1. What specific classroom activities or times of day seem most challenging for my child's focus?
2. How is my child's working memory impacting their ability to follow multi-step oral directions?
3. What executive functioning data or observations has the teaching staff collected during independent work time?
4. Would a Functional Behavioral Assessment help us understand off-task or impulsive behaviors?
5. How are teachers currently re-engaging my child when focus drifts without calling negative attention to them?
6. What accommodations are proving most effective during timed tests or major assessments?
7. Can we build proactive movement breaks into the daily schedule rather than waiting for dysregulation?
8. How will multi-step assignments be chunked into manageable deadlines across classes?
9. Who on the team is responsible for monitoring organizational systems like assignment planners or online portals?
10. What specific strategies will be used to help my child initiate tasks when experiencing task paralysis?
11. How will progress on executive functioning or self-regulation goals be measured and shared with us?
12. When will the team meet next to evaluate whether these accommodations are working effectively?

1. What specific reading assessments have been conducted, and what are my child's current decoding and fluency levels?
2. Is the reading intervention being provided based on a structured, explicit, multi-sensory literacy model?
3. Who is delivering the specialized reading instruction, and what training do they have in structured literacy?
4. How much time per week will my child receive direct, specialized reading intervention?
5. How will my child access grade-level science and social studies content while working on reading skills?
6. Are text-to-speech tools available for all digital textbooks and classroom assignments?
7. How are accommodations for reading and spelling implemented during tests in general education classes?
8. What measures are being taken to protect my child's self-esteem and prevent reading fatigue?
9. How will progress in phonological awareness, decoding, and reading comprehension be measured?
10. How frequently will progress monitoring data be collected and reported to parents?
11. Will my child be excused from unannounced aloud reading in front of the class?
12. How will spelling errors be handled on content-area tests like science or history?

1. What specific areas of mathematics present the greatest challenge for my child (e.g., number sense, memory for facts, spatial alignment)?
2. What math diagnostic tools were used to identify my child's specific math learning needs?
3. How will specialized math instruction incorporate concrete manipulatives and visual aids?
4. Is the math intervention using a Concrete-Representational-Abstract (CRA) instructional framework?
5. Under what circumstances will my child be allowed to use a calculator during classroom work and assessments?
6. How are math word problems broken down to support my child's language and reasoning skills?
7. What reference sheets, such as multiplication tables or formula sheets, will be allowed during tests?
8. How will the team address math anxiety that may arise during timed math quizzes or exams?
9. How will homework assignments be modified so they do not cause excessive frustration at home?
10. How will progress toward math reasoning and computational goals be tracked and reported?
11. What accommodations will ensure my child is evaluated on math concepts rather than computational speed?
12. Who will monitor whether accommodations are consistently provided during math assessments?

1. What specific components of writing are most difficult for my child (e.g., fine motor mechanics, spelling, or organizing written ideas)?
2. Has an Occupational Therapy evaluation been completed to assess fine motor skills and writing endurance?
3. Has an Assistive Technology evaluation been conducted to determine the best typing or dictation tools?
4. Will my child receive direct occupational therapy or specialized instruction for handwriting and keyboarding?
5. How will graphic organizers and visual outlines be used to support task initiation in writing?
6. Are teachers providing printed or digital copies of class notes to prevent copying from the board?
7. How will grading accommodate content knowledge separate from handwriting legibility and mechanics?
8. What accommodations will be implemented during essay portions of standardized or classroom tests?
9. How will hand fatigue and frustration be managed during extended writing tasks?
10. How will touch-typing skills be formally taught and practiced at school?
11. How will progress in written expression and motor speed be monitored and measured?
12. What alternatives to long written assignments will be considered if dysgraphia causes severe distress?

1. What sensory factors in the school environment (e.g., lighting, noise, transitions) have been identified as potential triggers?
2. How are staff supporting my child's communication needs and self-advocacy skills throughout the day?
3. What quiet, safe space is available for my child to take sensory breaks before becoming dysregulated?
4. How will changes in the daily routine or substitute teachers be communicated to my child in advance?
5. What sensory accommodations (such as noise-canceling headphones) are incorporated into daily routines?
6. Does my child have access to speech-language or OT services, and how are these integrated into the classroom?
7. How will group projects be structured to ensure my child feels included and supported without undue stress?
8. Are staff trained in autism neurodiversity-affirming practices and positive behavioral supports?
9. What strategies are being used during unstructured times like recess, lunch, and hallway transitions?
10. How does the team distinguish between sensory overload and behavioral non-compliance?
11. How will social communication and emotional regulation goals be measured and reviewed?
12. When will the team review the effectiveness of the sensory and communication supports currently in place?

1. What specific speech sounds or phonological patterns are most challenging for my child?
2. What is my child's overall speech intelligibility percentage in quiet vs. noisy classroom settings?
3. How many minutes per week of direct speech therapy are recommended, and will therapy be individual or group-based?
4. How is the speech-language pathologist collaborating with the classroom teacher to support reading and spelling?
5. What strategies are teachers using to give my child adequate wait time when speaking without pressure?
6. How do staff handle situations where peers have difficulty understanding my child's speech?
7. What accommodations ensure my child is not penalized on oral presentations or class participation grades?
8. How will speech practice activities be coordinated between school and home?
9. Are there phonological errors that might be affecting my child's reading decoding or spelling performance?
10. How will speech intelligibility and sound accuracy goals be measured and reported?
11. What criteria will be used to determine when speech therapy services are no longer needed?
12. How often will the speech-language pathologist review progress with the IEP team?

