As a psychologist and former teacher and school counselor, I have had the opportunity to work with many children, adolescents, and their families as they navigate their student’s individual needs in the school system. Through my years helping parents navigate getting their student’s needs met, I have found that most parents and caregivers have no idea where to start or how to effectively advocate for their student. The goal of this guide is to provide parents and caregivers information on IEPs and 504 Plans in hopes that they no longer feel lost while trying to advocate for their student.
According to the United States Department of Education, 17% of students who are currently enrolled in schools are on disability and receive accommodations or individualized education plans. Under IDEA, every child deserves to be in school and taught in a way that best meets their needs, no matter what their disability may be. Currently in schools there are two different ways a student receives the services they need. This includes an Individualized Education Plan (IEP) or a 504 Plan. Both of these services are legally binding documents that schools and teachers are required by law to uphold. Comparing these two plans can help you determine which one may be most appropriate for your student.
Individualize Education Plan (IEP)
- This is a formal plan that focuses on providing specialized instruction and support to students to help them access and progress through the curriculum assigned to them.
- Think of IEPs as a way to MODIFY what and how the student is learning so that they are best able to learn new information.
- Example: A student with a dyslexia diagnosis is given the option to give an oral report of a topic rather than a written report.
- IEP’s are typically implemented for students with specific intellectual or physical impairments or disabilities such as:
- Autism, Intellectual Disability, Speech or Language Impairment, Specific Learning Disability, Cerebral Palsy, or Muscular Dystrophy
504 Plan
- This is a formal plan that focuses on providing accommodations to help students access the general education curriculum.
- Think of 504 Plans as a way to ACCOMMODATE the students need to learn in a different way.
- Example: A student with an ADHD diagnosis is given extra time on a test to account for their inability to stay focused for longer periods of time
- 504 Plans are typically implemented for a broader range of students who have a physical or mental impairment that substantially limits major life activity. Some disabilities that qualify for a 504 Plan include:
- ADHD, Anxiety, Depression, Diabetes, and Epilepsy
If you find yourself still unsure of whether your student is in need of an IEP or 504 Plan, do not worry. This is where the school psychologist and resource team come into play. They come alongside you, your student, and the teachers to determine which route would provide the best support for your student.
With a basic understanding of the difference between an IEP and 504 Plan, the next question most parents ask is “how do I get one of those for my student?” Every school and/or school district has their own specific process for determining if a student meets the criteria for either an IEP or 504 Plan. That being said, there is a general format that is followed throughout most public and private schools in both Florida and other states.
Step 1: Request an Evaluation
The very first step every parent has to take to get their student an IEP or 504 Plan is to request an evaluation to be completed to determine if their child is eligible for services. Usually, this can be done by contacting your student’s teacher, the school psychologist, the school counselor or the school principal. If you are unsure who is the correct contact person at your student’s school, your student’s teacher should be able to point you in the right direction. Do not be afraid to be the squeaky wheel here and make sure the school knows you are concerned about your student’s ability to learn. You have the right to advocate for your student. In Florida, schools have 60 school days from the time you request an evaluation to determine if your student meets the criteria for an IEP or 504 Plan.
Step 2: Gather Documentation
After requesting for your student to be evaluated for an IEP or 504 Plan, the next step is for the evaluation to occur. In order for any student to receive an IEP or 504 Plan they must have a documented disability. This documentation can come from a variety of sources including a physician, psychologist, or school.
Physicians can provide the school with the documentation needed for a medical or physical disability. Parents will need to have documentation from their student’s physician that outlines what their diagnosis is, how it can affect their ability to learn, and what accommodations the student will need to support their learning. This documentation can come from a pediatrician, physical therapist, occupational therapist, or other specialists who work with your student.
Psychologists can provide the school with the documentation needed for a learning disability or other mental health diagnosis. This documentation is completed by seeking a psychologist who can perform psychological and/or neuropsychological testing. Generally speaking, this will entail an intake interview, testing for whatever diagnoses are suspected in the interview, and then a feedback session with a full report detailing what diagnoses have or have not been given based on the testing. Depending on the provider and what insurance you have, this kind of testing could be covered by insurance but it can also be paid for out of pocket. This is typically the most comprehensive evaluation you can have completed for your student and is usually very well accepted by the schools. Included in the report given to parents are recommendations for what will best help the student succeed in and out of school. One of the recommendations should be a list of accommodations for the student to use at school in order for them to learn in an accessible way. You can find a list of common accommodations further down in this post. Having a report from a psychologist can potentially help speed up the process of getting your student the accommodations they need due to less work having to be completed by the school.
Your student’s school can provide documentation in a variety of ways depending on the needs of the student. The types of assessments and documentation a school can provide can vary based on whether your student is in a private or public school as well as based on what services are available in your school district. In my experience, working both in public and private schools, some of the assessments/documentation schools can provide are speech and language, occupational therapy, giftedness, and specific learning disabilities. The school will also reach out to your student’s teacher(s) to gather information on how your student is doing in the classroom academically, behaviorally, and socially. This will help inform what accommodations are already possibly being used as well as what accommodations could be implemented in the future.
The way you choose to gather documentation is your choice as the parent. It is your right to go outside of the school to have your child assessed for any concerns you may have. Whichever avenue you choose to go, feel confident in your decision.
Step 3: Attend a Meeting to Determine Eligibility and Formalize Plan
Once all documentation has been gathered, the school should reach out to you to schedule a meeting to determine if your student has met eligibility and if so, to formalize either an IEP or 504 Plan. During this meeting, you can expect to have your student’s teacher, the school psychologist and a resource teacher or special education teacher in the meeting. Some schools also include the principal, speech/language specialist, or school counselor.
As the parent, you are also welcome to bring in anyone you would like to the meeting. If you had a psychological/neuropsychological evaluation completed, you are allowed to have that psychologist with you. Or if your student has a mental health therapist that you feel would support you or your child well, they are welcome to be there. Know that it is not necessary to have these professionals there, but it is your right to do so.
After determining that your student meets the criteria for an IEP or 504 Plan, whoever is leading the meeting will go through all of the necessary paperwork that needs to be signed. Included in this will be going over the different modifications and/or accommodations that are going to be given to your student. Here are a few examples of different accommodations that have been helpful for students:
- Extended time (50%) during tests and classroom assignments
- Allow tests to be taken in a quiet room
- Preferential seating in the classroom away from distractions and closer to the teacher (or near a positive peer role model)
- Note taking assistance
- Repeated review of assignment directions
- Frequent breaks throughout the day
- Fewer questions on an assignment or test
- Student able to take tests orally
- Use of tablet to take notes
After the meeting with the school to establish your student’s IEP or 504 Plan, the modifications and accommodations given to the student are to be immediately accessible to the student. As a result of getting your student what they need to learn best, the hope is that you will see an increase in their learning and/or their behavior at school.
The goal of this post was to help clear up any questions or misconceptions regarding advocating for your student’s needs in school. If you have any further questions come to mind or you wonder if your student is in need of an IEP or 504 Plan, please reach out to our offices to schedule an appointment with one of our child/adolescent therapists.
