This article addresses the educational accommodations and modifications provided to P-12 students. If you are interested in college accommodations, see my article “College Accommodations: How to Make the Most of Them”

The IEP is in place. The 504 plan is complete. Is your child off to a good start? When I meet with parents this time of year, I always ask, “ Do you understand your child’s modifications and accommodations?” In answering this question, parents almost always assure me that they have a firm understanding of their child’s plan. After all, they spent numerous hours attending child study team meetings, or speaking with the school’s 504 plan representatives. Why wouldn’t they have the confidence that the plans are in place and that they are ready to be implemented?

Here is what I found. The parent and student might understand what has been put in place, but there is often little understanding of how the plan will be implemented. There is still work to be done.

Your child may have been granted an IEP (Individualized Education Plan) or a 504 plan. These are two different protocols, each meant to provide a student who has special needs with the services necessary for an free and appropriate education (FAPE). The IEP is provided under the Individuals With Disabilities Act (IDEA). An IEP is developed to provide a child with specialized instruction. In the IEP process, the child is evaluated by a “child study “or “IEP” team. You, as the parent, are a member of this team, and so is your child. After evaluation and collaboration with the other team members, an educational program is designed specifically for your child. The goal of an IEP is to provide measurable actions that are intended to meet the needs of the student through special education. The IEP outlines a set of actions that are designed to achieve the goal. Every member of the child’s team should have a clear understanding of the intended outcomes of an IEP.

A 504 plan is provided under Section 504 of the Rehabilitation Act of 1973. The plan does not provide for specialized education, but instead provides a plan for accommodations that allow the student access to a FAPE. A 504 plan is coordinated by the school’s or district’s 504 plan administrator. There is not a formal child study team, and a parent may or may not participate in the 504 plan meetings.

While the two plans differ in their purpose and intent, the result is a set of accommodations and/or modifications for your child. They are sometimes similar in scope, but they always share one commonality: They are meant to be used! While this seems like a logical assumption, it is often surprising to parents and students alike that the process does not always move along as it should.

As a parent, your role is to advocate for your child. Advocacy needs to continue even after the plan has been put in place. It cannot be assumed that the school will automatically implement all of the procedures, and that the teachers will ensure the student gets what was granted. In an ideal world, this would be so. But, the beginning of the year is especially busy for faculty and staff alike, so it is rare that everything falls into place. Why not help the process along so that your child does not lose valuable time?

How can the parent and the student make the most out of the accommodations and modifications that are provided?
If you have not done so already, this is the time of year to:

  • Set up a meeting with the teacher (s) to discuss the plan
  • Be sure you understand how the school will measure the effectiveness of the plan
  • Know how to ask for a change in the plan if needed

When meeting with the teacher(s), you want to:

  1.  Confirm that the teacher(s) received a copy of the IEP or 504 plan. It sometimes can take weeks for the plan to reach the teacher(s). Bring copies of the plan with you to leave with the teacher(s).
  2.  You want the teacher(s)’ first impression to be positive. Start the conversation off by letting the teacher(s) know your child’s strengths. Examples of this are “Mary is so creative – I look forward to see how she uses this creativity in her writing” or “Thomas has a keen interest in science. He is always so enthusiastic to learn new things”.
  3.  Make sure the teacher(s) understand your child’s needs. Ask, “Have you had a chance to read the IEP/504 plan? Is there any information in it that I can clarify for you?” This is not the time for a full review of the plan, but just an opportunity to draw the teacher’s attention to the issues at hand.
  4.  Ask the teacher(s) how the plan will be implemented in their classroom(s). If you don’t already understand how an accommodation and modification will be implemented, don’t be afraid to ask. For example, “The 504 plan calls for seating in front of the classroom. But, I see you have the seats set in a circle around your desk. Where is my child seated?”.
  5.  Show the teacher that you will be a partner in your child’s education. It is better to set the tone for a positive school year. Contentious conversations send the wrong message. Ask the teacher(s) how you can best support your child’s needs. An offer to help is not often refused.

If you are still unclear about any aspect of the process, contact your case manager or your 504 plan administrator. These
meetings shorten the time that it takes teacher(s) to get to know your child. Help set the tone for the year. It is only to your child’s benefit.

If you have questions about your child’s educational plan, or if you need coaching through this process, contact me at 908 868 5355 or email me at coach_diane@comcast.net.