1. How does my child's receptive language comprehension compare to their expressive language output?
2. What specific standardized language assessments were administered by the Speech-Language Pathologist?
3. How many sessions of speech-language therapy will my child receive, and in what setting?
4. How are teachers modifying spoken classroom instruction to ensure my child understands lessons?
5. What visual supports and graphic organizers are used across academic subjects to aid language processing?
6. How is the team ensuring that my child is given adequate wait time to process questions and respond?
7. How will reading comprehension and written expression assignments be adapted to match my child's language skills?
8. What strategies are used to teach abstract or academic vocabulary across content areas?
9. How will progress on receptive and expressive language goals be monitored and documented?
10. Are classroom tests modified to reduce overly complex language phrasing?
11. How does DLD affect my child's social interactions with peers, and what support is provided?
12. When will the team meet to review whether current language supports are sufficient?

1. How is my child's anxiety expressing itself in the classroom environment (e.g., withdrawal, somatic complaints, perfectionism)?
2. What specific triggers at school seem to increase my child's anxiety levels?
3. What coping strategies is the school counseling staff currently practicing with my child?
4. How does my child access a designated safe space or counselor when feeling overwhelmed?
5. Are accommodations in place to modify high-anxiety situations like surprise quizzes or public speaking?
6. How are teachers providing reassurance without reinforcing obsessive worry or dependence?
7. What plan is in place if my child experiences panic or physical anxiety symptoms (e.g., nausea, hyperventilation)?
8. How is extended test time being utilized to reduce anxiety during exams?
9. How will homework load be managed during periods of heightened anxiety?
10. What communication plan exists between home and school to monitor daily anxiety levels?
11. How will goals related to emotional regulation and self-advocacy be tracked?
12. When will the team evaluate the effectiveness of the current anxiety management plan?

1. What changes in my child's academic performance, energy, or peer interactions have staff observed at school?
2. Who is my child's primary designated support person at school when feeling overwhelmed or exhausted?
3. What is the school's safety protocol and response plan if my child expresses feelings of hopelessness or self-harm?
4. How is the academic workload being adjusted to prevent my child from being overwhelmed by missing assignments?
5. How are teachers supporting task initiation and executive function when my child experiences mental fatigue?
6. What plan is in place to support attendance and late arrivals without academic or disciplinary penalties?
7. How can my child take quiet breaks in the nurse's office or counseling center when energy is low?
8. What accommodations will help my child participate in group work without feeling socially isolated?
9. How are school counseling staff coordinating with our private mental health therapists?
10. What re-entry accommodations exist if my child requires a temporary medical absence?
11. How will emotional well-being and academic progress goals be monitored and communicated?
12. When will the team reconvene to review academic and emotional supports?

1. What environmental triggers or specific classroom demands most frequently precede defiant or argumentative behavior?
2. Has a Functional Behavioral Assessment (FBA) been conducted to determine the underlying cause of these behaviors?
3. Is there a Positive Behavior Intervention Plan (BIP) in place, and how are all staff trained to implement it?
4. How are teachers using choices and collaborative problem-solving instead of direct commands and power struggles?
5. What de-escalation strategies are used when my child becomes frustrated before behavior escalates?
6. How is the school ensuring that disciplinary consequences are instructional and restorative rather than purely punitive?
7. Have underlying learning disabilities, ADHD, or sensory overload been evaluated as root causes of frustration?
8. What designated cool-down space can my child access independently when feeling irritable?
9. How are positive behaviors and self-regulation efforts acknowledged and reinforced?
10. How will behavior data be collected, analyzed, and shared with parents on a regular basis?
11. What training have my child's teachers received in trauma-informed and de-escalation techniques?
12. When will the team meet to review the effectiveness of the behavior plan?

1. How are my child's compulsions or intrusive thoughts impacting their classroom participation and assignment completion?
2. Are school counseling staff collaborating with our private Exposure and Response Prevention (ERP) therapist?
3. How are teachers trained to handle reassurance-seeking without accommodating or validating OCD fears?
4. What accommodations exist for writing tasks if erasing or rewriting rituals are occurring?
5. How is extended test time being implemented to reduce panic surrounding perfectionism?
6. What plan is in place if my child gets stuck in a restroom or handwashing ritual during the school day?
7. How can my child privately signal the teacher when intrusive thoughts make focusing impossible?
8. What adjustments can be made to morning tardiness policies if home rituals delay school arrival?
9. Are alternative test formats available to bypass specific OCD triggers (e.g., digital vs. paper)?
10. How will school staff avoid inadvertently increasing compulsions through accommodating rituals?
11. How will progress on managing school-based OCD symptoms be tracked and shared?
12. When will the IEP or 504 team meet next to review accommodations?

1. What trauma-informed practices and training do my child's teachers and support staff possess?
2. Have specific trauma triggers in the school environment (e.g., loud noises, sudden approach, specific topics) been identified?
3. What designated safe space and trusted adult can my child access when feeling hyperaroused or triggered?
4. How are fire drills, lockdown drills, and sudden schedule changes communicated to my child in advance?
5. How are staff trained to respond with de-escalation and safety rather than discipline during emotional distress?
6. What seating accommodations allow my child to feel physically safe and aware of their surroundings?
7. How does the school support my child's academic workload during periods of trauma reactivity or grief?
8. What accommodations prevent my child from being startled by staff or peers approaching from behind?
9. How is memory impairment from trauma hyperarousal accommodated during testing?
10. How will school counseling staff collaborate with community mental health providers?
11. How will goals related to emotional regulation and feeling safe at school be monitored?
12. When will the team meet to review and refine the trauma support plan?

