K–12 Academic Accommodations & Functional Evaluation

Empowering Student Success: Academic Accommodations for Grades K-12

Clinical Advocacy, OT-Based Evaluations, and Support Letters for Florida Students.

Helping students succeed in school through functional, evidence-based accommodation support.

This Service will include a Comprehensive Functional Academic Evaluation 

For students in elementary, middle, or high school who need clear, effective accommodations through a 504 Plan or IEP

The Comprehensive Functional Academic Evaluation is designed for students who are navigating real academic struggles with or without a formal medical diagnosis, providing the professional documentation needed to unlock meaningful school-based accommodations that support how they actually learn, focus, and thrive.

Not every student who struggles has a formal diagnosis, and not every student who needs support should have to wait for one. This Comprehensive Functional Academic Evaluation bridges that gap with professional documentation that schools recognize and act on.

Every student who is working harder than their peers just to keep up deserves accommodations, and the service I provide in this package exists to make sure the absence of a formal diagnosis is never the reason a child goes without the help they need.

Includes:

✔ Occupational therapy functional evaluation
✔ Executive functioning assessment
✔ Academic performance analysis
✔ Review of school records and reports
✔ Identification of functional limitations
✔ Customized accommodation recommendations
✔ Formal report for school teams

I support families navigating a 504 Plan and needing support with Accommodation Plans within a Florida K-12. Students needed support with school-based accommodations shouldn't be a barrier to their success. If your child is struggling with focus, organization, or sensory challenges, you don’t just need a tutor, you need a clinical advocate who understands the functional requirements of their environment.

The OTD Advantage

As a Doctor of Occupational Therapy (OTD) registered in Florida, I provide the evidence-based evaluations and formal documentation required to "level the playing field" and secure the accommodations you deserve.

My reporting provides high-level clinical justification of "functional limitation." My process goes beyond a standard note; I provide:

• Florida-Specific Expertise: Documentation aligned with the specific standards of Florida’s public and private institutions.

• A Clinical Blueprint: We identify exactly why certain tasks are difficult and provide the medical-legal justification for the solution.

• Advocacy for Life: We focus on self-advocacy and executive functioning systems that serve you long after the letter is submitted.

K–12 Academic Accommodations & Functional Evaluation Academic Success Package (Full Evaluation Track) 

• Best for: Students with or without a diagnosis. Parents, please note your child does not require a formal medical diagnosis to receive Section 504 school-based accommodations.

• This is a comprehensive evaluation to prove functional limitations for academic modifications.

• Comprehensive Evaluation (60 mins): A deep dive into executive functioning, sensory processing, and academic barriers.

• Full Clinical Evaluation Report: A detailed report documenting the clinical "why" behind your needs.

• Advocacy & Support Letter: Custom-tailored recommendations for the University, as this is a separate process and high-school accommodation letters/reports do not carry over/transfer to Universities. 

Comprehensive Clinical Accommodations & Advocacy

As a Doctor of Occupational Therapy registered in Florida, my recommendations are grounded in Functional Performance Science. I don't just identify what a student needs; I provide the clinical justification for why these accommodations are a medical and academic necessity.

Below is an all-encompassing look at the specific accommodations and assistive technologies I evaluate and recommend for K-12:

1. Testing & Academic Performance (K-12)

I translate cognitive barriers into environmental solutions to ensure that a student's grade reflects their knowledge, not their disability.

• Time & Environment: Extended time (50% or 100%), testing in a separate, reduced-distraction room, and scheduled "stop-the-clock" breaks for sensory regulation.

• Alternative Assessment Formats: Permission to submit oral responses, use of speech-to-text software, or modified assignment formats (e.g., project-based vs. exam-based).

• Assistive Technology (AT): LiveScribe/Smart Pens: For synchronized audio recording and handwritten notes.

  • Screen Readers & Text-to-Speech: to support reading comprehension and fatigue management.

  • Digital Highlighters & Annotators: To assist with active reading and information synthesis.

2. Executive Functioning & Organizational Systems

For students and professionals, I build the "external brain" required to navigate complex academic and work demands.

• Task Initiation Supports: Providing "Guided Scaffolding," breaking 15-page papers or month-long projects into clinical "micro-deadlines" with check-ins.

• Advanced Planning Tools: Implementation of visual timers (e.g., Time Timer), digital task managers, and automated reminder systems for medication or transition management.

• Instructional Modifications: Access to the professor/teacher's lecture outlines or slide decks in advance to reduce the cognitive load of simultaneous listening and writing.

