504 vs.

IEP
a battle to the death
or more likely a light hearted, insightful conversation about the nuances of educational support within the public school system

By Brianna, Whitney & Darcy

Why do we need them?

USA 1970 only 1 in 5 children with disabilities being educated. Some states had laws excluding deaf, blind, emotionally disturbed or cognitively impaired students from schools. Parents and families demand fair and equitable education under the law.

Section 504 & P.L. 94-142 cometh

Protection for persons with disabilities against discrimination for reasons related to their disabilities.

Inception of IEP and 504 process (the haze begins) Which should my child/student be categorized under?

Under the Individuals with Disabilities Education Act (IDEA) A student is found to have a disability that adversely affects his/her education, (and falls under the list of maladies accepted as being conditions appropriate for IEP qualification).

IEP Qualifiers
(SPED 517 Bentz, 2010)

The IEP is developed to meet the specific needs of that student

Autism
Deafness Hearing Impaired Multiple Disabilities Speech or Language Impairment Other Health Impairments Visual Impairment

Deaf Blindness
Emotional Disturbance Intellectual Disability Orthopedic Impairment Specific Learning disability Traumatic Brain Injury

Components of the IEP:

Legal binding document. Present Level of Performance Annual Goals SPED and Related Services Supplementary Aids and Services Assistive Technology Participation with non-disabled students (Inclusive and Least Restrictive Environment)

Components of the IEP (Contd.)

Participation in state and district testing Dates and Places, Transition Services, Age of Majority, Measurement of Progress Services are provided to students with disabilities based on their individual needs as they relate to their education Conflicts with SPED services can be addressed in three ways: Dispute Resolution, Mediation, Due Process Hearing

504 Qualifiers
ADD/ADHD (sometimes qualify for IEP) Andgeneral education students who are not eligible for special education services. Students with physical or mental impairment that substantially limits one or more major life activity Have a record of such an impairment A student regarded as having such an impairment

A 504 Plan May Include

Plans to make a school more accessible A students assistive technology needs during the school day Permission for a student to type assignments instead of writing them by hand Extended time for testing and homework Seating arrangement more conducive to learning

How do we get started?

Schools have to go through a process of evaluation to determine if a student qualifies for a 504 or an IEP. The process is lengthysee handout.
Team (Special and General Educators, Parents/Guardians, School Admin, etc) Can be the same process as an IEP evaluation Can NOT simply use a medical diagnosis

The Gist
504 plan provides reasonable supports for individuals with disabilities in order for them to be successful in school/life. IEPs are an intensive support plan in the form of a legal document that in part, sets forth the duties and responsibilities of the school district and staff regarding that student(s) [needs].