IEPs have two requirements in order to obtain: A child has 1 or more of the 13 specific disabilities listed in IDEA (Individuals with Disabilities Education Act). Once requested, school personnel will begin working with parents and the child to gather information from teachers and parents to see what, if any, services could benefit the child. For either option, parents can request that their child is evaluated for additional services at any time. They contain some similar features but there are key differences. IEPs and 504s are both formal plans offered to students to help them succeed at school. The key here is that the anxiety must be extreme enough that your child is no longer able to learn in a typical school setting in ways similar to peers. If anxiety exists as the only area of need, then a plan can be created focusing on the anxiety.Īccommodations can range from minimal in a 504 such as “small group testing” to complex with many accommodations and/or modifications for anxiety that leads to school refusal. In these cases, IEPs and 504s can be used to create a plan to address both the anxiety needs as well as the needs associated with the other illness or disorder. Additionally, anxiety is often a “comorbid” illness, meaning it occurs along with other illnesses or disorders. If you notice that your child’s anxiety is impeding their ability to attend school and learn on a regular basis, then he or she may benefit from accommodations.

How do I know if my child could benefit from accommodations at school?Ĭhildren of all ages are affected with anxiety yet manage to attend school will little to no effect on their academic experience. If you are unfamiliar with IEP meetings, how they work, and what to expect, A Parent’s Guide to IEP Meetings from Garforth Education provides a lot of useful information. Please reach out if you have specific questions about your child.

The age and level of anxiety, your child’s experiences, and the school your child is attending will greatly affect the plan put in place to help your child. The steps below outline how IEPs and 504s are created to help children with anxiety succeed at school.Īs I always mention, all children with anxiety are unique. The goal with any type of accommodations for anxiety is to put a plan in place that helps a child learn to manage anxiety and includes a weaning process as their anxiety improves. Today, I will provide a brief overview of IEP and 504 accommodations for anxiety, giving you the ability to start working with the school to help your child manage their anxiety while thriving academically and socially. This is an amazing resource for parents and teachers in helping anxious children to succeed at school. (If you have not purchased Helping Children Manage Anxiety at School, check it out.

The good news is that IEP and 504 plans for anxiety are available and offer great support.

You realize your child’s anxiety is impacting his or her school experience but you don’t know what to do about it? Who do you talk with? What can be put in the place to help your child? How can you feel heard and understood? These concerns are some of the most often asked questions I hear among parents with an anxious child. IEP and 504 Plans for Anxiety in Children at School

504 accommodations for anxiety pdf