1.   Preferential seating.  Be explicit about what this means. Near teacher's desk, quiet place in room, near model students, in front of chalkboard -- exactly what does this mean for your child.  Does your child hear better out of the right ear?   Then his right ear should be near the teacher, not next to the wall.

2.   Frequent communication with teacher and parent.  Again -- exactly what does this mean.  Daily, weekly, biweekly, or monthly.  Will your child destroy notes sent home?   Then ask for telephone calls or emails.   What information will be communicated?  Missing assignments, late work, incomplete work, behavior problems, progress, improvements, some good news, upcoming lengthy assignments -- let the teacher know what kind of information you need, and work out with the teacher a method of communication which works for both of you.

3.    If you are using outside help such as tutoring services, occupational therapy, etc., then do you need to have information relayed between teacher and outside professional?

4.   If a child is missing assignments, then does the school have Saturday School or other methods to get caught up.   Even if the child gets a score of zero, he has to make up missed math problems in order to progress.   It's pretty difficult to learn to algebra if a child hasn't mastered addition, multiplication, subtraction and division.  The grade isn't as important as getting the child to learn the foundation material needed to progress.

6.   Do you need to work with school nurse for medication? Put that in the 504 plan.

7.    Make sure that the 504 plan is shared with substitute teachers.

8.   If your child responds well to positive feedback, then put this in the 504 plan.

9.   Child needs to learn to ask for help or for clarification of instructions.

10.    Does your student have a strong learning style?  Let your school know if the child is a visual, auditory, or kinesthetic learner.  In plain English, does your child learn better by watching, listening, or doing?

There are all kinds of AD/HD interventions which may or may not work for your child.  All kinds of information is available.   If you or your child's teacher knows of successful techniques -- get it into the 504 plan for next year's teacher.  It's nice that this year's teacher is doing a great job -- get the interventions down on paper so the successes can be repeated next year.  Ask last year's teacher for input on what worked well last year.

There are numerous things that can be put on a 504 plan.  The main thing is to get the key successful interventions that work for your child.   As the child progresses through school, the 504 plan can be "tweaked" each year to fit the child's maturity level.  As I said before, the 504 plan can follow the child to college.

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