Parent Requests and accomodating IEP/504 plans
Switching the previous topic to be more general.
We were discussing the topic of how much parents can request a teacher to ask for specific accommodations to help the child succeed in class. Some kids need extra help getting organized (this has been a challenge for my kids,) some need reminders to do things, to stay on task (my son’s teacher helped us out with this last year,) certain placements in the room. With large CPS classes, how much is too much to ask of a teacher? If 10 out of 30 kids has special requirements, is that fair to the teacher? Conversely, shouldn’t the teachers want to step up to do what’s needed to help each child succeed? Should the help with learning the material/curriculum be the top priority above teaching kids things like responsibility and organization skills?
Parents can now get formal 504 plans written for kids with these issues to require teachers to fulfill some of these special needs.
I’m curious to hear from parents or teachers who have experienced this, to see what types of behavioral, processing, executive functioning, attention, sensory issues can be included in a 504 plan.
Some readers had also asked whether RGC (Regional Gifted Center) and I assume Classical school parents were more extreme in making demands on a teacher. My son’s class has seemed generally laid back, but of course I don’t know about specific situations. I have to imagine that parents of kids who are gunning for Academic Centers and SEHS are going to be more intrusive/demanding about the grades and test scores in 5th and 7th grade, and there are likely more of those parents in RGCs. I know from my sister in law who has taught in Naperville for a long time that it’s just assumed that many of the parents are like that. Perhaps there’s a socio economic link?
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