Listen to the whole day.
Ask about what happens before school, during transitions, and after the child gets home.
SCHOOL & EVERYDAY BELONGING
Look beyond “but they seem fine.”
A child can want to be there and still need help getting through the day.
Make a manageable plan.
A quieter place, extra time, a break, or help getting started may make participation possible. Coordinate with the family and support team.
Protect belonging.
Keep inviting them. Respect privacy. Avoid teasing, copying tics, or treating support as something a child must earn.
A LITTLE UNDERSTANDING
IEP and 504: start with the child’s needs.
An IEP under IDEA provides special education and related services for eligible students. Section 504 protects eligible students’ access to education and may provide accommodations, aids, and services. A diagnosis alone does not automatically determine eligibility; the school evaluates educational needs under the applicable rules.
Ask the school’s special education team or 504 coordinator about evaluation, supports, and parent rights. This is general U.S. information, not individualized legal advice.
IDEA & IEPs
U.S. Department of Education: About IDEASection 504
U.S. Department of Education: Section 504 FAQA LITTLE UNDERSTANDING
Support that follows the child through the day.
Classroom accommodations
Discuss written instructions, reduced copying, extra processing time, planned breaks, a quiet space, and private access to needed food or bathroom breaks. Choose supports with the child and school team.
Attendance challenges
Listen to what makes arrival difficult. Agree on a predictable arrival contact, manageable transitions, and a plan for missed work. Review the plan as needs change.
During a flare
Plan who the child can approach, how staff will communicate, and how substitutes will learn the agreed supports. Keep health information private.
A LITTLE UNDERSTANDING
Begin with your state.
Washington OSPI family guidance · Washington Section 504 · Maine family resources