Misophonia at School
Disability Accommodations
Schooling Doesn’t Have to Be Tough
A typical school classroom can be a frustrating, even torturous, environment for students who experience misophonia. Standard class sights and sounds can cause a misophonic student to suffer greatly, making participation in lessons impossible. The student might have fears of being misunderstood, disbelieved, even ignored or bullied. Their grades and peace-of-mind can be impacted.
However, there is hope.
Awareness about misophonia is growing and with this has come validating resources to use when advocating for ourselves. Misophonia can be a disability, and therefore the laws and resources which have been put into place to assist people with disabilities apply to misophonia.
This guide currently covers US disability laws and is meant for students who are in K-12 classes. We will be expanding this in the near future, however.
What About College Misophonia Accommodations?
IEP or 504 Plan for Misophonia?
Accommodations can make misophonia manageable.
While it’s entirely possible that a simple conversation with a student’s teacher[s] could result in necessary accommodations for misophonia being accomplished, having an official plan in place ensures that any agreed-upon provisions are maintained, especially as the student changes grades or schools.
In the United States, there are two main options that students with misophonia could consider when seeking disability accommodations at their school and extracurricular activities. These options are an Individualized Education Program [IEP] and/or a 504 Plan. What is the difference and which is better for someone with misophonia or similar sensory condition?
Individualized Education Plan [IEP] for Misophonia
An IEP is created as part of the Individuals with Disabilities Education Act of 2004 [IDEA] and provides a binding document for schools to follow in providing specialized education for a student with disabilities. An IEP is in effect during grades K-12. Of note, certain criteria need to be met in order for a disability to qualify under an IEP. More on this below.
504 Plan for Misophonia
A Section 504 Plan is created by school districts in order to ensure compliance with Section 504 of the Rehabilitation Act of 1973. A 504 Plan starts with an assessment of need from the school and a document is created for each student which outlines the personal accommodations needed. A 504 Plan not only applies in grades K-12, but can also be used as a framework for accommodations in college. Notably, there is no official list of specific disabilities which qualify for 504 assessment and plans. A 504 Plan can apply to any student who has an impairment which substantially “limits one or more major life activities.” Section 504 also guarantees access to federally funded organizations, such as schools, and prevents them from discriminating against children with disabilities.
Both options share many features, such as aiming to keep the student in the same classroom [Least Restrictive Environment or LRE] as their peers, if at all possible.
However, there are some important differences between these options.
Significantly, an IEP only covers specific disabilities which are listed in the IDEA. While it is open to some interpretation, misophonia does not currently seem to “fit” under any of the definitions for qualifying disabilities. A student’s misophonia might co-occur with another disability that is included on the IDEA list and therefore an IEP might be a consideration.
Because of this, students and parents might have much more success pursuing misophonia accommodations under a 504 Plan instead. Misophonia certainly qualifies as a disability under the broader definition presented for a 504 Plan [which resembles the definition that is included in the Americans with Disabilities Act of 1990].
Requesting School Accommodations for Misophonia
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Starting the 504 Plan Process for Misophonia
Contact the student’s school to find out who is in charge of starting a disability plan request. Any person can request an evaluation to determine if a child qualifies for a 504 Plan, though this is usually done by a parent or guardian. This request, like all steps, should be done in writing. Keep a record of everything you do and when.
These free example letters will give you some ideas:
Example of a 504 Plan Request Letter for Misophonia
Another Example of a 504 Plan Request Letter for Misophonia [Courtesy of Ruth Becker]
A General Letter to a School Regarding Misophonia [not US specific]
Do you need a free custom advocacy letter from soQuiet to include with your request? Please contact us!
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Creation of a 504 Plan for Misophonia
Once they have received your request letter, the school must provide a formal assessment, usually by creating a Review of Existing Data [RED]. Every school in the US must have a written 504 process policy. The school will have a 504 assessment team to make this determination.
The 504 team might interview the student, talk to teachers and parents, seek input from a school counselor or nurse, and review various school and medical records to make a determination on whether the student meets the criteria for a 504 Plan or not.
