child with cancer in a private school. I saw it after it was too late for it to be helpful for us. Not to mention that I don't think that would survive in a traditional school.

We used Connections Academy. My son kept regular school hours.. and you video with the teacher for class at least once a week and they are available if they have questions with "office hours" via video. They have accelerated programs as well. My son was behind in traditional schools, and was not going to graduate on time.. but we switched to Connections and he even started College early. Being that your son is in accelerated Math programs.. in his Junior year, he could potentially start college Math classes. But college has less accommodations for physical disabilities and absences than high school. But we are a bit more controlled now. My son left school due to the length and severity of episodes in 9th grade. He was not physically able to return until his senior year. 

Having Connections allowed him to attend school even while he was inpatient. Our home/hospital teacher was not able to meet with us as his hospital was two hours away. There are combos of Charter schools that are similar to home/hospital and home school. But, you said that your son is not good with pushing himself. I know with Connections, I always knew where he was.. because you have to submit his assignment.. so you know if he is behind or ahead.. It is about finding what works for you. We looked at changing schools senior year for him.. to a combo Charter/homeschool option (the lesson plans were less taxing) But, he would have had to take more classes with his college load.. and it was "Go with the Devil you know" mentality.. for working with the program we were familiar with.

Traditional schools were pretty rough for dealing with. But here are some of the things that we submitted for on ours when we were fighting. This is the Last one that I wrote for them since they took notes... only. Hope it helps or gives you ideas.

Nature of Disability

 

Student has a variant form of intractable migraine. This variant has symptoms that can range from severe headaches to excessive vomiting. Typical daily symptoms are exhaustion, severe headache, cognitive impairment, difficulty reading, nausea, and abdominal pain. Cognitive function impairment can include but are not limited to, compromised attention and concentration, reduced capacity to process information, disruptions in memory and reduced ability to multitask. Stress from these or other factors can exacerbate symptoms. Emotionally coping with a chronic long term illness has a stress all its own.

 

Treatments for this have varied so far. As the student has a variant, the treatments have become aggressive and experimental. Treatments so far have included multiple hospitalizations, daily intravenous fluids, feeding tube, occipital nerve block, dihydroergotamine 5 day hospitalization treatment, along with numerous visits to multiple specialists in various fields of study. Student also has various medications that are required based on the symptoms being experienced at that time. Student will need to have medications on their person and not just in the health office as it is a need to take it the symptoms occur rather than having to wait for assistance.

 

 

Accommodations

 

  1. Student will be provided with a written “any time” bathroom/health clerk pass and be permitted to use the bathroom/health office at any time without asking permission and without penalty.

  2. Student will be permitted to carry medications on their person as indicated on the form submitted to the health clerk. Forms will be updated as student is reevaluated throughout the year during health reevaluations.

  3. Student will be permitted to carry and drink sports drinks or water as necessary through out the school year, even during class. As previously noted by the physician.

  4. Reading of more than 20 minutes exacerbates the condition. All efforts need to be made to keep reading in and out of class to 20 minutes at a time. Arrangements can be made for books on tape as suggested by the physician, parents can read homework, or allowances for showing quality for understanding not quantity of work with the teachers through contact with parents and student. This accommodation shall be provided without penalty.

  5. Tests and quizzes needs to be kept to 20 minutes or split into multiple time periods. If student is absent for test or quiz, a third person is needed to coordinate the scheduling of the makeup exams. Student will require breaks on days that require all day testing such as Finals when multiple tests are scheduled on one day. Any timed testing will have “stop the clock” option to allow for breaks if student feels symptoms. This accommodation shall be provided without penalty.

  6. The school day is being recommend by the physician to be shortened to Half day. Core Classes should be contained there in. Any alternatives for remaining on track with out jeopardizing students academic ability should be made. Courses available through independent study or after school credit remediation courses should be considered for current or future availability. This accommodation shall be provided without penalty.

  7. If student is absent for more than one day or if absence is planned for reason having to do with condition (i.e. Dr. visits), student will be given assistance with missed classroom time. Copies of notes will be provided, updated syllabus, Lesson plans, copies of visual aids and written homework assignments within in 48 hours of when they were presented to the class. If absence is planned parents will notify in advance. Any and all make-up work shall be designed to show the student's competence in the subject area: Quality rather than Quantity of the make-up work shall be emphasized. For assignments missed for multiple days a teacher shall have the right to waive, modify, substitute or amend assignments so as to facilitate the student's ability to catch up on missed work. Parents are responsible for picking up any materials left at the school once notified that they are available. This accommodation shall be provided without penalty.

  8. If student is absent from school for extended period of time (i.e. more than consecutive school days) there needs to be a secondary plan in place for in home tutoring provided at the school's expense. Tutoring should become effective within 48 hours of child being deemed well enough to have in-home tutoring. If in-home tutoring is appropriate, teachers shall accept any and all work preformed under the supervision of a tutor as if it were done at the teacher's instruction. Work preformed under the supervision of the tutor shall be designed to keep the student current in his or her assignments. This accommodation shall be provided without penalty.

  9. Student will not be penalized for tardiness or absences required for medical appointments and/or illness. If the school gives an award for perfect attendance, the student will remain eligible for the award if their absences are due to medical appointments or treatments.

