![]() ![]() ![]() Moreover, these areas of functioning interact such that impairments in one area (e.g., physical) may precipitate or exacerbate impairments in one or more of the others (cognitive, psychosocial, and/or emotional). The impairments associated with HDCTs affect mental (e.g., cognitive, psychosocial, emotional) functioning as well as physical functioning. Some effects of HDCTs, and in some cases their treatment, manifest as impairments in body structures and physical and psychological functions, with resulting activity limitations and restrictions on participation. Personal and environmental factors act on the ICF domains to either enhance or diminish an individual’s activity and participation. “Impairments” are deficits in body function and structure “limitations” refer to deficits in completing activities and “restrictions” refer to reductions in participation ( WHO, 2001). The severity of the disease process varies among individuals and relates to the type, number, and severity of the secondary impairments, as well as the combined effects of multiple “less severe” impairments.Īs described in Chapter 1, the International Classification of Functioning, Disability and Health (ICF) model of disability identifies three domains of functioning: (1) body function and structure (i.e., physiological functions of the body, including psychological functions, and functioning of body structures) (2) activities (i.e., actions or tasks) and (3) participation (i.e., performance of tasks in a societal context, such as school or work ( WHO, 2001). The 504 assessment is not as formal or lengthy as an IEP plan.Heritable Disorders of Connective Tissue and Effects on FunctionĪs discussed in previous chapters, heritable disorders of connective tissue (HDCTs) manifest as physical and mental secondary impairments, potentially in many different body systems. Once the request is made, the evaluation of eligibility is determined by a section 504 team. The request for a 504 usually comes from a parent, caregiver, or teacher (with parent approval). Educating students and teachers about their condition.Extra books that can stay at the child's home.Technology assistance, such as voice-to-text tools for doing homework.School nurse gives or monitors medication.Here are a few possible accommodations the school could take to help this child succeed: This student does not require special education or an IEP as they learn and retain information well. They also have some trouble using eating or writing utensils. The following is an example of a 504 plan for a child who needs a wheelchair to help with mobility. An IEP is more specific about a child’s performance, goals, and timing of services. What’s in it: The 504 states what parties provide services and who ensures the plan is carried out.Written document: The IEP has to be a written document, while the 504 does not.Who creates it: The 504 is less specific about mandatory team members.Most states follow these same guidelines for the 504, but they can vary by state. Review requirements: An IEP has to be reviewed yearly and reevaluated every three years.The IEP states that these must be in writing. Family notification and consent: Both plans require notification from parents or guardians before a change, meeting, or evaluation.Evaluation: The 504 evaluation process is less formal than the IEP.An IEP is more appropriate for a child who is falling behind academically. ![]() A 504 provides accommodations for a child with disabilities to overcome barriers at school. Eligibility: The 504 covers a wider variety of disabilities than the IEP. ![]()
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