A 504 Plan is a document that outlines accommodations for students with disabilities in order to ensure that they have equal access to education. The accommodations outlined in a 504 Plan Form are designed to remove barriers that may prevent a student with a disability from fully participating in school and achieving their academic potential.
Here is a sample 504 Plan for anxiety high school student with anxiety:
Student: Jane Smith Date of Plan: September 1, 2022
Purpose of 504 Plan:
Jane has been diagnosed with anxiety disorder, which affects her ability to focus and participate in class. In order to ensure that she has equal access to education, the following accommodations will be provided:
- Allowing Jane to take breaks as needed during the school day to manage her anxiety.
- Providing a quiet, private space for Jane to take breaks or de-stress as needed.
- Allowing Jane to use headphones to block out distractions during class.
- Providing alternative seating arrangements, such as allowing Jane to sit at the back of the classroom or in a separate room, to minimize distractions and help her focus.
- Modifying assignments as needed, such as breaking larger assignments into smaller, more manageable tasks, or allowing Jane to use a calculator on math tests.
- The accommodations outlined in this 504 Plan will be implemented by Jane’s teachers and support staff.
- Jane’s progress will be monitored on a regular basis to ensure that the accommodations are effective and to make any necessary adjustments.
- Jane and her parents will be involved in the development and review of this 504 Plan.
It is important to note that every student’s 504 Plan will be unique and will depend on the specific needs of the student. This sample 504 Plan is intended to provide an example of the types of accommodations that may be included in a 504 Plan for a high school student with anxiety.
504 Plan Accommodations for Anxiety
Here is a list of 504 accommodations for anxiety:
- Listed below are 504 accommodations for anxiety:
- Providing additional time for exams and homework
- Providing a calm and distraction-free testing environment
- Providing instructions in writing or visual aids
- Offering frequent rest breaks during class or work
- Permitting the use of a calculator or other auxiliary aids
- Allowing the use of notes and other reference materials on examinations
- Providing a designated area or space for relaxation or break
- Allowing the use of fidget toys and other sensory aids
- Permitting use of noise-cancelling headphones or earplugs
- Authorizing the use of a weighted blanket or other sensory instrument.
- Permitting the utilization of a comfort item or stuffed animal
- Enabling the use of white noise generators or other background noise
- Permitting the use of essential oils and other aromatherapies
- Providing access to service animals and emotional support animals
- Permitting the use of a timer or other time management instrument.
- Offering seating alternatives, such as a standing desk or beanbag chair
- Permitting the use of a laptop or other mobile device for note-taking or assignment completion.
- Facilitating the use of cassette recorders and other recording devices
- Permitting use of a visual schedule or planner Permitting use of a stress ball or other hand fidget
- Empowering the use of a desk lamp or other light-adjustable devices.
- Providing accommodations for individuals with light or sound sensitivities Permitting the use of a timer or other pacing device Permitting the use of a noise-canceling headset or earplugs during group work or presentations
- Tests and other high-stress situations may be administered in a private room or area.
- Allowing the use of fidget toys or other sensory instruments during group work or presentations.
- Permitting the use of a white-noise generator or other background noise during group work or presentations.
- Offering alternate participation options in group discussions or projects
- Authorizing the use of a timer or other pacing device for group work or presentations
- Permitting the use of stress balls or other hand fidgeting devices during group work or presentations.
- Enabling group work or presentations to use a visual schedule or planner
- Permitting the use of tape recorders and other recording devices for group projects and presentations.
- Encourage the use of a laptop or other mobile device for collaborative work or presentations.
- During group work or presentations, providing a designated area or space for breaks or relaxation.
- Permitting the use of a timer or other tool for time management during group work or presentations.
- Facilitating the use of noise-canceling headphones or earplugs during meetings and other group activities.
- Permitting the use of fidget spinners or other sensory tools during meetings and other group activities.
- Supporting the use of white noise machines and other background noise during meetings and other group activities.
- Offering alternate participation options for meetings and other group activities
- Permitting the use of a timer or other pacing device in meetings and other group activities
- Mandating the use of stress balls and other hand fidgets in meetings and other group activities.
- Permitting the use of a visual schedule or planner for group meetings or other activities.
- Assisting the use of tape recorders and other recording devices during meetings and other group activities.
504 Plans and School Avoidance
A 504 plan is a document that outlines the accommodations and support services for a student with a disability, such as an anxious student. The plan is based on the individual needs of the student and is developed by a team consisting of the student, their parents or guardians, and school personnel. The purpose of a 504 plan and the 504 Plan Timeline is to provide the necessary support for the student to access and participate fully in their education.
Students with anxiety frequently avoid school because the school environment can be overwhelming or triggering for them. Absences from school can have a negative impact on a student’s academic progress and overall well-being, so it is crucial to address this issue as soon as possible.
There are a number of strategies that can be included in a 504 plan to assist a student with anxiety in managing their symptoms and attending school regularly:
- Establishing a consistent routine can help an anxious student feel more in control and less anxious. This may include a class schedule, break times, and other activities.
- A supportive environment, including access to a counselor or other mental health professional, can help a student with anxiety feel more at ease and supported at school.
- Allowing a student to take breaks when necessary, use noise-cancelling headphones, or sit in a quiet area can help reduce anxiety and make the student’s school environment more manageable.
- Gradual exposure: For students with severe anxiety about attending school, it may be beneficial to begin with a modified schedule or increase the amount of time spent at school gradually.
It is essential to collaborate closely with the student, their family, and school personnel to develop a 504 plan that meets the student’s needs and aids in their academic success.
Resources Created by Teachers for Students with Anxiety
There are a variety of classroom resources that teachers can use to support anxious students.
- Relaxation techniques: There are a variety of relaxation techniques, including deep breathing, progressive muscle relaxation, and visualization, that teachers can teach students to help them manage anxiety.
- Social and emotional learning (SEL) activities can help students develop coping skills and increase their emotional intelligence, which can be beneficial for anxiety management.
- Meditation and yoga are examples of mindfulness exercises that can help students focus their attention and regulate their emotions, which can be beneficial for reducing anxiety.
- Students with anxiety can feel more organized and in control when using visual aids such as graphic organizers and schedule boards.
- Teachers can provide adaptive equipment, such as noise-cancelling headphones or fidget toys, to help anxious students manage their symptoms in the classroom.
It is essential for teachers to collaborate closely with anxious students, their parents, and school personnel to develop individualized interventions.