1. Disability Name, Type, Category & Characteristics

· Name: Alopecia

· Type: Health-related disorder and a physical impairment

· Category: Characterized as “other” and an autoimmune disorder

Alopecia occurs when a person’s immune system attacks their hair follicles. This causes different levels of hair loss ranging from small quarter-size patches to the loss of hair over a person’s entire body. A person who has complete body hair loss would have no scalp hair, eyebrows, eyelashes, facial hair or pubic hair. Sometimes hair grows back then falls out again, grows back for good, or never grows back. There are different types of alopecia, but all share the common characteristic of hair loss in some form.

2. Causes & Statistical Data

The WebMD website states that doctors have not been able to learn one exact cause of alopecia, however they do think the cause is related to a person’s DNA. A person may have an alopecia gene that is triggered by hormones, stress, or poor nutrition. Doctors have also observed that a person is more likely to get alopecia if they have an underlying medical issue such as asthma, Down syndrome, or thyroid disease, to name a few.

According to the National Alopecia Areata Foundation website, alopecia occurs nationally in 6.8 million people and people of all ages, both sexes, and all ethnic groups can develop it. Furthermore, uptodate.com reports that “one child out of every 1,000 children will be diagnosed with alopecia according to people or in 0.1% of the population.” Both males and females can develop this autoimmune disorder starting in childhood and continuing through adulthood.

Nanda, Arti & Al-Fouzan, Abdulwahab & Al-Hasawi, Fowzia. (2002). Alopecia Areata in Children: A Clinical Profile. Pediatric dermatology. 19. 482-5. 10.1046/j.1525-1470.2002.00215.x.

3. Treatments & Therapies 

There is no known cure for people with alopecia, however there are treatments which include anti-inflammatory drugs or medications which can be applied to a person’s scalp to initiate hair regrowth. According to headcovers.com, “some studies have shown that rubbing Retin-A into the area of hair loss alone, or in combination with topical Minoxidil can result in moderate to good hair growth in individuals with alopecia”.  “Apart from medications, head coverings like wigs, hats, and scarves will cover a person’s hair loss and protect a person’s head from sun and cold” ( https://www.webmd.com/skin-problems-and-treatments/guide/alopecia-areata#3). Also finding ways to maintain hormonal balances, reduce stressors, and focus on overall health may help to lessen the symptoms of alopecia. Although alopecia is not a serious medical condition, it can lead to emotional challenges which a person might address through counseling and support groups.

4. Implications on a Child’s Development and Learning 

Alopecia mostly affects a child’s self-esteem and social-emotional development. Other children and adults may stare, make fun of, or ignore a child who has bald spots or no hair at all. Sometimes children who have this autoimmune disorder are asked “Do you have cancer?” since their hairless appearance resembles that of a person who has had chemotherapy treatment. Social situations may be uncomfortable for a child with alopecia, or they may avoid them altogether. According to Jade Pinkett Smith’s Red Table Talk from June 2022, “some children have even committed suicide after being continually bullied by others who do not understand Alopecia”. A child who has alopecia may feel isolated and lonely while having low self-esteem. This could lead to avoidance of school or frequent absences which could cause them to fall behind in their academic subjects. They may have missing assignments and struggle to make up work that was missed on the days they were absent.

Information for table taken from https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-019-0324-x

5. Implications on the Family Members

1. Some parents may feel responsible for their child’s disorder since it is DNA-related and the challenges they experience because of it.

2. Other parents may be overprotective of a child who has alopecia and try to “baby” them in fear of how others may treat them.

3. Parents may find it expensive and time-consuming to attend doctor’s appointments and counseling sessions for their child. This may result in parents missing work and income which can lead to financial concerns.

4. Siblings may be embarrassed or protective of a sibling who has alopecia. They may also be more accepting of others’ differences based on their experience of having a sibling who has alopecia.

