Supporting Children's Academic Growth Through 504 Accommodation Plans and Individualized Education Program
The start of another school year can be a source of excitement and anxiety for children and parents alike. This can be especially true for parents of children with attention, learning, and/or social difficulties. The new school year can reflect a fresh start and a new opportunity for children to make friends and educational gains. Having systematic plans can be incredibly helpful and crucial for the success of many children with special needs to be successful in their academic environments. I believe that in most instances where a child has documented attention or learning difficulties that a formal plan with the school is incredibly helpful.
The two types of written plans include an Individualized Education Program (IEP) or a 504 Plan. These are plans that can be created with your child's school. Both are federally mandated but fall under two separate laws. They each provide for the student to receive a free and appropriate education within the least restrictive environment. However, these two plans serve different purposes, according to the needs of the child.
What is an IEP and Who Qualifies?
IDEA (the Individuals with Disabilities Education Act) provides federal funds to state and local agencies to guarantee special education and related services to children with disabilities. To be eligible for an IEP under this law, your child must be between the ages of 3 and 21 and have an identified disability that impedes learning to the point that the child needs specialized instruction in order to close the gap between the child's own academic achievement and that of his/her age peers. Whether your child has a qualifying disability is determined at an IEP meeting, using the results of standardized assessments as well as other informal and formal data collection. It requires unanimous agreement from the members of a multidisciplinary team that includes one or more of the following: special educator, psychologist, parent, related service provider, and general education teacher. The team must agree that your child's disability falls under one of the 13 federally mandated categories and that it interferes with the child's education and performance. [1]
What is a 504 Plan and Who Qualifies?
As part of the Rehabilitation Act of 1973, Congress passed Section 504. This civil rights law protects people with disabilities by eliminating barriers and allowing full participation in areas of life such as education and the workplace. Section 504 is intended to prohibit disability discrimination by recipients of federal financial assistance and by public entities. A 504 Plan is for students who have a disability, have a record of a disability, or are treated as having a disability but do not qualify for special education services under IDEA. [2]
An IEP typically has specific goals created that are monitored in various areas to support children in their areas of disability. These goals often reflect specific education needs in areas such as reading, writing, or math. For children with attention difficulties it is also common to have specific goals set regarding task completion or following directions. A 504 Plan doesn't have these detailed goals, but instead lists several accommodations that should support the child's success. Typical accommodations for children with attention difficulties generally include things like extended time for tests and assignments, preferential seating close to the teacher by a positive peer, note taking support, extra communication between school and home, behavioral reward programs, etc.
If your child has not had their attention or learning difficulties officially documented information is provided on when an assessment may be helpful in our September Newsletter from last year For this article please click here. Assessments are often completed by the school district or by private psychologists. School psychologists diagnose various learning disabilities, while speech pathologists and occupational therapists assess children in related areas that may be affecting children's ability to access their academic curriculum. In the specific area of documenting an attention difficulty, school psychologists are not allowed to diagnose in this area and children instead qualify typically under the criteria of Other Health Impaired for a 504 plan from a letter or report from a qualified professional such as a psychologist, pediatrician, or psychiatrist.
IEPs and 504 Plans are formal documents and agreements that are established with the public school. Plans offer a structure so parents, teachers, and administrators all know what is going to be provided and expected to best help children to access their academic surroundings. Private schools do not have to honor these plans, but I have found that the large majority or private schools are willing to offer these same plans in an informal way since we know that providing children these extra supports and accommodations greatly increase their success. Hopefully parents can feel better knowing that there are many ways to help children be successful in their academic environments with the right supports in place.
[1-2] Bennett, A., & Frank, L. (2009). Special Education Process: IEP vs. 504 Plan. 2e Newsletter, Jan/Feb Newsletter. http://www.davidsongifted.org/db/Articles_id_10671.aspx
