Name of the person responsible for ensuring the plan is implemented.Specific accommodations, supports, or services for the child.
A 504 plan generally includes the following: Unlike an IEP, a 504 plan doesn’t have to be a written document. How the child will be included in general education classes and school activities.How the child will participate in standardized tests.Any modifications - changes to what the child is expected to learn or know.Any accommodations - changes to the child’s learning environment.The timing of services - when they start, how often they occur, and how long they last.The services the child will get - this may include special education, related, supplementary, and extended school year services.Annual education goals for the child and how the school will track progress.The child’s present levels of academic and functional performance - how the child is currently doing in school.Here are some of the most important things the IEP must include: The IEP sets learning goals and describes the services the school will provide. A 504 plan is created by a team of people who are familiar with the child and who understand the evaluation data and special services options. The rules about who’s on the 504 team are less specific than they are for an IEP. A district representative with authority over special education services.A school psychologist or other specialist who can interpret evaluation results.At least one of the child’s general education teachers.
With a few exceptions, the entire IEP team must be present for IEP meetings. There are strict legal requirements about who participates. As with an IEP evaluation, families can always pay for an outside evaluation themselves. Families can always pay for an outside evaluation themselves, but the district may not give it much weight.ĭoesn’t allow families to ask for an IEE. This can include learning, reading, communicating, and thinking.) That’s why a child who doesn’t qualify for an IEP might still be able to get a 504 plan.įamilies can ask the school district to pay for an independent educational evaluation (IEE) by an outside expert. (It says a disability must substantially limit one or more basic life activities. Section 504 has a broader definition of a disability than IDEA. And the disability must interfere with the child’s ability to learn in a general education classroom. Section 504 covers a wide range of different struggles in school. To get a 504 plan, there are two requirements: A child has any disability. The child must need specialized instruction to make progress in school. And the disability must affect the child’s educational performance and/or ability to learn and benefit from the general education curriculum. The law lists specific challenges, like learning disabilities, ADHD, autism, and others. To get an IEP, there are two requirements: A child has one or more of the 13 disabilities listed in IDEA. Section 504 of the Rehabilitation Act of 1973: This is a federal civil rights law to stop discrimination against people with disabilities. The Individuals with Disabilities Education Act (IDEA): This is a federal special education law for children with disabilities. As with an IEP, a 504 plan is provided at no cost to families. Provides services and changes to the learning environment to enable students to learn alongside their peers. These services are provided at no cost to families. Provides individualized special education and related services to meet a child’s unique needs. A blueprint or plan for a child’s special education experience at school.Ī blueprint or plan for how the school will provide support and remove barriers for a student with a disability.
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