The process can take time, and if the student is determined to qualify, the 504 assessment team at the school will create a plan of accommodations and requirements specifically for the student.
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Examples of Misophonia Accommodations
Accommodations can include assistive technology such as noise cancelling headphones or access to white noise, specific classroom seating, receiving class notes of the lesson, excused tardiness or absences, permission to work in an alternate space, and more.
It might be worth asking for a “no food or gum” policy in the student’s classes, though prescribing rules to other students as an accommodation is at the heart of the misophonia school accommodations case in Knox Co., Tennessee.
A 504 Plan for misophonia might also include providing counseling, occupational therapy, and other mental and emotional health support.
Download this Free Printable Misophonia Poster to share with others! Use as a handout or hang up in your office or classroom! Share it freely!
Click here to download the PDF of this misophonia poster file!
Terms You Should Know [United States]
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Advocate
A person who uses their knowledge about legal rights and responsibilities to help students and parents navigate challenges with schools.¹
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Administrative Hearing Commission [AHC]
The Administrative Hearing Commission coordinates due process proceedings and pre-hearing matters.¹
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Americans with Disabilities Act of 1990 [ADA]
In 2008 the Americans With Disabilities Act (ADA) was amended to broaden Section 504. The amendment required organizations to redefine the definition of “disability”, making the term more inclusive (U.S. Department of Education, 2012).¹
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Every Student Succeeds Act of 2015 [ESSA]
Replaced the No Child Left Behind Act of 2001. States can design their own goals under this Act, but are required to use the goals to meet the needs of disadvantaged students, including those with disabilities.¹
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Free Appropriate Public Education [FAPE]
The educational right of children under the IDEA. FAPE requires that school districts design an Individualized Educational Program [IEP] to meet a child’s unique educational needs. These services are provided at public expense without cost to the family.¹
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Independent Educational Evaluation [IEE]
An Independent Educational Evaluation is typically done when a parent does not agree with the results of the multi- disciplinary evaluation conducted by the school. Parents may ask for an outside evaluator, not employed by the school district, to conduct another evaluation of their child. IEE’s can be obtained at public expense.¹
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Individual Education Plan [IEP]
A legal document that outlines a student’s individual learning needs, the services the school will provide, and how progress will be measured.¹
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Individuals with Disabilities Education Act of 2004 [IDEA]
Protects the right to an education for children with disabilities. It mandates that children with disabilities receive an education that meets the child’s unique needs, i.e. a free and appropriate public education (FAPE).¹
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Rehabilitation Act of 1973, Section 504
A civil rights law that prohibits discrimination against individuals with disabilities. It guarantees access to federally funded schools and organizations.²
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Review of Existing Data [RED]
A Review of Existing Data [RED] involves collecting existing information regarding a student’s potential needs for disability accommodations at school.
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SMART Goals
IEP goals that are specific, measurable, attainable, use action words, are realistic and relevant, and time- limited. SMART IEP goals are not based on district curricula but are specific to the child and lay-out how the goals will be accomplished.¹
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U.S. Department of Education’s Office for Civil Rights [OCR]
Provides additional resources of interest for individuals with disabilities and their families. OCR does not enforce the IDEA; however, OCR does enforce the Rehabilitation Act of 1973, Section 504 and Americans with Disabilities Act of 1990, Title II rights of IDEA-eligible students with disabilities. [Go to OCR page] ²
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Least Restrictive Environment [LRE]
A student’s preferred learning environment. This term typically refers to the student’s original classroom with their peers, as opposed to a separate classroom where they would be apart from their classmates.
Additional Resources for Misophonia Accommodations
Misophonia Hub [UK] Valuable information on misophonia for parents and teachers, especially in the UK.
Center for Parent Information and Resources [parentcenterhub.org]
Council of Parent Attorneys and Advocates [copaa.org]
U.S. Department of Education’s Office for Civil Rights [OCR]
WrightsLaw Special Education Resources
The information on this website is no substitute for proper legal and medical advice. soQuiet does not provide medical advice, diagnosis, or treatment. soQuiet does not provide legal advice. The material on this web site is provided for educational purposes only.