1. What specific fine motor and gross motor challenges were identified in the Occupational Therapy and Physical Therapy evaluations?
2. How many minutes of direct OT and PT service will my child receive each week?
3. How will Physical Education (PE) be modified to ensure safe and meaningful participation without frustration?
4. What assistive technology options (e.g., speech-to-text, keyboarding) are being provided to bypass handwriting motor demands?
5. How are staff supporting my child during physical transitions like hallway passing periods and stairs?
6. What accommodations are provided in the cafeteria for carrying lunch trays or opening containers?
7. How will handwriting fatigue be managed during long tests or essay writing?
8. What specialized tools (slant boards, pencil grips, weighted pens) will be available in the classroom?
9. How will progress in gross and fine motor goals be tracked and reported?
10. What adaptations will be made during art, science labs, or practical hands-on classes?
11. How will school staff protect my child from peer teasing or isolation during physical sports?
12. When will the OT, PT, and teaching team meet to review motor progress?

1. What specific sensory patterns (hyper-reactivity, hypo-reactivity, sensory seeking) were identified on the Sensory Profile?
2. What specific elements of the classroom environment (fluorescent lights, noise, crowded desks) act as sensory triggers?
3. Is a formal 'Sensory Diet' embedded into my child's daily school schedule?
4. How is the Occupational Therapist training classroom teachers to recognize signs of sensory overload early?
5. What alternative seating options (e.g., wobble cushions, standing desks) are available in each classroom?
6. Where is the designated quiet sensory space for my child to decompress when sensory overload occurs?
7. What accommodations are provided for noisy, unstructured times like assemblies, cafeteria, and fire drills?
8. How are sensory breaks scheduled proactively throughout the day rather than reactively after distress?
9. What sensory tools (noise-canceling headphones, weighted lap pads, fidgets) will be allowed during instruction and testing?
10. How will school staff differentiate between sensory-driven behaviors and intentional non-compliance?
11. How will progress on sensory self-regulation goals be monitored?
12. When will the OT and educational team review the effectiveness of the sensory supports?

1. What specific areas of central auditory processing (e.g., listening in noise, auditory memory, dichotic listening) were diagnosed by the audiologist?
2. Is a Personal FM/DM Assistive Listening System recommended, and who will maintain and check the device daily?
3. What acoustic modifications (e.g., felt pads on chair legs, carpet, sound-absorbing panels) can be made in my child's classrooms?
4. How are teachers ensuring preferential seating away from noise sources like HVAC units, doors, and hallway chatter?
5. How will spoken lessons be accompanied by written outlines, visual slides, or graphic organizers?
6. How will teachers confirm that my child has accurately processed multi-step verbal instructions?
7. What accommodations will reduce listening fatigue during long lectures or late-afternoon classes?
8. Are video materials required to have closed captioning enabled during instruction?
9. How will testing environments be modified to eliminate background noise distractions?
10. What strategies will the speech-language pathologist use to strengthen my child's auditory memory and discrimination?
11. How will progress in listening comprehension and auditory processing goals be measured?
12. When will the team review the effectiveness of the auditory accommodations and assistive technology?

1. What specific areas of visual processing (e.g., visual discrimination, visual memory, visual-spatial layout) are most challenging for my child?
2. How is my child's visual processing impacting reading decoding, line tracking, and math alignment?
3. Has an Occupational Therapy evaluation evaluated visual-motor integration and graphomotor performance?
4. What visual adaptations (e.g., line trackers, enlarged fonts, high contrast) will be used in the classroom?
5. How are teachers reducing visual clutter on worksheets and assessments?
6. Are digital copies of whiteboard notes provided to avoid visual copying strain?
7. What accommodations exist for standardized or timed tests involving heavy visual reading?
8. How will screen-based work be managed to prevent visual fatigue and headaches?
9. What specialized grid paper or layout templates are allowed during math assessments?
10. How will progress in visual-spatial organization be measured and reported?
11. Will my child be granted extra time on reading and visual mapping tasks?
12. When will the team review the effectiveness of current visual accommodations?

1. What specific academic and adaptive assessments were used to determine my child's current functional levels?
2. How is the general education curriculum being modified to meet my child's individual learning goals?
3. What specific adaptive daily living skills (e.g., self-care, safety, organization) are targeted in the IEP?
4. How much of the school day will my child spend in inclusive general education vs. specialized instruction settings?
5. What concrete, hands-on instructional tools are used to teach new academic concepts?
6. How are speech-language and occupational therapy goals integrated into the daily classroom routine?
7. What visual schedules and step-by-step task guides are provided for daily transitions?
8. How will my child's progress toward individualized IEP goals be measured and reported?
9. What accommodations and supports are provided during unstructured times like cafeteria, recess, and assemblies?
10. How are peer interaction and social inclusion fostered in a supportive environment?
11. What transition and life-skills planning will prepare my child for future independence?
12. When will the IEP team meet to review current goals and adaptive progress?

1. What are my child's relative learning strengths (e.g., visual memory, reading sight words) and how are they being leveraged?
2. How are speech-language, OT, and PT services coordinated to support classroom participation?
3. What specific curriculum modifications are implemented in general education classes?
4. How are teachers supporting expressive language delays during class discussions and social interactions?
5. What accommodations are provided to manage low muscle tone and writing fatigue?
6. How is assistive technology (such as communication apps or speech-to-text) integrated into daily learning?
7. What visual supports and picture schedules are used to promote independent transitions?
8. How is Adaptive Physical Education (APE) structured to ensure safe physical activity?
9. How will progress on academic, communication, and motor goals be documented and reported?
10. How are peer buddy programs used to encourage authentic social inclusion at lunch and recess?
11. Are regular hearing and vision screenings coordinated to ensure optimal access to instruction?
12. When will the multidisciplinary team meet to review overall progress?

