SUPPORT WITHIN YOUR CHILD'S SCHOOL
Navigating the world of education can feel overwhelming, especially when your child needs additional support to thrive. You’ve probably heard terms like IEP and 504 plan, but what do they really mean, and how can they help your child succeed? Understanding these plans is crucial for ensuring your child gets the resources and accommodations they need. An IEP (Individualized Education Plan) and a 504 plan are both designed to support students with disabilities, but they serve different purposes and follow distinct guidelines. Whether your child struggles with learning, physical challenges, or emotional needs, knowing the difference between these plans empowers you to advocate for their education effectively. To request additional support for your child at school, ask their teacher about starting the process for a 504 or IEP (may need official diagnosis).
504 Plan
A 504 Plan is designed to ensure that a child with a disability (or expected disability) identified under Section 504 receives accommodations and modifications to access education on an equal basis with their non-disabled peers. Unlike Individualized Education Programs (IEPs) under the Individuals with Disabilities Education Act (IDEA), which provide special education services, a 504 Plan provides accommodations and support in the general education setting.
IEP & ETR
An Individualized Education Program (IEP) is a legal document provided under Federal law that is used for children in public schools who need special education. It is developed with the child's parents and members of the school system who are trained to administer IEP according to the law.
An IEP is intended for children with disabilities receive personalized educational assistance. It is a written plan with specific goals in which special resources are delivered to a child for free to help them succeed at school .
An eligible student is any child in public school between the ages of 3 and 21 with a specific learning disability.
The IEP is based on an evaluation of the child describing their current levels of performance, strengths, and needs. Based on the evaluation, a written document is prepared outlining:
- The goals of the plan
- What special accommodations and services are needed
- Who will provide these services
- When and how progress is measured
The IEP is reviewed every year to assess the child's current level of performance, whether goals have been met, and what, if any, modifications are needed to improve performance.
An ETR is a comprehensive document created by a school evaluation team to determine if a child has a disability and qualifies for special education services, or to reevaluate them for ongoing eligibility. It summarizes the findings from various assessments of a student's developmental, functional, and academic needs, and is a crucial step in the process of developing a child's individualized education program (IEP).