![]() ![]() IDEA also includes more rights and safeguards for students with OCD and their parents than Section 504. However, the requirements for a free, appropriate, public education are more detailed under IDEA than in Section 504. Section 504 may also be preferred over IDEA by parents and students who fear potential stigma associated with special education and related services. Section 504 provides a quicker and more flexible means for supporting these students in the school setting. In many cases, Section 504 is the appropriate vehicle for providing needed accommodations and interventions for students with OCD. A brief comparison of these two laws may be helpful. It essentially serves as a blueprint for how the child is to be educated.Īs a parent, trying to determine if your child is eligible for services and if so, whether to seek them under Section 504 or IDEA, can be confusing. The IEP is an extremely detailed written document outlining all special education and related services the student should receive. If a student does meet eligibility criteria under IDEA, an individualized education program, or IEP, must be written. A comprehensive evaluation is required to determine if a student has a disability that negatively affects his or her school functioning. Moreover, the disability(ies) must have an adverse effect on the student’s learning, social and emotional functioning. To be eligible for special education services under IDEA, a student must be between the ages of 3 and 21 (or as defined by state law) and meet the definition of either a preschool child with a disability or one or more of 13 disability categories listed in IDEA (experts in the field strongly recommend that students with OCD be identified under the IDEA category “Other Health Impaired”). Many students with OCD, particularly those with more severe cases, may receive services under the Individuals with Disabilities Education Act of 2004 (IDEA), the federal law governing special education and related services. Interventions in the form of accommodations are documented in what commonly is referred to as a “504 plan.” Accommodations include providing extra time to take a test, allowing a student to do a written assignment on the computer instead of writing by hand, and countless others. In other words, Section 504 essentially levels the playing field for students with OCD. ![]() Therefore, an educational program must be designed for students with disabilities to meet his or her individual needs to the same extent that the needs of students without disabilities are met. Section 504 is a civil rights law that protects individuals with disabilities from discrimination. For many students with OCD – frequently those with milder cases – those services may be obtained under Section 504 of the Rehabilitation Act of 1973. When a student’s OCD has a negative impact on his or her school functioning, he or she may be eligible for various school-based services. In severe cases, help may be available under federal law for children with disabilities. ![]() Many schools offer accommodations to help children who have OCD. Beyond OCD created a special web site called the OCD Education Station, which has a wealth of information for teachers and other school professionals on this topic. Once a child or adolescent is diagnosed with OCD, school personnel can play an extremely important role in treatment by providing the student any necessary supports for functioning successfully in school. This information can be very helpful in providing mental health providers a more well-rounded picture of a child’s overall functioning. If a student is undergoing a mental health assessment, teachers can also provide important information by completing checklists or providing other pertinent student data (number of absences from school, test scores, grades, etc.). Teachers and other school staff members may notice behavior that signals concern from an academic standpoint (e.g., a drop in grades) socially (student has become isolated and peer relationships have begun to suffer) emotionally (a previously happy student appears to be sad or depressed) or behaviorally (a student starts refusing to do assigned work). Symptoms of OCD may be apparent during various parts of the school day, including class time, study hall, recess, lunch, or during extracurricular activities. School personnel, therefore, may play a critical role in helping identify behavior that is symptomatic of OCD. Because they interact with students for extended periods of time during the school year, they are uniquely positioned to observe behavior that deviates from the norm. ![]() Teachers and other school personnel may be powerful allies in identifying, assessing and treating OCD. ![]()
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