It can be incredibly difficult for adults to openly discuss disabilities—and the accommodations people with disabilities need. Those conversations often feel even more sensitive when they’re about the support and services students need to participate in school. However, receiving appropriate accommodations is essential for the academic development of students with disabilities. It’s so important that two federal laws specify the legal responsibility schools have to make sure students with disabilities are able to access an education fully. Both IEP and 504 plans identify the types of support a student requires and set expectations for how a school will provide them to that student.
What is an IEP?
An IEP (or Individualized Education Program) is a binding document that details the special education services and supports that a school is legally required to provide to ensure students with disabilities make progress in their school environment and have access to academic programs. As outlined by the Individuals with Disabilities Education Act (IDEA), a student must meet one or more of the 13 disability categories outlined by the IDEA, which negatively impact a student’s ability to make progress in a school setting.
The legally binding IEP document is typically developed by an IEP team composed of a special education and general education teacher, school psychologist, district representative, the student’s parents, and the student if deemed appropriate. The IEP document typically includes four pieces of information:
- The student’s present level: An outline of a student’s current performance in school
- Assessment data: Results from an evaluation that identify a student’s strengths and challenges
- Goals: Specific, measurable goals tailored to a student’s needs
- Supports and services: An outline of the special education services, accommodations, and modifications a student needs to make academic progress.
Each year, the IEP team reviews a student’s progress. Every three years, the student is reevaluated to determine whether the student is still eligible for special education services.
What is a 504 Plan?
Like an IEP, a 504 plan is a formal plan outlining how a school will ensure a student with disabilities has access to general education as mandated by federal law. Established under section 504 of the Rehabilitation Act of 1973, 504 plans focus on providing accommodations to help students but don’t outline legally binding requirements like an IEP.
They do, however, include three key components:
- Accommodations: The changes to a student’s learning environment that allow them access general education—like additional time on tests.
- Assistive technology: The tools and aids needed to support a student’s learning.
- Designated school individual: A member of a school’s staff who is responsible for ensuring the plan is thoroughly and consistently implemented.
Also like IEP plans, 504s are created collaboratively—usually by a team made up of the student’s parents, a general and special education teacher, and the principal—and are reviewed annually. 504s also require that a student have a disability that significantly impacts their ability to participate in school—like reading or concentrating. Crucially, students who are not eligible for an IEP plan can be eligible for a 504 if they have a disability that prevents them from fully participating in school.
How can parents support students with an IEP or 504 Plan?
First and foremost, if you suspect your student could benefit from academic accommodations, it’s essential to review and understand what disabilities and accommodations are covered under the IDEA and section 504. Next, speak directly with a counselor or administrator at your student’s school to review the process for receiving accommodations. It’s important to remember that a parent often has to be the primary advocate for their child to receive the accommodations they need to succeed in school. Many of The Enrichery staff members have experience with and expertise in 504 and IEP plans and can offer guidance to parents as they navigate the evaluation process.
Additionally, students with IEP or 504 plans often benefit from additional support with executive functioning outside of school. Executive functioning skills like organization, time management, project planning, working memory improvement, and self-regulation can all help a student with disabilities succeed in K-12, college, and the professional world. If you think your student might benefit from additional support with executive functioning, consider reaching out today to sign them up for our executive functioning coaching!