Destigmatizing Alopecia in Kids (3-minute video)

https://youtu.be/6MpQIvZLus8

5. Applying Parts (Amendments B and C) of Individuals with Disabilities Act (IDEA) and the Rehabilitation Act of 1973. 

According to the National Institutes of Health website “the onset of alopecia can be at any age. When it occurs in children younger than age 10, it tends to be more extensive and progressive” (National Institute of Mental Health [NIMH], 2022). The age of a child when diagnosed determines which piece of special education legislation will be used to meet their needs. A 504 Plan, which is part of the Rehabilitation Act of 1973, applies to children between the ages of 6 and 21. Because of this, a child who is younger than 6 years of age and has been diagnosed with alopecia, will be covered under one of the parts of IDEA. For a child from birth up to 3 years, Part C of IDEA would provide services to meet their needs. Once the child turns 3 years of age, a move from Part C to Part B of IDEA would be used since it provides services for children 3 years up to six years. If no other disabilities are identified at the age of six, then a child’s services would be delivered through a 504 Plan. “If a child qualifies under Section 504, he or she may receive services or accommodations in the general classroom that can enable the child to be successful in school” (naaf.org, 2022). It should be noted that not all children who have alopecia seek out special education services of any kind.

If a child who has alopecia moves from early intervention services Part C to Part B of IDEA, and then to a 504 Plan, then specific transitions plans are put into place. According to Allen and Cowdery, several steps in the transition process are critical to ensuring success (Allen & Cowdery, 2015). Defining roles for the sending program and the receiving program of transitions can provide support for the child with alopecia and their family. The sending program can provide guidance and ease anxiety for families as they move from one program to the next. The sending program can also educate the teachers and staff of the receiving program on the strengths and needs of the child with alopecia and recommend any in-service training for them. “The receiving program should learn effective strategies used in the previous program and plan to work with the child’s family to develop a system for ongoing feedback and communication (Allen & Cowdery, 2015).”

6. Applying

Developmental

Plans (IFSP, IEP,

and 504 Plan).

There are three specific developmental plans that help ensure special education services are received throughout a child’s preschool and school years.

An Individualized Family Support Plan (IFSP) provides a family-centered approach for children with alopecia from birth up to 3 years of age. Its goal is to enable and empower the family to assist the team in meeting the child’s needs through recognizing the families’ priorities and concerns. It also includes descriptions of the child’s strengths, present levels of development, and outcome statements that include “mom and dad” as a responsible party for meeting goals.

In contrast, a child who has an Individualized Education Program (IEP) will encounter a child-centered approach which does not specifically focus on family concerns and priorities like an IFSP. However, an IEP does include the child’s present developmental levels as they relate to academic achievement, measurable annual goals, and short-term objectives. In addition, modifications, and accommodations for a child with a disability are included.

A 504 Plan is different from an IFSP or and an IEP, but it does protect the rights of school age students with alopecia between the ages 6 and 21. A 504 team will review the student’s educational file and diagnosis, meet with the parents, and observe the student in a classroom setting. If a student already has an alopecia diagnosis, then “no further evaluation is needed” to determine appropriate accommodations to be provided by teachers and other staff in the school (Shields Firm, 2022).

All three developmental plans establish a team who works together to meet the needs of the child, and family in the case of an IFSP. Participants in the team typically consist of a service coordinator, administrator(s), teachers, specialists, a nurse, and a counselor. They work together to create a developmental or educational plan, and accommodations for a child who has alopecia.

Services and accommodations for a child who has alopecia might include educating teachers, staff members, and students about alopecia, sessions with the school counselor for self-esteem concerns, and permission to wear a hat in the school setting.

7. Academic Considerations 

“The onset of alopecia can be at any age; however, most children are diagnosed with alopecia at 10 years or older” (National Institute of Mental Health [NIMH], 2022). A school age child who has been diagnosed with alopecia can request a 504 Plan. The child’s diagnosis will be reviewed by the 504 team, followed by decisions about if any assessment should be given to the child. Developmental assessments such as criterion-referenced types can be used to determine what strengths and weaknesses a child may have in their overall development. In addition, mental health screenings can be given by the school counselor to assess the child’s social emotional well-being.

