IEPs & 504s

What is an Individualized Education Plan (IEP)?

The Individualized Educational Plan (IEP) is a plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services.

From the University of Washington

SPECIAL EDUCATION LAW AND REGULATIONS:

What is a 504 Plan?

The 504 Plan is a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment.

From the University of Washington

UNDERSTANDING THE LAW AND 504 PLANS:

Subtle but Important Differences

Not all students who have disabilities require specialized instruction. For students with disabilities who do require specialized instruction, the Individuals with Disabilities Education Act (IDEA) controls the procedural requirements, and an IEP is developed. The IDEA process is more involved than that of Section 504 of the Rehabilitation Act and requires documentation of measurable growth. For students with disabilities who do not require specialized instruction but need the assurance that they will receive equal access to public education and services, a document is created to outline their specific accessibility requirements. Students with 504 Plans do not require specialized instruction, but, like the IEP, a 504 Plan should be updated annually to ensure that the student is receiving the most effective accommodations for his/her specific circumstances.

From the University of Washington

Links to Publications:

IEPs for Students with Reading and/or Writing Disabilities: Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.

Addressing Behavior in IEPs: The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.

Assistive Technology in the IEP: A Guide for IEP Teams: The purpose of this brochure is to provide guidance to the special educators, related service providers, and parents as they develop Individual Education Programs (IEP) for students using assistive technology.

What Parents of Students with Disabilities Need to Know About the Student Voice in the IEP Process: Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.

Writing Effective Individualized Education Program (IEP) Goals: The IEP defines the educational programs, activities, and supports determined by the IEP team to meet a student’s needs.

Teachers’ Desk Reference: Preparing for an IEP Meeting: Teachers are integral members of the IEP team and may be responsible to lead activities related to planning and gathering information for the IEP meeting. This Teachers’ Desk Reference provides information to assist teachers in following established timelines and procedures.

Formative Assessment: Monitoring the Progress of Students Who Have IEPs: Progress monitoring is the ongoing process of collecting and analyzing data to determine student progress toward attainment of educational goals.

Planning for Students with IEPs According to Academic Anchors and Standards: The standards-based IEP resource document provides multiple examples of more descriptive assessment information leading to instructional content based on the general education curriculum and the skill needs of the student in a logical manner.

Individualized Education Program (IEP) Facilitation: IEP Facilitation is an option available to parents and school district staff when they both agree that it would be valuable to have a neutral person—the IEP Facilitator—present at an IEP meeting to assist them in discussing issues
regarding the IEP.

Extended School Year (ESY) Booklet: This booklet is intended to be a comprehensive compilation of documents that will provide direction, respond to questions, and guide parents and local education agencies in making determinations about ESY services.

Implementing Strengths-Based Methods into the IEP Process: Describes the key components of a strengths-based practice model for school-based occupational and physical therapists. Evidence for the use of a strengths-based model will be reviewed from multiple disciplines.

Technology Decisions in IEP Development: For every student with an Individualized Education Program (IEP), the team must consider the need for assistive technology (AT).