  10. The student should be permitted to self-monitor energy and fatigue level during PE Classes. If alternative to PE class is available such as a personal log, using a FITBIT, or phone app with logging capabilities, those will suffice for PE requirements. This accommodation shall be provided without penalty to the student.

  11. Alternate seating must be available to the student for easy access to the classroom door to facilitate ease and lessen disruption. The student may alter location in classroom seating charts if neighboring student appears to have a communicable illness or when an aroma has or can overwhelm the olfactory senses.

  12. Any teacher or other school personnel having questions about this plan shall raise those questions with Plan Coordinator, and/or parents. If those concerns cannot be addressed sufficiently for both parties, another meeting of coordinator, parents and student shall convene.

  13. Academic accommodations necessitated by changes in cognitive functioning must be addressed and considered on case by case basis.

 





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Blynda
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wynnak

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Reply with quote  #5 
Bump.

Emily67.

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Eric

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Reply with quote  #6 
We were told at my son's school that several of those are not available under a 504 plan and were only covered by an IEP. Does it vary by state?
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wynnak

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Reply with quote  #7 
Good question. But I will say that there are people that are also told they do not qualify for either. My son only ever had a 504. We were told that he qualified for an IEP as well, but had been managing under his 504. The example is for one person. I know people that need other accommodations. If you need to, have the treating doctor write that he needs certain items or accomodations. Mine HAD to have is meds on him after we had an incident at the school that no one had access to the medicine cabinet and he was unable to GET his meds. It was required that he keep them on his person like an Epi-pen as abortive. The reference for the meds on him was made by his doctor. What were you told they can't do?
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Eric

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Reply with quote  #8 
We asked for a written list of his missed work after episodes and appointments. They told us it was online, which it wasn't, and that it was his responsibility to get assignments from teachers and to schedule make up tests on his own. We asked for help from a para or tutor to help get him caught up after long episodes and they said that isn't provided under a 504. We requested most of the things covered in numbers 7 and 8 of your list and were told that they aren't covered in a 504 plan. He starts at a new school this year and we have the 504 plan meeting with the school next week so hopefully it goes better. Thanks for the info.
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wynnak

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So we learned with every meeting. If they say that they can’t, you ask how they can help you be successful. Since they can provide one.. ask what they can. Explain what you have run into so far and have them suggest ways or people that can assist you in making the arrangements. Put them in charge of coming up with the options. Some classes can be done online, only core classes. PE logs versus PE class.. give them options or suggestions and ultimately make them offer what they can provide.
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ginny

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Reply with quote  #10 
Ours was very simple, one page, written by me and signed by the doctor.


Difference Between A Section 504 Plan And An IEP

Basic Explanation

  • Section 504 is a broad federal civil rights law that protects all individuals with a handicap.
  • IDEA (the Individuals with Disabilities Education Improvement Act) only applies to students who require special education because they have one of the specified types of disabilities.
  • Students who qualify under section 504 must have a 504 plan that outlines the services to be provided. Some students will also qualify under the more stringent IDEA. These students will have an IEP (Individualized Educational Plan) rather than a 504 plan.

See the FAQ from the U.S. Department of Education.

Complete Explanation by Robert Wells, Ph.D., Bureau of Special Education, NH Dept of Education

If a student is determined by the school district's evaluation team to be eligible for special education and related services under the Individuals with Disabilities Education Improvement Act (IDEA), that "trumps" a Section 504 plan. A school district has no flexibility to opt to provide services and accommodations under Section 504 when the student is IDEA eligible (see Yankton Sch. Dist. V. Shramm, 24 IDELR 704 (8th Cir. 1996). Further, a student with a disability, who is IDEA eligible, is also covered by Section 504. All children on IEPs have been identified as having a disability and therefore cannot be discriminated against because of their disability under the Vocational Rehabilitation Act of 1973 (Section 504). All students with IEPs and all students on 504 plans are covered by this civil rights legislation.

If a student is on an IEP with related services, there is no service or therapy that could not appropriately be attached to the IEP. The same is true of a Section 504 plan, if the student is in need of supports and services and qualifies under Section 504 and is in need of accommodations [but is not found eligible for special education under the IDEA], any service or support that the team determines is needed as an accommodation can be on the student's 504 plan. Supports and services appropriate to a student on a 504 plan are "auxiliary aids and services." On an IEP the supports and services are called "related services" (e.g., OT, PT, SP/L, Counseling, etc.).

There are no categorical restrictions as to what supports and services might be appropriate on an IEP or a 504 accommodation plan. In other words, a statement such as "Oh, you can't get that service on a 504" would be incorrect and inappropriate because all supports and services are determined based upon the individual need(s) of the student, whether he/she is eligible for special education or for accommodation(s) under Section 504.

A student cannot have both a 504 plan and an IEP. If the student is eligible for special education, that's what he/she gets and all the supports and services needed must be provided as related services attached to the IEP. Additionally, the parent cannot opt for a 504 plan if the student is eligible for special education, since the school is required to provide an IEP to a student who is eligible for one because of the greater rights and entitlements under the IDEA than under Section 504; a school district must comply with more procedural requirements and formalities under the IDEA.

For more information in New England

Office for Civil Rights
Boston Office
U.S. Department of Education 
5 Post Office Square, 8th Floor
Boston, MA 02109-3921
(617) 289-0111
Fax (617) 289-0150
OCR.Boston@ed.gov 


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