A 504 plan does not include goals, but instead provides accommodations for a child with alopecia. Specific accommodations for a child with alopecia will be discussed in a later section. There are support staff in schools that can work with a child who has alopecia which could include a school counselor or nurse, and of course the child’s teacher(s).

There are support staff in schools that can work with a child who has alopecia which could include a school counselor or nurse, and of course the child’s teacher(s).

8. Accommodations 

1. The child can wear a hat at school if he or she wants to wear one.

2. The child is allowed to have a “buddy” in the class who knows and accepts them and knows that they have alopecia.

3. The teacher is educated on alopecia to be sensitive and supportive of the child.

4. The child’s classmates can be educated about alopecia through stories, letters, or guest speakers.

5. Parents of classmates can be educated through a letter or video made by the child with alopecia or their parents.

All the above accommodations were adapted from The Children’s Alopecia Project: Educational Resources. Retrieved from https://www.childrensalopeciaproject.org/, November 20, 2022.

Using an iPad to take a 5–10-minute break from the classroom demands may be one technology-related accommodation for children with alopecia. Another option related more to the treatment of alopecia, is a new app called HairComb. According to the Dermatology Times website it can track hair loss for children and adults with alopecia. A dermatologist can use this tool to follow a patient’s progression during their treatment for in-office doctor visits and Teladoc visits.

(Dermatology Times: New Technology Could Allow Us to Rethink Alopecia Scores. Retrieved from https://www.dermatologytimes.com/ , March 30, 2023.

9. Ethical Conduct Toward Students 

Principle:

P-1.3 We shall not participate in practices that discriminate against children by excluding them from programs or activities on the basis on their medical condition.

Example:

A child who has alopecia should have the opportunity to participate in all programs and activities in the classroom, as well as throughout the school. For example, if the music teacher offers auditions for parts in a school play, then a child with alopecia should be allowed to audition and considered for the part based on their abilities. If a child who has alopecia gets the part of a person who has hair, then changes can be made to accommodate the child. A music teacher who allows the child to audition and seriously considers the child for the part based on their acting abilities is upholding Principle 1.3 of NAEYC’s Code of Ethical Conduct.

If a child with alopecia is not allowed to participate in auditions for school plays since they have a medical condition, then that would be an example of an educator violating Principle 1.3 of NAEYC’s Code of Ethical Conduct.

10. Support and Services  

1. National Alopecia Areata Foundation

https://www.naaf.org/alopecia-areata/

2. Children’s Alopecia Project

https://www.childrensalopeciaproject.org/

The National Alopecia Areata Foundation offers help in managing insurance claims for prescriptions and wigs as well as free webinars for families and support groups who meet in person or online. The Children’s Alopecia Project offers free resources such as mentors and advocates for children who have alopecia and their families.

11. Mission Statements for Support and Services Organizations 

1. National Alopecia Areata Foundation

NAAF supports research to find a cure or acceptable treatment for alopecia areata, supports those with the disease, and educates the public about alopecia areata.

2. Children’s Alopecia Project

To help any child in need who is living with hair loss

due to all forms of Alopecia. We change the emphasis

from growing hair to growing confidence. building

self-esteem, providing support, and raising awareness.

– Jeff Woytovich, Founder

Both organizations advocate for the inclusion for the inclusion in society of children who have alopecia. They provide resources to educate and inform families, teachers, and the general public about this medical condition that often times is misunderstood.

12. Services Offered for the Support and Services Organizations 

1. National Alopecia Areata Foundation

· One-on-One Phone Support (Spanish and English)

· Brave Barbie (Barbie doll with alopecia for a small fee)

· Guidance with insurance reimbursement for prescriptions, wigs, and other medical expenses.

