Use this section to briefly describe or define this topic area.
- Bullet 1
- Bullet 2
- Supports for students with epilepsy:
[Implement] a 504 for extended time, additional breaks and special consideration for absences. Also…pursue OHI [for] more funding and services.
[A student’s] epilepsy being well maintained doesn’t automatically exclude it from an OHI determination. It could be argued that the diagnosis warrants another look, but he would absolutely qualify for a 504. The bigger issue is what accommodations would work for him. Here’s the language from IDEA too. Since he may need the funding that comes with an IEP, it would be nice to get him qualified. I’ve had kiddos I have to send through the routine more than once to make sure we aren’t missing things. If you don’t catch it now, it will be harder for him later.
IDEA states that:
Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that—
(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and
(ii) Adversely affects a child’s educational performance. [§300.8(c)(9)]
I would think [OHI] would be a more appropriate area of eligibility for your student because his learning has been impacted by a health concern and he can receive additional pull out/push in services to support academics under that area. He’s also eligible for a 504 plan in the meantime, if you haven’t considered that yet. I’d also continue RtI services. We have another student with epilepsy that has a 504. Her accommodations include: peer education for classmates- with parent permission- (LOVE the book Taking Seizure Disorders to School), info about potential seizures included in notes for guest teachers, small group and extended time for standardized testing and available for classroom activities and assessments as needed, adequate time to make up instruction and work from seizure related absences/tardies. Others to consider could be: visual aids, hands on/manipulative materials provided during learning when possible, check for understanding, check in/check out.
I had a student a long time ago that had similar issues. It was a little girl that was tested for SLD two times, did not qualify, but we knew something was up. Eventually, we got some sort of doctor’s statement and we were able to place her with traumatic brain injury. But it took a while and we had to keep doing RT, documenting what we were doing. She also had a very involved parent that kept working with us and the doctors.
(Counselor Talk, Sept. 2017)
- Information about executive functioning and how that might be impacting learning (Counselor Talk, Sept. 2017)
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This post was last modified by Kelly Dunn on September 11, 2017.
- September 11, 2017 @ 17:52:29
- September 7, 2017 @ 18:43:00
This post was created by EFGH ContentManager on September 7, 2017.