IEPs and 504 plans

IEP stands for Individualized Education Program.  It is a written statement of the educational services that a child who is eligible for special education will receive. 

The purpose of an IEP is to 1) set reasonable learning goals for the child, and 2) specifically state the services that the school district will provide to the child.  IEPs are required to be individualized to meet each child's unique needs. IEPs are governed by the Federal Individuals with Disabilities in Education Act (IDEA), and the IEP document is legally binding - meaning the school district must provide the services written in it.

The IEP is developed by a team of school personnel and the child's parent/s.  In Iowa, the Area Education Agencies (AEAs) oversee the IEP process.  The IEP team meets, reviews data and information about the child, and develops an educational plan for the child.  The initial IEP meeting must be held within 30 calendar days of determining the child is eligible for special education. A child's IEP must be reviewed at least annually to determine if the child's goals were met and if any changes are needed.  A parent can also ask for an IEP meeting at any time to address any questions or concerns.

IEP goals should be SMART - specific, measurable, attainable, realistic and timely.  In other words, the IEP document should state exactly what a child should be able to do by when, as a result of the services provided.  If a child does not make significant progress toward IEP goals, parents should request a change in the instruction being provided.  This could involve increasing special education minutes, changing the program or intervention, or changing the size of the instructional group.  If a child has average or above average intelligence, parents should ask for evidence that the services provided are helping to close the gap between their child and peers.

A 504 plan contains the specific accommodations that a student will receive.  Accommodations are changes and adjustments made to give students with disabilities equal access to the curriculum.  

The number "504" refers to Section 504 of the federal Rehabilitation Act, which states that people with disabilities can't be excluded from federally funded programs or activities, including education. Under this law, disability is defined as "a physical or mental impairment which substantially limits one or more major life activities."  Students with dyslexia should be eligible for 504 plans.  This is because "learning" is listed as a major life activity in the federal Rehabilitation Act, and dyslexia is an impairment that clearly limits learning.  

How to request a 504 plan: 

    1. Locate and read the district's 504 plan procedures.
    2. Send the school a written request asking for a 504 plan.  Typically this should go to the school principal and the 504 plan coordinator, who is often the guidance counselor.  If your child has a diagnosis, be prepared to provide documentation of that.
    3. Attend the 504 plan meeting and provide the school team with a list of requested accommodations.

Some parents report their child was denied a 504 plan because they were academically behind or not discrepant enough from peers.  Being academically behind is not required to get a 504 plan!  In fact, the U.S. Office of Civil Rights which oversees Section 504 of the Rehabilitation Act has published several documents which explain this (see Office of Civil Rights Summary of the Amendments Act). These documents say that parents do not have to go to extensive means to prove their child has a disability that is substantially limiting.

Resources:

Scroll to Top