2. Children’s Alopecia Project

· Free online mini course: Alopecia 101

· Wigs free of charge

· CAP2U – donates books about alopecia to schools

By offering one-on-one phone support in more than one language, NAAF is meeting the needs of people with multiple ethnic and cultural backgrounds. Many of the services offered by NAAF and CAP allow for families with low incomes to benefit from resources and services. For example, guidance with insurance reimbursements, free informational courses, and in some cases, wigs being provided to children free of charge. The Brave Barbie encourages young children to play with toys that look like them which families would view as a way to promote positive self-image and boost self-esteem.

1. Disability Name, Type, Category & Characteristics

2. Causes & Statistical Data

3. Treatments & Therapies 

4. Implications on a Child’s Development and Learning 

5. Implications on the Family Members

6. Applying Parts (Amendments B and C) of Individuals with Disabilities Act (IDEA) and the Rehabilitation Act of 1973. 

7. Applying

Developmental

Plans (IFSP, IEP,

and 504 Plan).

8. Academic Considerations 

9. Accommodations 

10. Ethical Conduct Toward Students 

11. Support and Services  

12. Mission Statements for Support and Services Organizations 

13. Services Offered for the Support and Services Organizations 

SECTION DESCRIPTION

TASKS TO COMPLETE

1. Disability

Locomotor disability

2. Academic Considerations 

The student will demonstrate an understanding of assessment's goals, benefits, and uses, including its use in developing appropriate goals, curriculum, and teaching strategies for young children (Standard 3a). 

The diagnosis of locomotor disability can happen at any age, with numerus children being identified during infancy or early childhood when developmental milestones are missed, raising concerns about potential disabilities. The IFSP is designed for children with locomotor disabilities aged from birth to 3 years. It takes a family-centered approach, involving key stakeholders, especially the child's parents, in the decision-making process. The IFSP starts with a comprehensive assessment of the child's present levels of functioning and needs across physical, cognitive, communication, social/emotional, and adaptive development.

The IFSP encompasses specific and measurable goals to track the child's progress and outlines early intervention services, their location, timing, and financial responsibilities. A designated service coordinator ensures smooth communication and coordination between all involved parties. As the child ages 3, the IFSP includes a transition plan to ensure continuity of care and support as the child transitions to a new educational setting (Waters & Friesen, 2019).

3. Accommodations 

The student will demonstrate knowledge and understanding of effective strategies and tools for early education, including appropriate uses of technology or assistive devices, by describing accommodations for young children with the selected exceptionality.  

(Standard 4b). 

General special education accommodations

4. Ethical Conduct Toward Students 

The student will know about and uphold ethical standards and other early childhood professional guidelines by discussing ethical standards from the  

P-12 Code of Ethics and/or National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct (Standard 6b). 

Principle: NAEYC Code of Ethical Conduct - Principle 1.1: Ethical Responsibilities to Children

Principle 1.1 of the NAEYC Code of Ethical Conduct emphasizes an educator's ethical responsibility to children. It ensures that all decisions and actions prioritize the children's well-being, safety, and development in their care. Educators must create a nurturing and inclusive environment that supports each child's growth and learning (NAEYC, 2019).

Example:

An educator upholding Principle 1.1 would ensure all children have equal access to learning opportunities and experiences in the classroom. For instance, if the class engages in a physical education activity that encompasses running and jumping, the educator would make the necessary modifications to accommodate the child with a locomotor disability. The educator may allow the child to participate using assistive devices like crutches or allow them to perform alternative exercises that cater to their abilities. The educator would also actively involve the child in group activities and encourage peer interactions to foster a sense of belonging and social integration.

Optional:

Example of how an educator might violate the selected standard.

If an educator excludes a child with a locomotor disability from physical activities without considering reasonable modifications or adjustments, it would be a violation of Principle 1.1 of NAEYC's Code of Ethical Conduct

5. Support and Services 

The student will understand how to support and engage families and communities through respectful, reciprocal relationships by using community programs or organizations that provide resources and services for children with specific disabilities and their families (Standard 2b).  