1. What specific physical access modifications (e.g., ramps, wide aisles, adaptive seating) are needed in my child's classrooms?
2. How many minutes of direct Physical Therapy and Occupational Therapy will my child receive weekly?
3. What assistive technology (e.g., eye-gaze systems, speech-to-text, switches) will be provided for written and spoken participation?
4. How are staff trained in safe physical transfers, seating alignment, and mobility equipment operation?
5. How will physical education be adapted to ensure meaningful and safe participation?
6. What accommodations allow extra time for classroom transitions without missing instruction?
7. How are writing fatigue and muscle spasticity accommodated during tests and extended assignments?
8. What support is provided in the cafeteria for carrying trays, opening containers, or feeding?
9. How will school staff ensure full accessibility during emergency evacuation drills?
10. How will speech clarity or alternative augmentative communication (AAC) devices be supported in class?
11. How will motor and academic progress be measured and reviewed by the team?
12. When will the physical access and therapy team meet to review current supports?

1. Is a comprehensive Individualized Healthcare Plan (IHP) and Asthma Action Plan on file with the school nurse?
2. How will school staff ensure immediate access to my child's rescue inhaler in the classroom, PE, and field trips?
3. Are classroom teachers and PE staff trained to recognize early signs of asthma distress and administer inhalers?
4. How will physical education activities be modified when my child experiences exercise-induced asthma?
5. What environmental modifications (e.g., air filters, fragrance-free policies, indoor recess on high-pollen days) are in place?
6. What is the exact protocol if my child experiences a severe asthma attack at school?
7. How will missed schoolwork and tests be managed during asthma-related absences without academic penalty?
8. How can my child take rest breaks in the nurse's office if nighttime coughing causes daytime fatigue?
9. Will my child be allowed to self-carry their inhaler if authorized by our physician and state guidelines?
10. How are substitute teachers informed about my child's asthma action plan?
11. How will communication between the school nurse, family, and physician be maintained?
12. When will the 504/health team meet to review the asthma management plan?

1. Is a 504 Plan and Individualized Healthcare Plan (IHP) fully established based on our doctor's Diabetes Medical Management Plan (DMMP)?
2. Who are the trained diabetes personnel in the building when the school nurse is unavailable?
3. How are classroom teachers trained to recognize and respond immediately to low blood sugar (hypoglycemia) and high blood sugar (hyperglycemia)?
4. Is my child permitted to check blood glucose, treat lows, and monitor CGM devices anywhere on campus?
5. How will standardized and classroom test clocks be paused if my child experiences a low or high blood sugar event during testing?
6. What is the procedure for handling CGM alarms or phone notifications during class without phone confiscation?
7. How will staff ensure my child has full, equal access to field trips and after-school activities with trained support?
8. Where will emergency glucose and glucagon kits be stored, and who is trained to administer emergency glucagon?
9. How will carbohydrate counts for school lunches be verified and provided to my child/family?
10. What accommodations exist for unrestricted bathroom and water access during high blood sugars?
11. How will missed schoolwork be handled following diabetes-related absences or nurse visits?
12. When will the 504 team meet to review and update the diabetes plan?

1. Is a formal Seizure Action Plan (SAP) established and reviewed by the school nurse and staff?
2. Which specific staff members (teachers, PE coaches, bus drivers) are trained in seizure first aid and emergency rescue medication administration?
3. How do teachers identify and document subtle seizure types, such as absence staring spells, in the classroom?
4. What protocol is followed if my child experiences a seizure, and where can they rest during the post-ictal recovery period?
5. How will instruction missed during staring spells or post-seizure recovery be re-taught or provided in writing?
6. How are medication side effects, such as drowsiness or reduced processing speed, accommodated in class?
7. What safety measures are implemented during PE, swimming, science labs, and field trips?
8. Under what specific medical conditions will 911 / emergency medical services be called?
9. What testing accommodations (e.g., extended time, rest breaks) will be provided?
10. How will school absences for medical appointments or EEGs be handled without academic penalty?
11. How will staff protect my child's dignity and privacy among peers following a seizure at school?
12. When will the 504/IEP team meet to evaluate the seizure management plan?

1. What is the immediate procedure when my child reports migraine symptoms to a teacher or staff member?
2. How can my child access a quiet, dimly lit space in the nurse's office to rest and take medication without delay?
3. How will classroom lighting (e.g., fluorescent lights) or noise triggers be modified to reduce migraine frequency?
4. What accommodations exist for computer screen work when screen use triggers or worsens headache pain?
5. How will missed class instruction and assignments be provided during migraine-related absences?
6. What plan is in place to prevent my child from falling behind academically during chronic headache cycles?
7. Are testing accommodations (such as extended time, quiet testing environment, and rest breaks) provided during headache recovery?
8. How are teachers informed about migraine 'brain fog' and its impact on cognitive processing speed?
9. What non-punitive attendance accommodations exist for tardiness or partial-day absences caused by morning migraines?
10. How will medication prescribed by our physician be stored and administered at school?
11. How will staff maintain regular communication with parents regarding headache frequency at school?
12. When will the 504 team meet to review the effectiveness of the headache accommodations?

1. Are all classroom teachers and staff educated that tics are involuntary and must never be disciplined or corrected?
2. What designated private space can my child access to release tics when physical suppression becomes exhausting?
3. How will testing be conducted in a separate quiet environment so my child can tic without worrying about disturbing peers?
4. How are co-occurring conditions (such as ADHD, OCD, or anxiety) evaluated and addressed in the support plan?
5. What accommodations (e.g., typing, dictation) are provided if motor tics interfere with handwriting or computer work?
6. How is extended test time utilized to account for time lost to tic suppressive effort?
7. What steps are taken to educate peers about Tourette Syndrome to foster an inclusive, supportive classroom culture?
8. How do staff differentiate between involuntary tics and intentional behavioral disruption?
9. How will environmental stressors that trigger tic spikes (such as high-stakes exams or public speaking) be modified?
10. How will school staff coordinate with private CBIT (Behavioral Intervention for Tics) therapists if applicable?
11. How will progress on academic and self-advocacy goals be monitored?
12. When will the IEP or 504 team meet to review tic management supports?

