IEP+and+504

**IEP** Each public school child who receives special education and related services must have an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly //individualized// document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability. To create an effective IEP, parents, teachers, other school staff--and often the student--must come together to look closely at the student's unique needs. These individuals pool knowledge, experience and commitment to design an educational program that will help the student be involved in, and progress in, the general curriculum. The IEP guides the delivery of special education supports and services for the student with a disability. Without a doubt, writing--and implementing--an effective IEP requires teamwork. This guide explains the IEP process, which we consider to be one of the most critical elements to ensure effective teaching, learning, and better results for all children with disabilities. The guide is designed to help teachers, parents and anyone involved in the education of a child with a disability-develop and carry out an IEP. The information in this guide is based on what is required by our nation's special education law--the Individuals with Disabilities Education Act, or IDEA. The IDEA requires certain information to be included in each child's IEP. It is useful to know, however, that states and local school systems often include additional information in IEPs in order to document that they have met certain aspects of federal or state law. The flexibility that states and school systems have to design their own IEP forms is one reason why IEP forms may look different from school system to school system or state to state. Yet each IEP is critical in the education of a child with a disability.

http://www2.ed.gov/

**504's **
__Origin__: The "504" in "504 plan" refers to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act specifies that no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary or post-secondary schooling. It is designed to plan a program of instructional services to assist students with special needs who are in a regular education setting. A 504 plan is not an //Individualized Education Program (IEP)// as is required for special education students. However, a student moving from a special education to a regular education placement could be placed under a 504 plan.


 * 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 spells out the modifications and accommodations that will be needed for these students to have an opportunity perform at the same level as their peers. They help ensure that students with disabilities receive appropriate accommodations. They provide educators with information about the specific needs of their students with disabilities and practical strategies that they can incorporate into their lesson planning.

//Examples// of accommodations include but are not limited to wheelchair-accessible facilities, adjustable-height tables, large-print reading materials, and increased time to complete assignments and tests.

http://www.theparentaladvocate.com/what-is-a-504-plan.htm http://specialchildren.about.com/od/504s/f/504faq1.htm http://www.greatschools.org/special-education/legal-rights/section-504.gs?content=868