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.

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.