1. How are teachers applying a 'neurodevelopmental lens' to understand my child's behavior as a brain-based skill deficit rather than willful defiance?
2. What specific visual schedules, step-by-step task cards, and environmental structures are used consistently across all classes?
3. How is severe working memory impairment accommodated during daily instruction and testing?
4. What concrete instructional materials are used to teach abstract concepts like math, time, and money?
5. How are instructions broken down into single, concrete steps supported by visual cues?
6. What proactive supervision and structured peer activities are provided during unstructured times like recess and lunch?
7. Has a Functional Behavioral Assessment (FBA) been conducted to create a brain-informed Positive Behavior Support Plan?
8. How will emotional dysregulation be de-escalated safely using co-regulation techniques?
9. What accommodations prevent sensory overload in noisy, crowded school settings?
10. How will my child's progress toward academic and adaptive goals be tracked and communicated?
11. How will home and school maintain consistent visual routines and communication?
12. When will the team reconvene to evaluate the effectiveness of the FASD supports?

1. Is a formal 'Return-to-Learn' concussion recovery protocol being implemented by the school nursing and teaching team?
2. What cognitive rest accommodations (e.g., reduced screen time, shortened days, quiet breaks) are currently in place?
3. How are teachers monitoring my child for cognitive fatigue, headaches, or dizziness during class?
4. How is academic workload reduced so my child is not required to make up every missed assignment while recovering?
5. What specific accommodations exist for light sensitivity (photophobia) and noise sensitivity (phonophobia)?
6. How will cognitive processing speed and memory deficits be supported as brain healing occurs?
7. How are high-stakes tests and quizzes postponed or modified during the recovery period?
8. What protocol exists if symptoms flare up during physical education or recess?
9. If recovery is prolonged (Post-Concussion Syndrome), will a formal 504 Plan or IEP be established?
10. How will speech-language or OT specialists assist with cognitive-communication recovery?
11. How will weekly progress be monitored and communicated between physician, family, and school?
12. When will the team meet to review Return-to-Learn progression?

1. What specific pragmatic language challenges (e.g., turn-taking, topic maintenance, reading social cues) were identified by the Speech-Language Pathologist?
2. How many minutes of direct speech-language therapy will be provided for social communication goals?
3. How are social communication strategies reinforced within the general education classroom setting?
4. What structured supports or assigned roles are provided during cooperative group projects?
5. How do teachers ensure instructions are concrete and free of confusing sarcasm or abstract idioms?
6. What peer-mediated social opportunities or structured clubs exist during lunch and recess?
7. How are visual scripts and graphic organizers used to teach conversational rules and topic transitions?
8. What strategies are used to help my child understand peer facial expressions and body language?
9. How will progress in pragmatic language and social interaction be measured and reported?
10. How do staff protect my child from peer rejection or social isolation?
11. How does the team distinguish SCD from Autism Spectrum Disorder in terms of support needs?
12. When will the team review progress on pragmatic communication goals?

1. Are all teachers and school staff trained that Selective Mutism is an anxiety-based freeze response, not willful defiance?
2. How will staff ensure that my child is NEVER pressured, forced, or bribed to speak in front of others?
3. What non-verbal communication systems (e.g., pointing, picture cards, written notes, digital devices) are established in class?
4. How will class participation and attendance roll call be managed without requiring verbal speech?
5. Is a behavioral consultant or speech-language pathologist using evidence-based techniques (shaping, stimulus fading) to gradually build comfort?
6. How can my child complete oral presentation requirements (e.g., submitting a video recorded at home)?
7. Who is my child's key designated 'comfort person' at school to help lower anxiety levels?
8. What accommodations ensure my child feels safe using the restroom and eating lunch at school?
9. How will academic knowledge be assessed accurately using non-verbal testing options?
10. What strategies foster peer connection without placing speech demands on my child?
11. How will communication comfort and progress be measured over time?
12. When will the team meet to review the Selective Mutism anxiety plan?

1. What specific types of disfluencies (repetitions, prolongations, blocks) were identified during the speech evaluation?
2. How many minutes of direct speech therapy will my child receive, and what specific fluency strategies are being taught?
3. How are teachers trained to provide unhurried wait time and avoid interrupting or finishing my child's sentences?
4. How will classroom reading aloud and oral participation be structured so my child never feels put on the spot?
5. What accommodations are available for oral presentations and speaking assignments (e.g., small group, video submission)?
6. How do staff handle peer reactions or teasing to foster a respectful, patient classroom environment?
7. How are timed verbal tests or oral reading fluency evaluations modified to avoid penalizing stuttering?
8. What self-advocacy skills is my child developing in speech therapy to communicate comfortably about stuttering?
9. How will speech-language therapy goals address emotional anxiety and avoidance behaviors related to speaking?
10. How will speech fluency and communication confidence be monitored and reported?
11. What resources or guidance will be provided to support stuttering strategies at home?
12. When will the SLP and IEP team review fluency progress?

