IEP FAQs
An IEP is an Individualized Education Program, which is a written plan designed to meet the unique educational needs of a student with a disability.
Students with disabilities who require special education services and accommodations in order to access the general education curriculum are eligible for an IEP.
An IEP is developed by a team of professionals, including the student’s parents/guardians, teachers, and other school personnel. The team reviews the student’s evaluation results and determines their unique educational needs. They then develop measurable goals and objectives for the student and identify the services and accommodations that will be provided to help them meet these goals.
An IEP should include the student’s present levels of academic achievement and functional performance, annual goals and objectives, the services and accommodations that will be provided to the student, and the methods that will be used to measure progress
The student’s teachers and other school personnel are responsible for implementing the IEP and providing the services and accommodations outlined in the plan.
The IEP must be reviewed and updated at least once a year to ensure that it continues to meet the student’s needs. The team may also review and update the IEP at any time if the student’s needs change or if the plan is not effectively meeting the student’s needs.
Parents/guardians are key members of the IEP team and are involved in every step of the process, including the development and review of the IEP. They have the right to participate in meetings, provide input on the plan, and request changes if necessary.
Services and accommodations provided through an IEP may include special education classes, speech therapy, occupational therapy, assistive technology, extended time on tests, and access to a resource room. The services and accommodations provided will depend on the unique needs of the student.
Under IDEA students are eligible from ages 3 to 21.
An IEP ends when high school does, and colleges aren’t required to follow it. However, your IEP can be valuable documentation for securing accommodations under the ADA and Section 504. In college, support focuses on equal access—not modifying coursework—so students must request accommodations through the school’s Disability Services office. We help families navigate this transition so students are prepared and supported.
You have the right to request changes, call another meeting, or pursue mediation or due process if needed.
Yes. You can bring an advocate, friend, or family member to support you and help ensure your voice is heard.
504 Plan FAQs
A 504 plan is a written plan that outlines accommodations and modifications for a student with a disability to access and participate in the general education curriculum.
Students with a disability that substantially limits a major life activity, such as learning or mobility, are eligible for a 504 plan.
Accommodations and modifications included in a 504 plan can vary depending on the needs of the student, but may include things like extended time on tests, preferential seating, use of assistive technology, or a reduced workload.
Accommodations and modifications included in a 504 plan can vary depending on the needs of the student, but may include things like extended time on tests, preferential seating, use of assistive technology, or a reduced workload.
The 504 plan must be reviewed and updated at least once a year to ensure that it continues to meet the student’s needs. The team may also review and update the plan at any time if the student’s needs change or if the plan is not effectively meeting the student’s needs.
Parents/guardians are key members of the 504 team and are involved in every step of the process, including the development and review of the plan. They have the right to participate in meetings, provide input on the plan, and request changes if necessary.
While both a 504 plan and an IEP provide accommodations and modifications for students with disabilities, an IEP is a more comprehensive plan that also includes goals and objectives for the student’s education and specialized instruction, whereas a 504 plan focuses solely on accommodations and modifications to allow the student to access and participate in the general education curriculum.
Yes. You have the right to bring an advocate, family member, or support person to help you during the process.
Colleges don’t follow your child’s K–12 504 Plan, but it can be used as documentation to request accommodations through the school’s Disability Services office
You can request a meeting, file a complaint with the school district, or pursue a grievance under Section 504 regulations.
Early Steps FAQ
Early Steps is Florida’s early intervention program for infants and toddlers (birth to age 3) who have developmental delays or disabilities. It provides therapy and support services to help children reach important developmental milestones.
Babies and toddlers who are not meeting developmental milestones, have certain diagnosed conditions, or are at risk for developmental delays may qualify. Eligibility is determined through evaluations.
Early Steps uses an Individualized Family Support Plan (IFSP) instead of an IEP. An IFSP focuses on the child’s needs and the family’s goals, and services are usually provided in the child’s natural environment (home, daycare, etc.).
Early Steps services are provided at no cost to families, though families may be asked to share insurance information for billing purposes
You can contact your local Early Steps office directly to request an evaluation. Your pediatrician or other professionals can also refer you.
Before age 3, your child will go through a transition planning process. If still eligible for support, services may continue through your local school district as part of preschool special education under an IEP.
Yes. You can have an advocate help you understand your rights, attend meetings, and make sure your child’s needs are fully addressed.