Check back in a week or two with an update on what worked and what didn’t. Then, ask for any strategies or solutions you can try at home. If you notice your child is struggling, start by reaching out to their teacher and giving a detailed explanation of the problem. Then, when you do have a concern, it will be better received.” “Create a partnership so that you and the teacher are a team. “Establishing a good working relationship with a teacher is really important, regardless of your child and their needs,” says Laura Phillips, PsyD, a clinical neuropsychologist at the Child Mind Institute. For a comprehensive list of accommodation ideas, visit our page on Classroom Accommodations and Support Strategies.With many kids at home at least some of the time, teachers are relying on parents to help them understand what students need. Click the tabs below to view a list of sample accommodations for contamination fears, social anxiety, perfectionism, checking, and indecision/procrastination. There are various accommodations that teachers can make for their students with anxiety or OCD in the classroom. Sample Accommodations for Anxiety or OCD: The expectation is that accommodations will fade out as the child manages their symptoms more effectively. Without them, anxiety can be so severe that it makes learning nearly impossible. They consist of accommodations that allow the anxious child to be able to learn as their non-anxious peers do –– to get them to the starting line, so to speak. Accommodations are not Treatment – Often times, school personnel and/or caregivers worry that the plan is “giving into anxiety” or “will become a crutch." It is important to remember that 504 Plans and IEPs are not treatment plans.Other factors that might warrant an adjustment to the plan are a change in symptom subtype and/or an increase in symptomatology. The information collected (see above) ought to be reviewed and used to guide adjustments to the plan. In general, 504 plans and IEPs are reviewed at least annually, but it is wise to review plans more frequently, especially newly developed ones. Review Regularly - It is important to review plans regularly.A more appropriate accommodation for these symptoms might be to have the test broken up into different sections or to have a test given orally. For example, if a student has checking or perfectionism, then an accommodation of extra time on all tests may simply be providing more time for the student to ritualize. Not All Accommodations are Helpful – It is important to make sure that an accommodation is, indeed, helpful and does not exacerbate a student’s symptoms.Hard data is more reliable and useful than individual opinion or recollections. helps the team determine if the plan is effective or not. For example, tracking homework compliance, attendance, visits to the nurse, use of coping strategies, behavioral outbursts, etc. Collect Data – Gathering information about how accommodations are working is an important part of any plan.Setting unrealistic goals leads to inconsistencies in plan implementation and frustration for everyone involved. It may be helpful for a student to get a study guide before each exam in every class, but it is unrealistic to expect this to happen every single time. Be Realistic – Accommodations should be practical for both the teacher and the student.For example, instead of saying “The student will get extensions on writing assignments”, the plan should state “The student will be given a one-day extension on all writing assignments when requested via email the day before the assignment is due.” Operationalize the Plan – Accommodations should be clear and measurable to reduce confusion and increase consistency across teachers and classrooms.Having the entire team involved increases the likelihood of developing an effective plan and having high “buy-in."
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