IEP’s and 504 Plans
Differences in Plans: An IEP is a written plan for a child’s special education experience in school. A 504 plan allows children with special needs who don’t want or qualify for special education services to better access learning experiences at school. An IEP is individualized to meet each child’s needs and applies to special education and related services. Students with this type of plan receive assistance in the classroom, and sometimes from additional sources besides the teacher. A 504 plan provides services and modifications to the learning environment to help the child access his or her education equal to that of other students. Both plans are free of charge.
An IEP requires that a child has one or more of the 13 disabilities listed in IDEA and the disabilities must affect his or her educational performance or ability to learn from the general curriculum. A 504 plan only requires that a child has any disability which interferes with his or her ability to learn. Often learning and attention issues would qualify for a 504 plan when they are not severe enough for special education. Sometimes conditions such as asthma or epilepsy will qualify a child for a 504 plan.
Child Study Committee: The committee should include the parent, the child’s teacher, a school administrator, and the staff who did the assessments. This may include the school psychologist and a special education teacher. If they believe the child qualifies for special education and the parent agrees, an IEP meeting will be held to develop a plan. If a disability exists but the child does not qualify for special education, a 504 plan may still be helpful. If you disagree with the school’s evaluation and eligibility determination, you can also request an independent educational evaluation to further evaluate your child.
IEP Meetings: Once a child is found eligible for special education services, an IEP team meeting must be held and an IEP must be written up within 30 calendar days. Goals will be written for each of the child’s needs, and your child’s placement in the least restrictive environment will be determined. Parents should be involved in these meeting and sometimes the child, if he or she is old enough and capable of participating. Sometimes it helps if the parent brings along a friend, family member, or advocate.
It helps for a parent to come prepared with information about the child and any questions he or she may have. A parent should make a list of concerns to be addressed and any ideas for how the child might be helped. Being open to suggestions from educators and other team members who may have better ideas is important. The meeting should be a team effort to figure out how best to help the child. After the meeting, and once a plan has been written and signed, a 60-day review should be set up to evaluate how the plan is working and if any changes should be made.
If the parent disagrees with the plan, the concerns should be put in writing, dated, and given to the school with an unsigned IEP. If the school refuses to make changes, the parent may file a complaint with the Virginia Department of Education or request a due process hearing against the school or try mediation first in an attempt to resolve the issues.
Writing IEPs and 504 Plans: Prior to writing the child’s IEP or 504 plan, it helps to become familiar with what resources are available as well as talking to other parents who have children with similar issues to learn what may have worked for them. Every child is different and what works for one child may not work for another. This is an important point about IEPs. They are written with each individual child in mind. Do not let the school system put a specific time frame or goal into the plan if it does not seem appropriate for the child. Having an advocate or family member familiar with the child in the meeting may help keep the plan individualized.
IEP plans must include specific components in order to comply with IDEA:
- Present levels of educational performance.
- Annual goals and measurement of goals.
- Special education and related services to be provided and a schedule for these services, including dates, location and time frames for these services.
- Participation in statewide and district-wide assessments.
- Dates for when services and modifications will begin.
- Transition services: This usually begins when a student turns 14. An IEP should address the plan to be sure the child meets high school diploma requirements. Near the end of high school, these services also focus on receiving supports geared toward transitioning from high school into his/her desired post graduation setting.
- Participation in the general curriculum and placement in the least restrictive environment.
- Documentation of needed accommodations and timeline for implementing the accommodations.
Many other aspects pertaining to your child may be considered and written into an IEP. Modifications and adaptations used in a 504 plan can be added to an IEP. Things to consider in both plans are accessing the school building or classroom, as well as other areas of the school, distance between classes, the need for a second set of textbooks at home, and extra time on tests or assignments. Another important consideration for a plan is specifying who the child feels comfortable with and can go to if the need arises. This may be due to an uncomfortable or embarrassing situation the child faces, and can be written into a behavior plan. There are many other options that can be included in plans. Researching what options are available and reasonable prior to sitting down to write a child’s plan can make a huge difference in the plan’s success or failure.
After the plan is written, all team members are given a copy. Each team member signs off on the agreed-upon plan. If a parent disagrees with any part of the plan, he or she should not sign it. It should only be signed after all issues are resolved and all aspects of the plan are established with the agreement of all parties. Without written permission, accommodations and services cannot be started. Parents should also be given a copy of their rights under federal law.
Examples of Adaptations and Modifications: Here are just a few examples of common adaptations and modifications that can be written into plans:
- Learning from audiovisual materials instead of written text
- Oral instructions
- Larger print
- Provided outlines and/or class notes from a lesson
- Use of highlighter in texts or on assignments
- Allowed to give oral responses rather than written or written rather than oral
- Use of a word processor in class
- Use of calculator
- Preferential seating
- Alternative environment for taking tests or completing assignments
- Additional time for completing tests or assignments
- More frequent breaks
- Alternative or shorter assignments
- Preparation for transitions or changes in routine or environment
- Providing assistance in learning organizational skills
- Additional time to access classes (such as leaving a classroom early to make it to another class on time or additional time to arrive before being counted as late)
» Understood: The Difference Between IEPs and 504 Plans
» LD Online: Understanding the Differences Between IDEA and Section 504
» ADDitude: IEP Meetings: What to Expect, How to Prepare
» Great Kids: Tips for a Successful IEP Meeting
» How to Write IEP’s
» Understood: 7 Tips for Developing a Good 504 Plan
» Wrightslaw: Individualized Education Programs (IEPs)
» MDA: Tips for Success Kit- Educational Advocacy: The ABCs of IEPs and 504 Plans
» Understood: Common Modifications and Accommodations
» PACER Center: Questions for Parents to Ask about School Adaptations
» Wrightslaw: School of Accommodations and Modifications