Why is an IEP better than a 504?
A 504 will only provide accommodations for the child where an IEP provides goals the student needs to achieve each year as well and provides minutes with specific providers. But this also removes the child often from their general education classroom.
The basic difference between an IEP and a 504 plan can be summed up in one sentence: both plans provide for accommodations, but only an IEP provides for specialized instruction for students in grades K–12, while a 504 plan can serve students at both the K–12 and college levels.
The IEP addresses the specific needs and current levels of performance of the student, and sets appropriate performance goals based on the student's current circ*mstances that will demonstrate that the student is receiving sufficient support to progress toward annual goals.
The IEP outlines the service time, supplementary aids and services, and related services that the team feels that a student needs in order to be successful. By following the IEP carefully, you are helping to set your student up for success.
Continuity. When the IEP is presented, there is a clear, present flow. The areas are presented as areas of concern and are aligned with the assessments given in order to further explore any deficits the child may have.
Services: The IEP provides specialized educational services, such as individualized instruction, related services (e.g., speech therapy, occupational therapy), and sometimes even placement in a special education program. In contrast, a 504 plan focuses on accommodations and support within the general education setting.
- A 504 plan does not allow for specialized instruction as an IEP does.
- Although parental consent is required to evaluate the child for a 504 plan, there is no requirement for parental consent for the accommodations to be put in place.
- States do not receive extra funding for students with 504 plans.
The IEP has two general purposes: to set reasonable learning goals for a child, and. to state the services that the school district will provide for the child.
Putting It All Together. The three parts of an IEP goal: current level of performance, specific and measurable goal, and service delivery all need to support each other.
The document will outline precisely what difficulty the child has, such as remaining seated or staying focused, describe the interventions in place, such as additional reading instruction or extra time for tests, and describe exactly what goals the child should attain to make adequate academic progress.
Why do schools resist IEP?
Many schools are reluctant to use IEPs for students because they are expensive and taxing. Often, parents have to advocate for aspects of their child's IEP—or to keep an IEP in place in general—because schools can be so resistant to them.
- Sets low expectations and misrepresents the child's educational potential.
- Does not target the fundamental cognitive, communicative, behavioral, sensory integrative, and social deficits of ASD students.
- Does not capitalize on characteristic strengths of this population.
SMART IEP goals and objectives
Write down several statements about what you want your child to know and be able to do. Revise these statements into goals that are specific, measurable, use action words, are realistic, and time-limited. Break down each goal into a few measurable short-term steps.
PLAAFP stands for Present Levels of Academic Achievement and Functional Performance. It is sometimes referred to as “Present Levels.” This may be the most important part of the IEP because it tells you how the school assesses your child's skills. The PLAAFP will focus on your child's needs to help direct his learning.
IEP goals cannot be broad statements about what a child will accomplish in a year, but must address the child's academic achievement and functional performance. The IEP must identify all the child's needs, how the school will meet these needs, and how the school will measure the child's progress.
The easiest way to think about the differences between an IEP and a 504 Plan is that, if a student needs accommodations only in a regular classroom, he will generally get a 504 Plan. If the student needs special education services outside of a regular classroom, he will qualify for an IEP.
If your child needs specially designed instruction, and not just accommodations, request an IEP. If your child has anxiety and/or depression, you certainly want 504 accommodations for anxiety and depression. However, accommodations will accommodate for a lack of skill.
Both Individualized Education Programs (IEPs) and 504 plans can offer formal help for K–12 students who are struggling in school.
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.
A 504 plan provides accommodations so a student can learn in a regular classroom. An IEP is a plan for specialized learning (for example, for dyslexia) or special education. 504 plans don't usually change what the child learns but IEPs can.
How do you explain 504 to a parent?
504 plans are formal plans that schools develop to give kids with disabilities the support they need. That covers any condition that limits daily activities in a major way. These plans prevent discrimination. And they protect the rights of kids with disabilities in school.
An Individualized Education Plan (or Program) is also known as an IEP. This is a plan or program developed to ensure that a child with an identified disability who is attending an elementary or secondary educational institution receives specialized instruction and related services.
- Variations in time: adapting the time allotted for learning, task completion, or testing.
- Variation of input: adapting the way instruction is delivered.
- Variation of output: adapting how a student can respond to instruction.
- Variation of size: adapting the number of items the student is expected to complete.
The IEP requirements under Part B of the IDEA emphasize the importance of three core concepts: (1) the involvement and progress of each child with a disability in the general curriculum including addressing the unique needs that arise out of the child's disability; (2) the involvement of parents and students, together ...
A teacher's role in an IEP meeting is to provide: Information regarding your child's present levels of academic performance. The educational goals that need to be met during the school year. What they feel your child's individual strengths and weaknesses will be on the whole (as well as per subject)
References
- https://www.additudemag.com/iep-step-5-evaluate-your-options/
- https://www.understood.org/en/articles/7-steps-to-getting-a-504-plan-for-your-child
- https://montessori4autism.org/failure-of-fape/iep-shortcomings/
- https://edsource.org/2022/parents-guide-to-504-plans-and-ieps-what-they-are-and-how-theyre-different/669493
- https://www.wrightslaw.com/info/iep.law.appendixa.htm
- https://sss.usf.edu/resources/topic/section504/504course/Module4/Questions.html
- https://www.brainbalancecenters.com/blog/how-to-survive-special-education-iep-battles
- https://www.bie.edu/sites/default/files/inline-files/504%20Frequently%20Asked%20Questions.pdf
- https://www.washington.edu/accesscomputing/what-individualized-education-plan
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- https://study.com/academy/lesson/section-504-plans-in-private-schools.html
- https://www.theintentionaliep.com/why-ieps-important/
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- https://charterselpa.org/wp-content/uploads/2017/10/504-Handbook-2021.pdf
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- https://www.readingrockets.org/topics/special-education/articles/smart-ieps-step-2-create-goals-and-objectives
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