3. Sensory & Physical Environment (The "OT Audit")

I recommend modifications that regulate the nervous system to prevent burnout and "flooding."

• Sensory-Friendly Workspaces: Recommendations for noise-canceling headphones (active vs. passive). Noise-canceling headphones reduce unwanted ambient sounds using two main methods: active (ANC), which uses electronics and microphones to create inverted sound waves that cancel noise, and passive (isolation), which uses physical materials like foam or rubber to seal out noise. ANC excels at reducing low-frequency, constant sounds (engines, drones), while passive isolation works better on higher frequencies (voices, honks).

• specialized lighting (blue-light filters or natural light placement), and fidget tools for focus.

• Ergonomic Assistive Devices: Specialized Seating: Slant boards for writing, wiggle cushions, or standing desk converters to address postural fatigue.

  • Alternative Keyboards & Mice: To reduce physical strain during long writing sessions.

• Sensory "Safe Zones": Justifying the need for a designated "quiet space" on campus or in the office for mid-day nervous system resets.

Section 504 Eligibility: The "Major Life Activity" Rule

Under Section 504 of the Rehabilitation Act, a student is eligible if they have a physical or mental impairment that substantially limits one or more major life activities.

While many think of "learning" as the only major life activity, the law is much broader. It includes:

• Physical/Cognitive Functions: Concentrating, thinking, communicating, reading, and learning.

• Bodily Functions: Neurological, brain, respiratory, circulatory, and endocrine functions (crucial for conditions like GAD, ADHD, or chronic illnesses).

• Daily Actions: Caring for oneself, eating, sleeping, standing, and lifting.

The Role of Clinical Recommendations in a 504 Plan

A 504 Plan is a dynamic document. It is not limited to "generic" accommodations; it is built to be customized to the student's unique functional profile.

1. How Your Recommendations Are Incorporated (K-12)

When I provide a Functional Performance Evaluation, the school’s 504 Team (which includes parents, teachers, and school staff) uses your clinical data to build the plan:

• Evidence of Need: Your Occupational Therapy Functional Evaluation Accommodations report provides the "objective data" the team needs to justify that a limitation exists.

• Custom Accommodations: Instead of standard "extra time," I might recommend "stop-the-clock breaks" for sensory regulation or "scaffolded project outlines." Because Dr. Fay Gersh has documented the clinical rationale, the school can incorporate these as customized supports.

• Related Services & Interventions: 504 plans can include related services. This may include occupational therapy (OT), physical therapy (PT), or even behavioral interventions if they are necessary for the student to access their education equally.

Transitioning to Higher Ed: The "Accommodation Plan"

Once a student enters a university or college, the 504 Plan effectively "expires" as an K-12 administrative document, but the protections of Section 504 and the ADA remain.

What is it called at the University level?

In college, there is no standardized "plan" name like there is in K-12. It is typically referred to as:

• An Accommodation Plan

• Letter of Accommodations (LOA)

• ADA Support Plan

Key Differences in the University Process:

1. The "Disability Services" Office: Every college has an office (often called Student Disability Services or Accessibility Resources) where the student must self-identify and register.

2. Higher Documentation Standards: Unlike K-12, where the school helps identify the need, university students are responsible for providing their own evidence. This is why your Tier 2 Evaluation is so vital; it provides the "Adult-Level" clinical documentation that universities require to approve high-level accommodations like private dorm rooms or specialized assistive technology.

3. The Student as the Lead: In college, the "plan" is an agreement between the student and the university. The student receives an official letter from the disability office, which they then share with their individual professors to activate their support.

Summary Table: K-12 vs. University

By providing a comprehensive evaluation, you aren't just giving the school a suggestion, you are giving the student a portable clinical file that they can use to secure their rights from elementary school all the way through their Master's degree.

Let's Get Started, How the Process Works:

1. Schedule Your Intake: Choose your package above and select a time on the calendar.

2.  Fill out the Consent form as this is mandatory clinical practice to protect patient/client privacy (Consent Form Link)

3. Upload History: Complete the intake form and share any prior evaluations or school history.

4. Clinical Session: We meet to evaluate your functional needs and identify environmental barriers.

5. Delivery: Receive your clinical report and/or letter of support within [7] business days, ready to submit to your institution.

Ready to take the next step toward an aligned and supported future?

Consent Form Link: https://forms.gle/JD9xPaLeqMpYaRSH6

Intake Form Link: https://forms.gle/YToyKUevkFErd6eW9

Questions? Contact Dr. Fay Gersh at dr.faygersh@gmail.com or 305-851-1424.