Sandy: Would the symptoms of a student with Hashimoto’s disease or Thyroid disease qualify them for a 504?
Eligibility: THYROID DISEASE
Special Education Law and Advocacy
I’m so glad I came this platform or discussion. My daughter has graves disease and is now entering highschool this year we live in a small town and while she was in grade school all we needed was a IEP and if she was sick I would just tell th school. Well this year we still the IEP but the school is now stepping up their regulations for state laws. My problem is my child is dyslexia too but we were told the won’t test for that anymore even though she has it . I don’t know how to get that used for her IEP. Also her symptoms with GD is becoming more apparent and causing more missed days or half days. Now I need a 504, but not sure if the school will allow because it’s not all the time she is in a storm and iron is too low and the causes it gives her.
You are dealing with several major issues with the school. I suggest you contact your state parent training and information project to determine how the federal and state rules apply to your child. The protections of 504 cover all students with a disability. Many times secondary schools do not want to deal with students with Dyslexia, since it is much more difficult to find, and use appropriate reading programs for those students. If you have not done so, you should deal with the district special ed director. http://www.parentcenterhub.org/find-your-center
An outside medical diagnosis alone is not sufficient information for a school to determine eligibility for 504 accommodations. The school also needs to gather information to decide whether your daughter’s diagnosis results in a substantial limitation to one or more or her major life activities (caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working.) Note that the list is not exhaustive. Some students with a diagnosis of Thyroid Disorder would qualify for a 504 plan based on the severity of their symptoms. Others would not, if the symptoms were not severe or “substantially limiting”. It all depends on what the symptoms are for each individual student and how the medical diagnosis impacts them in their day to day life.
My daughter has Hashimotos and I have a meeting with her guidance counselor today regarding 504 and IEP. I would imagine they must qualify for some assistance considering how damaging the symptoms of this disease can be! She has been so depressed, forgetful, exhausted, brain fog, trouble sleeping, etc. Her grades have declined drastically since her first symptoms arose. I’ll update you with what they tell me today!
Can you update on this situation and what you learned when you met with the guidance counselor please? I am looking into the same for my daughter and am interested in how your meeting went!
I would love to know this answer as well. My daughter’s school refused to put her on an IEP or 504 even though she is also severe dyslexic. The head of their Special Education Deptartment stated he disability did not impact her education, that I cannot expect her to always make As and Bs. Fast forward, she was diagnosed with Hashimoto in February and as you stated, brain fog, grades slipping and etc. They are right, her grades are pretty good; however, with all the days she’s having to miss due to doctor’/s appointments ans being just sick from the disease I worry about her academically. Not to mention, an IEP or 504 would be a benefit in college.
Ginger–just focusing on the dyslexic part for your daughter as my child is dyslexic. Yes, the IEP was very beneficial for my child on many levels. However for college- an independent evaluation was the main piece that opened the door to college accommodations due to the level and nature of testing. I have heard of some colleges using IEPS. The point is that your child is dyslexic. As the work becomes more demanding, accommodations are necessary to level the playing field especially as she moves up in in her grade years. More important, she can become accustomed to using the great assistive technology that is available now and that will follow her into college.