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Getting to participate in a 504 meeting was a great experience for me and it was one of the first things I did this semester that helped me feel like part of the school. The two 504 meetings I was a part of were both very different experiences both because of the conditions the two students have and the involvement on the part of the students. One student's accommodations are made for academics while the other student's are for his own protection and changes to our classroom rules.
My student with learning processing deficiency had the first 504 meeting I participated in and he wanted to be present during the meeting. It was a relaxed, comfortable meeting between all his teachers and his mother and we simply talked about what to do so to best help him in our classes. None of the compromises felt strained and the parents and teachers left happy. The changes made for this student are mainly leniency with due dates and allowing him to take tests home, which nobody at the meeting had a problem with since we know the student is an honest individual. My second 504 meeting was similar because it ended with everyone content with the accommodations, but the student involved in this one did not sit in on the meeting. As one can see in the form itself, the changes made for this student are primarily exemptions to my normal classroom behavior rules (going to the bathroom whenever necessary, going to the nurse, etc.) as well as danger signs to look out for with the student. I attended a workshop we had shortly thereafter to learn how to administer a glucagon shot because I had this student and one other in my classes with juvenile diabetes. |