It is extremely important to understand IEP/504 plans as a paraprofessional. This is due to paraprofessionals needing to follow and implement students’ IEP or 504 plans for the child’s success. As a paraprofessional, it’s important to be well versed in what this position entails. Generally, there are at least one to two students in a single classroom that have IEP/504 plans. The individualized education plans (IEP) started when the IDEA law was passed in 1975. IDEA stands for the Individuals with Disabilities Education Act that supports special education and related service programming for children and youth with disabilities. This law was designed to ensure that children with disabilities are to be permitted with free appropriate public education. Under this law, the children are covered from birth through high school graduation or until they are 21, whichever comes first. Both 504 plans and IEPs are designed to support students with special needs or disabilities.
The 504 plan refers to section 504 of the Rehabilitation Act of 1973. This law was designed to protect the rights of individuals with disabilities in programs and activities that receive federal financial assistance. Under section 504, a student is considered disabled if they have a mental or physical impairment.
Individualized plans are legal binding documents defined to meet the child’s unique needs. These plans are considered the cornerstone of the special needs program. Not only do these plans set reasonable goals for the child, but they also assess their performance and specify the schools’ services that will be provided. Under the IDEA law, these schools must provide free, appropriate, public education (FAPE) to all children. They also must allow the students to participate in the least restrictive environments possible.
What is an IEP?
IEP stands for “Individualized Educational Plan”. Every child that is diagnosed with one of the 13 disabilities listed in IDEA in public schools is to receive IEP services. These individualized plans are curated to improve their educational results and success. The team behind creating these plans includes the student’s parents, a representative of the local education agency, the regular education teacher, and the special education teacher.
For a child to be eligible for the IEP program, they will need to have one or more of the 13 disabilities listed in IDEA. Below is the following list of the disabilities:
- Autism Spectrum Disorder
- Deaf-Blindness
- Deafness
- Emotional Disturbance
- Hearing Impairment
- Intellectual Disability
- Multiple Disabilities
- Orthopedic Impairment
- Other Health Impairment
- Specific Learning Disability
- Traumatic Brain Injury
- Visual Impairment, including Blindness
Included in these plans are numerous different contents to meet the unique needs of each student that qualifies. The contents incorporated are current performance, annual goals, special education and related services, participation with nondisabled children, participation in the state and district wide tests, dates and places of services provided, transition service needs, age of majority, and measuring process.
What is a 504 Plan?
504 Plans are similar to IEPs. To be eligible for 504 plans, a child must have any type of disability that interferes with the ability to learn in a general education classroom. The Rehabilitation Act of 1973 prohibits discrimination against students with disabilities in activities or programs that receive federal funding. To be eligible for the 504 plans, the child will need to have a disability that limits daily life activities such as seeing, self-care, learning, breathing, walking, or speaking. Examples of disabilities to be qualified for 504 plans are those with:
- Autism Spectrum Disorder
- ADHD
- Diabetes
- Epilepsy
- Hearing or vision impairments
- Mental health conditions
- Chronic health conditions
The first step towards curating a 504 plan is to have the student be evaluated. After their evaluation, a team will create the plan. This team may include the school nurse, parents, teachers, principal, guidance counselors, and psychologist. They will then create accommodations around each student’s strengths and needs. Some of these accommodations may include extra time for tests, adjusted class schedules, modified textbooks, occupational or physical therapy, and the use of speech-to-text for writing assignments.
Similarities Between IEP/504 Plans
Individualized Education Plans and 504 plans share some similarities. One of those being that both programs are completely free to the family. This is due to the requirements the school district must obey to provide these services with free appropriate public education. Both plans are legally binding documents that must be followed. They each share “procedural safeguards” which protect the rights of children with disabilities and their parents. This means that the parents are legally allowed to examine all educational records, attend all meetings, and obtain an independent educational evaluation (IEE) of the child. Another similarity between both plans is the evaluation processes.
Differences Between IEP/504 Plans
Although these plans are rather similar, there are some notable differences. The first significant difference is the laws that apply to the plans. The 504 plan is section 504 of the Rehabilitation Act of 1973, whereas the IEP is the Individuals with Disabilities Education Act. When it comes to writing up a plan, the 504 plan is designed for the school to provide free support while removing barriers and the IEP is designed to provide free special education services, related services, specialized instructions, and support the child’s unique needs. Therefore, everything included in a 504 can be included in an IEP, but not everything included in an IEP can be included in a 504.
There are a few differences in what these plans include. For an IEP they must include the child’s performance, annual educational goals, the services that will be provided, the timing of services, any accommodations or modifications, test participations, and how the child will be included in school activities and general education classes. Unlike the IEP, 504 plans do not require a written document. These plans would generally include any accommodations, support, or services for the child, the names of who will be providing the service, and the name of the person responsible for implementing the plan.
Another difference between the two is the qualifications for each plan. To qualify for an IEP the child must have 1 of the 13 disabilities listed in IDEA. The disability that a child is diagnosed with must affect the ability to learn and educational performance. When it comes to 504 plans, there are fewer specific rules on who can qualify. For the 504 plans, a child must have any type of disability that interferes with the ability to learn in a general classroom.
How to Implement Plans as a Paraprofessional
When it comes to implementing an IEP or 504 plan, the purpose is to deliver and support the services outlined in the plans. Paraprofessionals must have an intimate understanding of the accommodation and services outlined for each student under your care. More than just being knowledgeable, you have an obligation to actively support their growth and progress. It is your responsibility to report the progress of the student and provide as much assistance as possible for the student to excel.
Paraprofessionals should be monitoring the student proactively and be communicating with the parents and other teachers on their progress with the plans. It’s important to engage with the students’ parents and keep them in the loop throughout the process. Keeping parents in the loop is critical, as they can offer invaluable perspectives, maintain open lines of communication, and treat parents as partners in their child’s success. With diligent oversight and collaboration, you can help students thrive in their academic pursuits and excel both in and out of the classroom. Approach each child with empathy, patience, and care.
Conclusion
IEP/504 plans serve as a road map to disabled children’s success in and out of the classroom. Not only are these plans beneficial for the student but for the parents as well. Having these laws in place have been a huge milestone for special education and students with disabilities. Before these laws were in place, it was rare that a child with disabilities was even allowed to attend a public school, let alone get free support and services. The goals of these plans are critical for student success. When students reach their goals, it serves as a motivation tool and helps them gain confidence. There are many benefits as a paraprofessional, not only to the child and their future but to their parents as well. If you have a passion for making an impact on children’s lives, consider applying to one of our paraprofessional job openings in New Jersey!