Name: United Spinal Association

Website: https://unitedspinal.org/

Name: National Organization on Disability (NOD)

Website: https://www.nod.org/

Optional:

Discuss how the groups or organizations you chose offer services to families with low-income levels.

The United Spinal Association and the National Organization on Disability offer programs and services that provide financial aid or scholarship options for families with limited financial means to access their services and resources. They often partner with local community organizations and government agencies to support and advocate for families facing financial challenges due to the costs associated with locomotor disability care.

6. Mission Statements for Support and Services Organizations 

Name: United Spinal Association

Mission Statement: “Empower and advocate for people with SCI/D and all wheelchair users to achieve their highest quality of life.”

Name: National Organization on Disability (NOD)

Mission: “To break down the barriers fencing people off from the wider community focusing on eliminating most wasteful and isolating of all those barriers."

Optional:

Outline how the organization advocates for children and their families with your chosen disability.

NOD create job opportunities for individuals with disabilities, ensuring that they can achieve economic independence and contribute to society. NOD's initiatives also promote accessibility and accommodations in workplaces and advocate for policies that protect the rights of individuals with disabilities in the workforce.

The United Spinal Association advocates providing a comprehensive support network and resources to individuals and families to navigate the challenges of living with spinal cord injuries and disorders.

7. Services Offered for the Support and Services Organizations 

The student will demonstrate knowledge and understanding of diverse family and community characteristics by researching current treatments, therapies, and possible cures for a disability (Standard 2a).  

United Spinal Association

· Adaptive Sports Programs:

· Employment Assistance

· Accessible Housing Resources

National Organization on Disability (NOD)

· Corporate Partnerships for Inclusive Hiring

· Disability Employment Awareness Training

· Career Mentoring and Guidance

SECTION DESCRIPTION

TASKS TO COMPLETE

1. Disability Name, Type & Category

Disability

· Name: locomotor disability

· Type: Physical /Mental impairment and physical limitations

· Category: Poliomyelitis, cerebral palsy, amputation, spine, head, soft tissue, fracture and muscular dystrophy are all disorders that might cause mobility problems (Krishnan, et al. 2021).

2. Causes & Statistical Data

Several diseases and injuries can leave patients unable to walk or move around for an extended period. Polio is probably the most recognized case in point. We've all seen how polio leaves victims needing wheelchairs and crutches to get around. This is because, due to polio's common effect of weakening limb muscles, the affected individual would have limited mobility in their limbs.

Other sources include:

· Locomotor impairment is often the result of amputation (the loss of a limb or part of a limb).

· CP, or Cerebral Palsy

· Myotonic dystrophy

· Disorders of the nervous system

· Illnesses of the heart and lungs

In children, cerebral palsy (CP) is the leading cause of motor impairment. Prevalence estimates for CP vary from 1 to nearly 4 per 1,000 live births or per 1,000 offspring, according to current population-based studies directed all over the globe. In 2010, the CDC's Autism and Developmental Disabilities Monitoring (ADDM) Network estimated that CP affected 1 in 345 children in the United States, or 3 out of every 1,000 children aged 8 years old” (Qin, et al. 2021). Children born early or with a low birth mass are more probable to grow cerebral palsy. The data suggest a worldwide drop in the incidence of CP, especially in children of moderate and extremely low birth weight.

Source: “Centers for Disease Control and Prevention. (2023, February 23). Learn more about cerebral palsy (CP). Centres for Disease Control and Prevention. https://www.cdc.gov/ncbddd/cp/index.html”

3. Treatments &  Therapies 

1. Conventional surgery: Tendon lengthening, bone fusions, and derotation osteotomy are the cornerstone of surgical therapy for children with cerebral palsy for a long time. As a result of the sequential nature of these treatments, a "birthday syndrome" has been identified (orthopedic surgery once a year, followed by “physiotherapy to relearn a walking method,” and then another process the following year to issue the resultant tightened muscles). Multi-level surgical intervention is progressively replacing these programs because of their lack of positive effects on the child's sense of self-worth, social development, or academic performance.

