IEP-504

=__media type="youtube" key="tdzAC3T_-14" height="344" width="425" Individualized Education Program (IEP):__=
 * -"a written statement of the educational program designed to meet your child's special needs" ([|IEP or 504 Which is Right for Your Child])**

Who needs an IEP?

According to KidsHealth.org ([|http://kidshealth.org/parent/growth/learning/iep.html]) students who are having difficulty learning and functioning in a regular education classroom are sometimes identified as a special needs student. Students who are struggling in any academic area can qualify for special services. They include:

learning disabilities attention deficit disorder emotional disorders mental retardation autism hearing and/or visual impairment speech or language impairment developmental delays

In the US, the IDEA requires public schools to develop an IEP for every student with a disability who is found to meet the federal and state requirements for special education. The IEP must be designed to provide the child with a Free Appropriate Public Education (FAPE). The IEP refers both to the educational program to be provided to a child with a disability and to the written document that describes that educational program.

Key considerations in developing an IEP include assessing students in all areas related to the suspected disability(ies), considering access to the general curriculum, considering how the disability affects the student’s learning, developing goals and objectives that make the biggest difference for the student, and ultimately choosing a placement in the least restrictive environment.

=__**504 Education Plan:**__=

What is Section 504?
Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. http://www.greatschools.net/LD/school-learning/section-504.gs?content=868
 * Section 504 states that:** “No otherwise qualified individual with a disability in the United States, as defined in section 706(8) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance...” [29 U.S.C. §794(a), 34 C.F.R. §104.4(a)].


 * - "A 504 plan is a legal document falling under the provisions of the Rehabilitation Act of 1973. It is designed to plan a program of instructional services to assist students with special needs who are in a regular education setting" ([|IEP or 504 Which is Right for Your Child])**

A 504 Education Plan provides classroom accommodations for students who need them. For example: A child with Attention Deficit Disorder, may not qualify for an Individual Education Plan (I.E.P.) under laws governing special education, but, as a result of a medically documented disorder, qualifies for a 504 Education Plan. A 504 Education Plan places on record specific classroom accommodations designed to assist the student with a medically documented disability perform to the best of their abilities. The plan must be reviewed and followed by all academic (Science, Social Studies, English, Math) and nonacademic (Physical Education, Art, Music) which the child has classes.



__**The Differences Between a 504 Plan and an IEP**__
A 504 Plan and an IEP also have unique differences. The way in which a student qualifies for services under each plan is a major difference. It is more difficult to qualify for special education services and receive an IEP. A student must meet criteria under one of the categories of special education. A student can have a disability, yet not qualify for special education services. To qualify for a 504 Plan, a student must have a disability that is affecting a major life function. Unlike an IEP, a "major life function" does not have to be educational impact. A student can be doing well academically, but need behavioral accommodations or organizational skills due to symptoms of ADHD. With either plan, a direct connection must be made from the disability to the impairment in school. For example, a student who struggles in writing and has an ADHD, would not automatically qualify for a 504 Plan. One would have to prove that the writing problems are a direct result of the ADHD.

General Steps in the Special Education Process
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 * Child is identified as possibly needing special education and related services.
 * Child is evaluated.
 * Eligibility is decided.
 * Child is found eligible for services.
 * IEP meeting is scheduled.
 * IEP meeting is held and the IEP is written.
 * Services are provided.
 * Progress is measured and reported to parents.
 * IEP is reviewed.
 * Child is reevaluated.