uicker meeting, therefore accommodations begin more quickly. If the 504 does not seem to be working, if it does not provide for adequate accommodations, then a parent can request the Committee on Special Education to meet. A child with a health problem qualifies to be classified Other Health Impaired
, an IEP (the plan for the child), is put into place, and supports are written into the plan. Supports available with an IEP that are not usually available under 504 include Resource Room, regular counseling for the child with a the school social worker, and school psychological evaluation every three years, as long as the child remains classified.
Here are some of the accommodations that might be put into place, and how I've seen children helped by these accommodations. Some may require that a neuropsychological evaluation document the particular learning problem that leads to the need for the accommodation.
• Unlimited time for testing - a child is afforded extended time to take tests. Some children
with Lyme have problems with the speed of processing information. These children get exceedingly anxious, trying to take a timed test. This accommodation removes the anxiety, literally gives them enough time to think.
• Separate testing location - this is appropriate for children who have problems with focusing
and concentration, and are easily distracted. There are fewer children taking the test, in a quiet location.
• Tests read to student - this is for students who have particular verbal learning problems, in
which their auditory learning is less impaired than their visual learning.
• Excused from a percentage of their homework. Children with profound fatigue, who have a
difficult time just getting through the school day, benefit greatly from having less work to do at home.
Keep in mind that more
school work is not necessarily better
. If a child is fatigued and has problems with memory and organization, of what use is hours worth of homework, at the end of the school day, or on the weekend? Of what benefit is increasing the child's anxiety by requiring that he/she perform equal to the children who are well? Are they really being treated equally, if the child who is well can do the work in 1/4 to 1/2 the time as the child who is ill? Shouldn't the sick child have at least an equal right to down time, time to relax, and recover, to face the next learning challenge? There are long lists of accommodations, designed to fit the needs of disabled children. Those with chronic Lyme, where documentation supports the problems and the need, are entitled to
these accommodations. Those who say it gives these kids an edge, rather than levelling the playing field, have never known someone with chronic Lyme. I suggest to those people that if these accommodations provide an edge for these kids, then so do hearing aids and eyeglasses. Ask everyone with those disabilities to do their work without those particular accommodations, as well!!! One more thing - you parents have a very important job in this process with the school - advocating for your child. Meetings with the school professionals can be very intimidating. They've got formats to follow, protocols, guidelines required by law to follow, for the very design of the meeting. They are used to these meetings. You are NOT - often leading to a very uncomfortable situation for parents. Go into the meeting prepared. Take your documentation, know what your child's needs are, and DON'T GIVE UP!! If you don't get support from the school the first time around, find a support group for parents of classified kids, attend meetings, network with parents who have been dealing with their children's schools for years. They have an expertise in education law, and they are very willing to help you. Someone from the group may even be willing to attend the meeting with you. You are entitled to bring anyone you wish. Take advantage of it. It's not always an easy path, but you already know that about Lyme disease. It's unfortunate that yet another part of the environment can be so difficult to negotiate for fa