An IEP is a written document that indicates a child is disabled and requires Exceptional Student Educational (ESE) services. Typically, once a child is evaluated and found eligible to receive educational services (outlined by state laws), an IEP is formed. Every student found eligible for ESE has an IEP. A child entitled to an IEP must have a disability which adversely affects their educational performance and/or ability to benefit from general education.
Below are the following common areas students may receive an IEP for:
- Specific Learning Disability
- Other Health Impairment
- This includes, but is not limited to: asthma, attention deficit disorder or attention deficit hyperactivity disorder, Tourette syndrome, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and acquired brain injury.
- Speech Impairment
- Language Impairment
- Emotional/Behavioral Disability
- Intellectual Disability
- Developmental Delay
- Autism Spectrum Disorder
- Occupational Therapy
- Orthopedically Impaired
- Physical Therapy
- Deaf/Hard of Hearing
- Visually Impaired
- Traumatic Brain Injury
An IEP is a tailored document that is individualized to address the students needs. An IEP may include: educational goals, along with clearly outlined services the school will provide and accommodations within the school setting. And IEP provides individualized supplemental educational services and supports, in addition to what is provided to students in the general education curriculum. The basis for most IEP laws is found in The Individual with Disabilities Education Act. The Individuals with Disabilities Education Act (IDEA) is a part of American legislation that safeguards students with a disability and ensures they are provided with a Free Appropriate Public Education (FAPE) that is personalized to their individual needs. Students with an IEP require a re-evaluation (either formal or informal) every three years by the IEP team to determine if services are still needed to support the student. A parent can request an IEP meeting at any time to address any concerns. An IEP is updated on a yearly basis.
A 504 Accommodation Plan is a document that also indicates a child has a disability and/or has an impairment (e.g., Anxiety, Selective Mutism), but only requires accommodations within the school setting. A 504 Accommodation Plan eliminates barriers that prevent students from participating to their fullest potential in the general education curriculum. The basis for a 504 Accommodation Plan can be found in Section 504 of the Rehabilitation Act of 1973. Section 504 requires that reasonable accommodations be made for children to level the playing field. A common 504 Accommodation Plan for a student with Attention Deficit Hyperactivity Disorder may include, but not limited to: additional time, frequent cues and reminders, movement breaks, preferential seating, chunking of assignments, etc. Unlike an IEP, a 504 Accommodation Plan does not contain specific goals.
Do your best to know your child’s right and advocate on their behalf. If you suspect your child may have a Learning Disability, please contact us for a consultation.
- For additional information regarding students with disabilities, refer to the U.S. Department of Education’s Individuals with Disabilities Education Act (IDEA) website: https://sites.ed.gov/idea/
- For Sarasota Public Schools information and procedures regarding students with disabilities refer to: https://beessgsw.org/#/Spp/Institution/f6909903-1422-4978-9c86-e5c5efa09241/Document/5fad5d0f-8e97-466e-b4ae-fc9a432c3749/Public