Individualized Education Plans
(IEPs), as well as 504 plans, offer children from K-12 appropriate educational accommodations
and modifications based on the child’s learning and attentive needs. Although both
are similar in their goals and end results, they differ quite differently in
detail. An IEP is basically a blueprint for a child’s special education needs/experience
at a certain school. A 504 Plan serves as a plan for how a child will have
access to learning at a school. The IEP also provides individualized special
education and associated services to meet unique needs and set standards of the
child. On the other hand, the 504 Plan provides services and modifications to
the learning environment to meet the needs of the child as adequately as other
students. Both of these services are free of charge, at no cost to the specific
child and their parents. The IEP falls under the Individuals with Disabilities
Act (IDEA). This is a federal special education law for children with
disabilities. The 504 Plan falls under Section 504 of the Rehabilitation Act of
1973. Under these protocols, there is a stop against discrimination of people
with disabilities. Those who are eligible to get an IEP must be a child that
has one or more of the thirteen specific disabilities listen in the IDEA and
the disability must affect the child’s education performance and/or ability to
learn and benefit from the general education curriculum. Those who are eligible
to get a 504 Plan must be a child that has any learning or attention
issues/disabilities. The disability must also interfere with the child’s ability
to learn in a general education classroom (The 504 Plan incorporates a broader
span of “disabilities” compared to those addressed under IDEA).
For an IEP, there are strictly at
least five participants that must be involved. These include the child’s
parent, at least one of the child’s general education teachers, at least one
special education teacher, a school psychologist or specialist, and a school
district representative with authority over special education services. The 504
Plan is created by a team of individuals who are familiar with the child and
who are capable of understanding the evaluative data of the child and special
service options. This could include the child’s parent, general and special
education teachers, and even the school principal.
The IEP must be in the form of a
written document and must include: the child’s current levels of academic and
functional performance, annual education goals and how the child’s school will
track their progress, the services the child will get, the timing of those
services, any accommodations and modifications, how the child will participate
in standardized tests, and how the child will be included in general education
classes and school activities. The 504 Plan does not necessarily have to be in
the form of a written document. It includes: specific accommodations, supports
or services for the child, names of who will provide each service, and the name
of the person responsible for ensuring the plan is implemented.
References:
“IEP and 504 Plan Defined” (2013). University of Washington.
DO-IT: Disabilities, Opportunities,
Internetworking
and Technology Organization.
Lee, Andrew . (2014). “IEPs and 504 Plans.” The Understood
Team. UNDERSTOOD.ORG USA LLC.