1. What is my child's exact degree of hearing loss across frequencies, and how does it affect speech understanding in class?
2. Will a certified Teacher of the Deaf and Hard of Hearing (TOD) or Educational Audiologist provide direct or consultative services?
3. Is a Personal FM/DM Assistive Listening System provided, and who checks device functionality daily?
4. What acoustic modifications (e.g., sound-absorbing materials, felt leg pads) are implemented in the classroom?
5. How are teachers positioned to ensure clear visibility for lip-reading and optimal acoustic access?
6. Are closed captions required for all educational videos and digital instructional media?
7. How will written outlines, visual slides, and guided notes supplement all spoken lectures?
8. What strategies reduce listening fatigue during long school days?
9. How will classroom group discussions be structured so my child knows who is speaking?
10. What accommodations are provided during standardized and classroom assessments?
11. How will progress in listening skills and academic access be monitored?
12. When will the DHH team meet to review hearing technology and accommodations?

1. What is my child's primary mode of communication (e.g., ASL, LSL, Cued Speech), and how is it maintained across all school settings?
2. Will a certified Educational Sign Language Interpreter be provided for all classes, assemblies, and extra-curricular activities?
3. How many minutes of direct service will a certified Teacher of the Deaf (TOD) provide each week?
4. Are visual fire alarms, strobe lights, and visual announcements installed throughout the building?
5. How are classroom seating arrangements optimized to provide an unobstructed line of sight to the teacher, interpreter, and peers?
6. Are closed captions required and verified for all video and digital instructional content?
7. What accommodations ensure equal participation in unstructured settings like lunch, recess, and physical education?
8. How will real-time CART (captioning) or note-taking services be provided for lecture-heavy classes?
9. How will progress in language development and academic concepts be monitored?
10. How will school staff foster peer interaction and connection within the Deaf community?
11. What backup communication plan exists if an interpreter is absent?
12. When will the DHH team meet to review communication access?

1. What were the findings of the Functional Vision Assessment (FVA) and Learning Media Assessment (LMA)?
2. How many hours per week will a certified Teacher of Students with Visual Impairments (TVI) provide direct instruction?
3. Will an Orientation and Mobility (O&M) specialist teach safe navigation of the school campus?
4. What primary reading medium (large print, Braille, audio) is recommended for all textbooks and tests?
5. What assistive technology (screen magnifiers, refreshable Braille displays, video magnifiers) will be provided?
6. How are all digital learning platforms checked for accessibility and screen reader compatibility?
7. What lighting adaptations or glare-reduction measures will be implemented in the classroom?
8. How far in advance will teachers provide materials to the TVI for tactile/enlargement formatting?
9. What extended time accommodations are provided for visual reading and exams?
10. How will physical education and science labs be modified for safety and equal access?
11. How will visual stability and fatigue be monitored throughout the school day?
12. When will the TVI and O&M team review visual accommodations?

1. What is my child's current score on the CVI Range Assessment, and what visual phase are they in?
2. How are classroom materials adapted to reduce visual complexity and background clutter?
3. Are high-contrast preferred colors (e.g., solid red, yellow) used consistently to highlight key visual targets?
4. How are teachers giving my child extra latency time to visually locate and process objects?
5. How is classroom lighting modified to eliminate glare and reduce visual overstimulation?
6. Will backlit tablet screens (e.g., iPad) be used to present high-contrast visual materials?
7. How are physical environments simplified during transitions and physical education?
8. How does the TVI consult with general education teachers to adapt daily curriculum?
9. How do fatigue, noise, and health factors influence my child's visual functioning at school?
10. What accommodations exist during testing to prevent visual overload?
11. How will progress across CVI Range characteristics be documented and reported?
12. When will the vision team meet to re-evaluate CVI supports?

1. Is a private, hygienic nurse protocol established for scheduled intermittent catheterization and bowel management?
2. How are classrooms, lunchrooms, science labs, and playgrounds verified for full wheelchair accessibility?
3. What is the emergency evacuation plan for my child if elevators are disabled during a fire drill?
4. How many minutes of Physical Therapy and Occupational Therapy will be provided weekly?
5. How will Physical Education be adapted to promote active, inclusive participation?
6. What protocol is in place to monitor for signs of VP shunt malfunction or tethered cord syndrome?
7. How are fine motor fatigue and visual-spatial challenges accommodated in daily written work?
8. What accommodations allow extra time for passing periods without missing class time?
9. How will medical absences for orthopedic surgeries or doctor visits be handled without academic penalty?
10. How will school staff ensure peer inclusion and prevent physical isolation during school events?
11. How will progress in mobility, fine motor skills, and academics be tracked?
12. When will the health and therapy team meet to review supports?

1. How are classrooms, restrooms, and school grounds adapted for full power wheelchair access?
2. What energy conservation strategies are implemented to prevent physical fatigue during the school day?
3. How will speech-to-text software and digital tools replace handwriting as hand strength changes?
4. What physical therapy accommodations (e.g., stretching, contracture prevention, positioning) are provided?
5. How is Physical Education modified to provide fun, safe inclusion without physical strain?
6. What assistance is provided for carrying books, opening doors, handling lunch trays, and managing clothing?
7. What is the emergency evacuation protocol for power wheelchair users during school emergencies?
8. How will respiratory health monitoring and rest breaks be coordinated with the school nurse?
9. What accommodations exist for absences due to medical appointments or clinical trials?
10. How will teachers ensure peer inclusion and positive social support as physical needs change?
11. How will academic and assistive technology goals be reviewed and updated?
12. When will the multidisciplinary team meet to evaluate current DMD supports?

1. What high-level assistive technologies (micro-switches, eye-gaze, light-touch keyboards, speech-to-text) will be provided for academic work?
2. How are all classrooms, labs, cafeterias, and auditoriums made fully power-wheelchair accessible?
3. What nursing services are provided for respiratory care, suctioning, or feeding support if needed?
4. How are Physical Therapy and Occupational Therapy goals focused on positioning, comfort, and energy preservation?
5. How do teachers ensure that my child's high intellectual capabilities are fully challenged without motor barriers?
6. What accommodations allow my child to participate fully in physical education and field trips?
7. How are digital textbooks and class notes provided to eliminate physical handling of paper?
8. What emergency evacuation protocol is established for power-wheelchair users?
9. How will medical absences for Spinraza/Evrysdi treatments or clinical appointments be managed without penalty?
10. How will school staff encourage equal peer interactions and social inclusion?
11. How will progress in assistive technology and academic goals be monitored?
12. When will the SMA multidisciplinary team meet to review supports?