2. Targeted training: The idea upon which this prospective treatment is founded is that a typically developing kid acquires motor control from the head to the feet. To prevent the kid from becoming overwhelmed by too many control demands, this method employs specifically built equipment to offer the appropriate degree of support for one or two joints at a time. Using the program for a certain amount of time each day, it is possible to advance “motor control learning” in a downward way after rigorous evaluation identifies the greatest body segment missing in control (typically the head in offspring with cerebral palsy). The approach is showing promising early results.

3. Less orthodox treatments: Hyperbaric oxygen therapy, cranial osteopathy, reflexology, etc. are some of the newer therapies for “children with cerebral palsy.” The passage of time and scientific investigation has proven that many of these treatments are not 100% recommended. However, we need to be well-informed about such "trends" when they are at their peak so that we may effectively assist vulnerable parents (Campos-Pires, et al. 2020). Although the scientific grounds for their usage are not always apparent, it is crucial to have an open mind on these topics.

4. Botulinum toxin: Botulinum toxin injections into spastic muscles to prevent further neuromuscular transmission have become widespread in current years.7,22 Primarily, it has been applied to the “calf muscles” of children with hemiplegia or diplegia to prevent dynamic equinus of the ankle. Botulinum toxin's effects are temporary; therefore, more injections are required every three to four months. Although the method is straightforward, seems risk-free, and effectively paralyzes the muscle, it has not been demonstrated whether or if it improves gait in the long run. Clinical trials have not consistently shown any positive effects.

4. Implications on a Child’s Development and Learning 

· physical  

The physical growth of a kid is drastically altered by an impairment in locomotion. Their mobility is restricted, preventing them from doing things like crawling, walking, and running. Their muscular tone, coordination, and mobility will all suffer as a result.

· motor 

Fine motor capabilities and gross motor aids, such as walking and leaping, are both encompassed in the motor domain. Having trouble with both fine and gross motor abilities, a kid with a locomotor may have trouble with activities that call for precise movements or coordinated physical motions.

· cognitive  

The capability to think, reason, and understand information is known as cognitive development. Children with locomotor disability may be at a weakness when it comes to knowledge about their environments and creating interactions with others (Dana, 2020). Fewer opportunities for hands-on learning can stunt their intellectual development and limit their capacity to solve problems.

· communication  

The growth of communication skills comprises not only the capability to comprehend and use language but also to generate and share one's own. A child's social and language growth may be underdeveloped if they have worry moving about and receiving around. Their inability to use gestures or other non-verbal means of communication successfully may also result from physical mobility difficulties.

· social-emotional

A child's capability for social communication, emotional control, and individuality formation are all part of the socio-emotional domain. A child's capability to engage in bodily play or participate in actions with their peers may be restricted by a locomotor impairment. This can have consequences for their emotional and social development, putting them in danger of feeling emotions like anger, aloneness, and low self-confidence.

5. Implications on the Family Members

1. Grief, frustration, and fear are just some of the feelings that families may go through as they adjust to their child's condition. They might struggle with issues of acceptance, settling into new habits, and coping with potential constraints and future uncertainty.

2. Medical costs, specialized tools, assistive devices, therapy sessions, and house and vehicle adaptations can all add up, putting a strain on families' budgets. The financial resources of a family might be seriously taxed by such expenses.

3. It's possible that households may have to make major changes to how they usually do things (Gokhale, 2021). This may need setting aside more time for things like doctor visits, therapy sessions, and the use of mobility aids. Installation of ramps and alterations to toilets, among other possible modifications, may be necessary to make the home accessible to the youngster.

4. The physical restrictions of a kid can cause social isolation and make it hard for families to participate in everyday activities. They may face prejudice and discrimination, which may be taxing on their psyches and undermine their health.

V ideo link:

Link: “ https://www.unicef.org/parenting/child-development/children-with-disabilities-class”

SECTION DESCRIPTION

TASKS TO COMPLETE

1.

