Sample Accommodations for Anxiety or OCD: The expectation is that accommodations will fade out as the child manages their symptoms more effectively. Without them, anxiety can be so severe that it makes learning nearly impossible.

They consist of accommodations that allow the anxious child to be able to learn as their non-anxious peers do –– to get them to the starting line, so to speak.

Accommodations are not Treatment – Often times, school personnel and/or caregivers worry that the plan is “giving into anxiety” or “will become a crutch.' It is important to remember that 504 Plans and IEPs are not treatment plans.

Other factors that might warrant an adjustment to the plan are a change in symptom subtype and/or an increase in symptomatology. The information collected (see above) ought to be reviewed and used to guide adjustments to the plan. In general, 504 plans and IEPs are reviewed at least annually, but it is wise to review plans more frequently, especially newly developed ones.

Review Regularly - It is important to review plans regularly.

A more appropriate accommodation for these symptoms might be to have the test broken up into different sections or to have a test given orally. For example, if a student has checking or perfectionism, then an accommodation of extra time on all tests may simply be providing more time for the student to ritualize.

Not All Accommodations are Helpful – It is important to make sure that an accommodation is, indeed, helpful and does not exacerbate a student’s symptoms.

Hard data is more reliable and useful than individual opinion or recollections. helps the team determine if the plan is effective or not.

For example, tracking homework compliance, attendance, visits to the nurse, use of coping strategies, behavioral outbursts, etc. Collect Data – Gathering information about how accommodations are working is an important part of any plan.Setting unrealistic goals leads to inconsistencies in plan implementation and frustration for everyone involved. It may be helpful for a student to get a study guide before each exam in every class, but it is unrealistic to expect this to happen every single time. Be Realistic – Accommodations should be practical for both the teacher and the student.For example, instead of saying “The student will get extensions on writing assignments”, the plan should state “The student will be given a one-day extension on all writing assignments when requested via email the day before the assignment is due.” Operationalize the Plan – Accommodations should be clear and measurable to reduce confusion and increase consistency across teachers and classrooms.Having the entire team involved increases the likelihood of developing an effective plan and having high “buy-in.' Involve all Key Players – It is important to get input from everyone on the team (teachers, guidance counselors, parents/caregivers, the student’s outside therapist, and the student) when creating accommodations for OCD and/or anxiety.As a teacher, you will most likely be involved in developing this plan, and in doing so, should consider the following.ĥ04 Plan/IEP: What Teachers Should Consider When Making Accommodations

With a 504 Plan or an IEP, accommodations are made so that the student has access to the curriculum in the same way their peers do. In these cases, the student who is in public school is eligible for a 504 Plan or an Individualized Education Plan (IEP). Your students' OCD or anxiety symptoms may qualify as a disability if they are severe enough that they impact their ability to learn.

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