1. What is the protocol for modifying classroom activities when my child experiences a sudden arthritis flare-up?
2. How will a duplicate set of textbooks be provided for home and school to avoid carrying heavy backpacks?
3. Are teachers allowing my child to stand up, stretch, or walk around when joint stiffness occurs during long classes?
4. What accommodations exist for morning joint stiffness (e.g., late arrival without penalty, lighter morning workload)?
5. How are handwriting fatigue and hand joint pain accommodated during essay writing and tests?
6. What adaptive writing grips, slant boards, or typing tools are provided by Occupational Therapy?
7. How will Physical Education be modified during joint flares while encouraging safe participation during remission?
8. How will medication prescribed for pain or inflammation be administered at school?
9. What elevator pass and transition accommodations exist to shorten walking distances between classes?
10. How will medical absences for rheumatology visits be managed without academic penalty?
11. How will school staff monitor fatigue and pain levels throughout the day?
12. When will the 504 team meet to review arthritis supports?

1. Is a detailed Individualized Healthcare Plan (IHP) and Emergency Action Plan established for managing sickle cell pain crises?
2. Are classroom teachers and staff trained to recognize early signs of a pain crisis or acute chest syndrome?
3. Is my child granted unrestricted access to carry a water bottle and use the restroom at any time?
4. How will temperature exposure (cold outdoor recess, air conditioning drafts) be managed to prevent triggering a pain crisis?
5. What is the exact emergency procedure if my child develops a severe pain crisis or fever at school?
6. How will Physical Education be modified so my child can self-pace and rest without penalty?
7. How will missing schoolwork and tests be handled during hospitalizations or home recovery?
8. Is homebound instruction or digital learning available during extended medical absences?
9. How are cognitive impacts or silent stroke risk evaluated and supported academically?
10. What accommodations manage chronic fatigue during long school days?
11. How will home and school communicate during medical admissions?
12. When will the 504 team meet to review health supports?

1. Is an Individualized Healthcare Plan (IHP) and 504 Plan established to manage enzymes, nutrition, and respiratory care?
2. Are staff trained to allow my child to take pancreatic enzymes immediately before eating all meals and snacks?
3. Is my child granted unrestricted bathroom access and permission to keep a water bottle and high-calorie snacks at their desk?
4. What strict infection control measures (e.g., distance from other students with CF, seating away from coughing peers) are enforced?
5. How are frequent coughing fits handled with understanding and without causing embarrassment or disciplinary reprimands?
6. What plan is in place to manage missed classwork during routine clinic visits or hospital admissions?
7. How will physical education be adapted to encourage beneficial lung clearance without excessive exhaustion?
8. Will digital learning or homebound instruction be activated during extended pulmonary clean-ups?
9. How are hand hygiene and classroom surface sanitation maintained in my child's rooms?
10. How will school staff handle enzyme storage and emergency health needs?
11. How will communication between family, CF clinic, and school nurse be maintained?
12. When will the 504 team meet to review CF accommodations?

1. Is a 504 Plan and Healthcare Plan established to accommodate dialysis schedules, fluid management, and fatigue?
2. How are staff trained on my child's specific fluid intake or fluid restriction orders?
3. Is my child granted unrestricted restroom access at all times without delay?
4. What infection control measures (e.g., immediate notification of chickenpox/flu outbreaks, mask accommodations) protect my child post-transplant?
5. How will academic instruction and testing be scheduled around dialysis days to avoid fatigue impact?
6. What accommodations manage chronic anemia and physical fatigue during the school afternoon?
7. How will missed school days for clinic visits, dialysis, or hospital stays be managed without academic penalty?
8. Can a duplicate set of textbooks be provided for home use during medical recovery days?
9. What accommodations exist in physical education to protect dialysis catheters or kidney transplant sites?
10. How will staff ensure my child's dietary restrictions are respected during classroom celebrations?
11. How will academic progress be tracked during extended home recovery periods?
12. When will the 504/health team meet to review renal supports?

1. Is a Cardiac Emergency Action Plan established, and are staff trained on CPR and location of the nearest AED?
2. How is Physical Education modified to allow my child to self-pace and rest whenever needed without penalty?
3. What accommodations prevent physical exertion during long hallway walks (e.g., elevator pass, peer buddy for books)?
4. How are cardiac fatigue and low stamina managed during long academic testing sessions?
5. Have psychoeducational evaluations assessed potential executive functioning or processing speed differences associated with CHD?
6. What accommodations exist for extreme hot or cold outdoor temperatures during recess or fire drills?
7. How will a duplicate set of textbooks be provided to avoid carrying heavy backpacks?
8. How will missed schoolwork and exams be managed during cardiology visits or cardiac surgeries?
9. What rest breaks in the nurse's office are available when my child experiences low energy?
10. How will substitute teachers be informed of cardiac emergency protocols?
11. How will academic and physical progress be monitored by the school nurse and team?
12. When will the 504/IEP team meet to review heart defect supports?