Disability

· Name: Locomotor disability

2.

Applying Parts (Amendments B and C) of Individuals with Disabilities Act (IDEA) and the Rehabilitation Act of 1973. 

Children with locomotor disabilities experience difficulties with physical movements due to impairments in limbs, muscles, or bones. These disabilities may entail conditions like cerebral palsy, muscular dystrophy, or spinal cord injuries. The age at which a child is diagnosed or identified with locomotor disability varies depending on specific conditions and severity. According to Sarkodie-Gyan and Yu (2023), locomotor disability can manifest at any age.

1. Applying  

Developmental Plans (IFSP, IEP, and 504 Plan). 

The Individualized Family Support Plan (IFSP) is designed for children with locomotor disability aged from birth to 3 years. It encompasses various essential components, starting with a comprehensive assessment of the child's present levels of functioning and needs across physical, cognitive, communication, social/emotional, and adaptive development.

It takes a family-centered approach to empower and enable families to assist their child's needs. The IFSP considers valuable family information, aligning intervention strategies with the family's strengths, concerns, and preferences (Rutland, 2022). Specific and measurable goals are set to track the child's progress, and the plan outlines the early intervention services, their location, timing, and financial responsibilities. A designated service coordinator ensures smooth communication and coordination between all involved parties.

The development of the IFSP is a collaborative effort involving key stakeholders, primarily the child's parents, who play a central role and offer unique insights into their child's needs. Other family members, advocates, professionals who conducted evaluations, and the individuals providing early intervention services also contribute to crafting effective and tailored interventions. As the child approaches the age of 3, the IFSP includes a transition plan to ensure continuity of care and support as the child transitions to a new educational setting.

IDEA mandates that states offer free, suitable public education to eligible special education students aged at least 3. The IEP defines the student's specific needs, strengths, and challenges. It outlines clear educational goals and objectives tailored to students' abilities and circumstances. The child's IEP undergoes regular reviews and updates to cater to their changing developmental stages and ensure continued support for their evolving requirements (Correia et al., 2021). The IEP team which encompasses teachers, therapists, parents, and other relevant professionals, assess the child's current abilities, challenges, and achievements. Based on the evaluated results, the team sets new, specific, measurable goals for the upcoming school year. The IEP outlines the services and supports needed to help the student reach these goals, including accommodations within regular classrooms or additional specialized instruction. The process ensures special education services are aligned with the child's age-appropriate developmental milestones.

As the child matures, the IEP addresses their transition into new educational phases. For instance, as a child moves from elementary to middle school or from middle school to high school, the IEP considers changing academic demands and social environments. The plan may incorporate strategies to help students succeed in different subjects and navigate new social dynamics. Additionally, depending on the student's age and aspirations, the IEP may incorporate a focus on preparing the student for post-secondary education, vocational training, or employment.

A 504 plan ensures students with locomotor disability receive appropriate accommodations and support to succeed in regular classroom settings. 504 plan evolves to address their changing needs and challenges. The process begins when a parent, teacher, or school staff member requests an evaluation for a 504 plan (Eichorn, 2021). A team entailing school personnel and relevant professionals’ reviews student's records, assessments, and teacher input to determine eligibility. If the team agrees that the student qualifies, they collaborate with the parents to create a personalized accommodations plan that removes learning barriers.

For a student with a locomotor disability, the 504 plan might include accommodations such as seating arrangements, extra time to move between classes, access to elevators or ramps, and specialized physical therapy sessions. The accommodations aim to facilitate the student's mobility and ensure they have equal access to education. The 504 plan is reviewed annually to assess its effectiveness and adjust as needed to meet the student's evolving needs.

504 plan is centered on providing necessary support and adjustments to the learning environment. Parents actively participate in discussions with the 504 team, staying informed about the plan's accommodations and communicating their feedback on its effectiveness. Parents can ensure that their child's 504 plan adapts to their needs over time, allowing them to thrive academically and reach their full potential.