“At school, I use elevators because it’s harder for me to use stairs,” King said. In school, Gobbi-Belcredi and King said they have accommodations that allow them to get to where they need to be. You just have to think about things that most people don’t have to.” I have to stay extra hydrated because I could pass out. “I can’t go for a run because I worry that my knee will dislocate…You just have to think about things like all the medicine I take I can’t miss any of that. “With EDS, you can’t do everything that most people can do,” Gobbi-Belcredi said. Like King, Gobbi-Belcredi said she has to constantly think about what she’s capable of doing. Junior Francesca Gobbi-Belcredi, who was also diagnosed with EDS, agreed that it greatly affects her life. “I can’t stand up for long periods of time, and I also have to move around a lot or else my joints will get locked up and it’ll be really hard to move them,” King said. King said she agreed with this definition. The Invisible Disabilities Association defines an invisible disability as a physical or neurological condition that is not visible from the outside yet still limits a person’s movements, senses or activities. EDS is one of many illnesses classified as an “invisible disability.” King has Ehlers-Danlos syndrome (EDS), a disorder that commonly affects the joints, skin and blood vessels. I can’t run or jump or do anything like that either.” Siri Byrisetty “I can’t type super fast because then my pinkies will dislocate. “I can’t do certain things or my fingers will dislocate, that’s something that happens a lot,” King said. Where other students may not think too much about sitting down and typing on a computer, she has to consider what her body will and will not let her do. *Please note, that these are external links that are not regularly checked by Bobby Jones CSF.Senior Rachel King is well aware of her limitations. Section 504: Protecting Students with Disabilities. The Dept of Education also has some materials and FAQ on Section 504 of the Rehabilitation Act of 1973 (since amended), which is meant to protect students with disabilities. Dept of Education has lots of content about updates in the law and best practices for IEPs. Guide to the Individualized Education Program (IEP).This is a great “IEP 101” for parents looking for guidance!īuilding the Legacy: IDEA 2004 Update. This information from the U.S. Individuals with Disabilities Education Act (IDEA) Parent Guide.This is a super comprehensive guide that explains how the law works in most states, how to determine whether your child has a disability, what is new with the law since its update in 2004, what questions you need to ask to advocate for your child, and what other resources are available. Everyone is different and no two of these checklists will look the same! If you’re feeling uneasy, print out this handy sheet from the American Academy of Pediatrics and talk through it with your child’s doctor to find out what they can or maybe can not do. Return to School and Physical Education. Your child’s doctor may have some specific instructions after a surgery. But finding help should never be like pulling teeth!Below are some helpful resources to get you started on finding help with IEPs and 504s as well as “return to school” recommendations to talk about with your child’s doctor! Sometimes, your child needs a little help to stay on top of their education or some more direction in their activities and schoolwork.
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