1. Is an immediate, unrestricted 'stop-and-go' bathroom pass established so my child can leave for the restroom without asking permission?
2. Does my child have access to a private staff or nurse's bathroom to ensure privacy and dignity?
3. Are seating arrangements positioned near the classroom exit for quick, discrete bathroom access?
4. How will teachers handle IBD symptoms with total discretion to prevent peer embarrassment?
5. What accommodations exist for taking exams in a quiet room located close to a restroom?
6. How will missed classwork, quizzes, and tests be managed during disease flare-ups or hospitalizations?
7. Is homebound instruction or remote learning available during severe IBD flares?
8. How are physical fatigue and abdominal pain accommodated during long school days?
9. What non-punitive attendance policies exist for morning tardiness or medical appointments?
10. How will medication (e.g., biologics, steroids) and dietary needs be managed at school?
11. How will communication between home and school be maintained during health changes?
12. When will the 504 team meet to review IBD accommodations?

1. What Occupational Therapy accommodations (e.g., ring splints, speech-to-text, ergonomic grips) will protect hand joints from pain and dislocation?
2. Is a duplicate set of textbooks provided for home and school to eliminate heavy backpack weight?
3. Are teachers allowing my child to change positions, stretch, or use padded seating to relieve joint pain?
4. How will physical writing and long essay exams be modified to prevent wrist and finger subluxations?
5. What elevator pass and transition accommodations exist to prevent lower limb joint strain during passing periods?
6. How will Physical Education be adapted to focus on safe joint-stabilizing activities while avoiding high-impact contact sports?
7. What is the emergency protocol if a joint subluxation or dislocation occurs at school?
8. How will chronic fatigue and pain-related brain fog be accommodated during instruction and testing?
9. What rest breaks in the nurse's office are available when pain peaks?
10. How will medical absences for physical therapy or specialist visits be handled without penalty?
11. How will progress in joint protection and academic stamina be tracked?
12. When will the 504 team meet to review EDS/HSD accommodations?

1. Is a 504 Plan established to accommodate orthostatic dizziness, fainting risk, and dysautonomia symptoms?
2. Is my child permitted to carry a water bottle with electrolytes and high-sodium snacks everywhere on campus?
3. Are teachers trained to allow my child to sit down immediately or elevate their legs if lightheadedness occurs?
4. What protocol exists if my child experiences pre-syncope (feeling faint) or syncope (fainting) at school?
5. How are morning tardiness and attendance handled without penalty when morning orthostatic symptoms are severe?
6. What elevator pass and transition accommodations eliminate prolonged standing or stairs between classes?
7. How is severe 'brain fog' accommodated during high-stakes tests and essay assignments?
8. What rest breaks in a cool nurse's office are provided during energy crashes?
9. How will Physical Education be modified for recumbent (seated/supine) exercise rather than prolonged standing?
10. How are classroom temperatures regulated to prevent heat-induced symptom flares?
11. How will home and school monitor daily hydration and stamina levels?
12. When will the 504 team meet to review POTS accommodations?

1. How are all staff educated on Post-Exertional Malaise (PEM) and the critical need to avoid over-exertion?
2. Is a shortened school day or hybrid home-school schedule established to match my child's energy envelope?
3. What quiet rest space (with ability to lie down horizontally) is available when mental or physical fatigue peaks?
4. How is academic workload reduced (focusing on core concepts rather than repetitive homework) to prevent cognitive crashes?
5. Is my child fully exempt from physical education or strenuous physical walking between classes?
6. How is cognitive 'brain fog' accommodated during testing (e.g., untimed testing, broken into multi-day segments)?
7. Are recorded lectures, digital class notes, and audiobooks provided to minimize energy drain?
8. What non-punitive attendance accommodations exist for disease crashes and medical appointments?
9. How will homebound instruction be seamlessly activated during severe illness flares?
10. How will school staff avoid penalizing energy fluctuations or fluctuating cognitive capability?
11. How will communication between family, physician, and school be maintained?
12. When will the 504/IEP team meet to evaluate energy pacing supports?

1. Is a 504 Plan or IEP in place that recognizes the sudden, relapsing-remitting nature of PANDAS/PANS flare-ups?
2. How are teachers informed that sudden behavioral changes or skill drops are medical autoimmune symptoms, not willful misconduct?
3. Is my child granted an unrestricted bathroom pass for sudden urinary urgency without explanation?
4. What accommodations exist for sudden handwriting deterioration (e.g., typing, speech-to-text, provided notes)?
5. How is academic workload reduced during acute encephalopathy flares to prevent cognitive overload?
6. What quiet, safe decompression space is available when severe anxiety or emotional lability occurs?
7. How are high-stakes tests postponed or modified during active medical flare-ups?
8. What infection notification protocol exists so our family is alerted to Strep or viral outbreaks in the classroom?
9. How will medical absences for IVIG, plasmapheresis, or doctor visits be managed without penalty?
10. Is homebound instruction or remote learning available during prolonged autoimmune flares?
11. How will home and school maintain daily health communication?
12. When will the team meet to review PANDAS/PANS accommodations?

1. What safety protocol and de-escalation plan are in place for periods of severe mood dysregulation?
2. Who is my child's primary designated support person in the counseling department when mood shifts occur?
3. How do teachers adjust academic expectations during manic or depressive episodes?
4. How are medication side effects (such as morning sedation, thirst, or tremors) accommodated in class?
5. What accommodations exist for morning tardiness caused by morning sedation from psychiatric medications?
6. Has a Functional Behavioral Assessment (FBA) been conducted to identify environmental triggers for mood spikes?
7. How are high-stakes exams modified or rescheduled during depressive or manic phases?
8. What quiet, non-punitive break space can my child access when feeling overwhelmed or irritable?
9. What re-entry support is provided following psychiatric hospitalizations or medical absences?
10. How will school counseling staff coordinate with private psychiatrists and therapists?
11. How will emotional stability and academic progress be tracked?
12. When will the IEP/504 team meet to review supports?