Overview of IEPs and 504 Plans
Individualized Education Program (IEP)
An Individualized Education Program (IEP) is a legally binding document developed for each public school child in the U.S. who qualifies for special education. The IEP outlines the educational goals, services, and supports the child will receive.
KeKey Components of an IEP:
Present Levels of Performance:
Describes the child’s current academic and functional performance.
Annual Goals:
Specific, measurable goals the child is expected to achieve within a year.
Special Education and Related Services:
Details the special education, accommodations, and related services (e.g., speech therapy, occupational therapy) the child will receive.
Participation with Non-Disabled Children:
Explains the extent to which the child will participate in regular education classes and activities.
State and District-Wide Assessments:
Includes any modifications or accommodations needed for the child to participate in these assessments.
Transition Services:
For students aged 16 and older, the IEP must include transition plans to prepare for post-secondary life (e.g., college, employment).
Progress Monitoring:
Methods and schedules for measuring the child’s progress toward meeting the annual goals.
Development and Review Process:
Team Meeting: The IEP is developed by a team that includes the child’s parents, teachers, a school district representative, and, when appropriate, the child.
Annual Review: The IEP must be reviewed at least once a year, but can be reviewed more frequently if needed.
Reevaluation: Every three years, the child must be reevaluated to determine if the services and goals are still appropriate.
504 Plan
A 504 Plan is developed to ensure that a child with a disability identified under Section 504 of the Rehabilitation Act receives accommodations that will ensure their academic success and access to the learning environment.
Key Components of a 504 Plan:
Accommodations and Modifications:
Changes in the learning environment that enable the child to learn alongside their peers (e.g., extended time on tests, preferential seating, modified assignments).
Related Services:
Services such as counseling or occupational therapy that help the child benefit from their education.
Participation in Non-Academic and Extracurricular Activities:
Ensuring the child has equal access to extracurricular activities and non-academic services.
Development and Review Process:
Team Meeting: The 504 Plan is typically developed by a team that includes the child’s parents, teachers, and school staff familiar with the child.
Periodic Review: The 504 Plan is reviewed periodically to ensure it meets the child’s needs, typically once a year.
Differences Between IEP and 504 Plan
Eligibility:
IEP: Only for students who qualify for special education services under IDEA.
504 Plan: For students with disabilities who do not qualify for special education but need accommodations to access the general education curriculum.
Services:
IEP: Provides individualized special education and related services.
504 Plan: Provides accommodations and modifications, but not special education services.
Legal Protections:
IEP: Governed by IDEA, providing more procedural protections and detailed requirements.
504 Plan: Governed by Section 504 of the Rehabilitation Act, focusing on equal access and non-discrimination.
Both IEPs and 504 Plans aim to support students with disabilities, ensuring they receive the necessary resources and accommodations to succeed in school. The choice between an IEP and a 504 Plan depends on the child’s specific needs and eligibility criteria.