What are the differences between an IEP and a 504 Plan? I thought an IEP would better suit his challenges. The school assessment team recommended that a 504 Plan would work best for my son. This gives them time to review the assessment with their child’s doctor, therapist, or learning specialist. It is a better idea for parents to request a second meeting to discuss specific accommodations and services. If all IEP decisions are based on the information from the assessment, parents should be informed about the assessment results in a way they can understand.ĭepending on the school district, some IEP and 504 Plan teams propose accommodations and services at the assessment meeting. This enables the parents to think through the information before making decisions for their child. Parents should ask the person who administered the assessment to give them a copy of the report and meet with them to explain the report several days before the assessment meeting. With IEPs, parents are a designated part of the team and must participate in all phases of applying for and determining services like ADHD accommodations.Īt the assessment meeting, parents are entitled to have all assessment information explained to them before the next meeting at which accommodations and services are to be determined. Other schools seek the input of parents to discuss services. Some school teams will assess the child and make their recommendations of 504 Plan services without your input. Of course, you can dispute the finding by requesting an IEE at the school’s expense ( see Step 6). Schools usually do not hold a meeting to notify you about ineligibility for services. In some cases, the school will determine that a child is ineligible for services and will notify you by letter. A 504 Plan is usually offered as sort of a consolation prize for students who are deemed not sufficiently disabled to qualify for an IEP.

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.įor more information, consult Interrelationship of IDEA and Section 504.How to Get an IEP: After the School AssessmentĪfter the school completes its evaluation and assessment of your child, it will send you a letter scheduling a meeting to discuss whether your child qualifies for an IEP or a 504 Plan.

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. 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 require specialized instruction, the Individuals with Disabilities Education Act (IDEA) controls the procedural requirements, and an IEP is developed. Not all students who have disabilities require specialized instruction. 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. 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.

Accommodations in 504 plan