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Understanding the Differences Between an Individualized Education Plan (IEP) and a 504 Plan

For parents of children with disabilities or special needs, understanding the options available under federal laws can be crucial for ensuring that their child receives appropriate educational support. Two common frameworks—Individualized Education Plans (IEPs) and 504 Plans—offer accommodating and services for students, but they serve different purposes and fall under separate laws. This article explains the key differences to help parents make informed decisions about their child’s education.

Overview of IEPs and 504 Plans

What is an IEP?

An Individualized Education Plan (IEP) is a customized program created for students who qualify for special education under the Individuals with Disabilities Education Act (IDEA). This plan is designed to meet the unique needs of a student with a qualifying disability that impacts their ability to learn in a general education setting.

• Legal Framework: Governed by IDEA, a federal law ensuring services for students with disabilities (U.S. Department of Education, 2021).

• Eligibility: Requires a specific disability as defined under IDEA (e.g., autism, ADHD, speech/language impairments) that adversely affects educational performance.

What is a 504 Plan?

A 504 Plan provides accommodations to ensure that students with disabilities have equal access to education. Unlike an IEP, it does not include specialized instruction but focuses on removing barriers in the learning environment.

• Legal Framework: Governed by Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination based on disability (U.S. Department of Education, 2020).

• Eligibility: Covers a broader range of disabilities that substantially limit one or more major life activities, including learning.

Key Differences Between an IEP and a 504 Plan

Feature IEP 504 Plan

Law IDEA Section 504 of the Rehabilitation Act

Purpose Provides specialized instruction and related services. Provides accommodations to access the general education curriculum.

Eligibility Must have a qualifying disability under IDEA that impacts educational performance. Requires a disability that substantially limits one or more major life activities.

Services Includes specialized education services, therapies, and accommodations. Focuses solely on accommodations like extended time, preferential seating, or assistive devices.

Plan Development Developed by an IEP team, including parents, teachers, and specialists. Created by a school team, often with fewer formal requirements for input.

Review Process Reviewed annually, with a re-evaluation every three years. Typically reviewed annually but less formalized.

Examples of Support

IEP Services

• Specialized instruction in reading, math, or other subjects.

• Speech and language therapy.

• Behavioral interventions or supports.

• Physical or occupational therapy.

504 Plan Accommodations

• Extended time for tests and assignments.

• Preferential seating to reduce distractions.

• Access to assistive technology.

• Modified class schedules or reduced homework.

Which Plan is Right for My Child?

When to Consider an IEP

If your child has a disability that requires specialized instruction, an IEP might be the better option. This plan is tailored to address significant learning challenges and includes measurable goals and objectives to track progress.

When to Consider a 504 Plan

A 504 Plan may be appropriate for children who can succeed in a general education setting with specific accommodations. For example, a child with ADHD who needs extra time to complete tests but does not require specialized instruction could benefit from a 504 Plan.

How to Begin the Process

1. Request an Evaluation: Parents can request an evaluation through their child’s school to determine eligibility for an IEP or a 504 Plan.

2. Collaborate with the School Team: Work with teachers, counselors, and administrators to determine which plan best meets your child’s needs.

3. Review and Advocate: Regularly review the plan to ensure it continues to address your child’s needs. Do not hesitate to advocate for changes if necessary.

Both IEPs and 504 Plans are valuable tools to help students with disabilities succeed in school. Understanding the differences between these plans allows parents to better advocate for their child’s educational rights and ensure they receive the support they need to thrive.

This article has been written by John Collier, MSW, LCSW.

References

• U.S. Department of Education. (2021). Individuals with Disabilities Education Act (IDEA). Retrieved from https://www.ed.gov

• U.S. Department of Education. (2020). Section 504, Rehabilitation Act of 1973. Retrieved from https://www.ed.gov

• Wright, P. W. D., & Wright, P. (2020). Wrightslaw: Special Education Law, 2nd Edition. Harbor House Law Press.

• Bateman, B., & Linden, M. A. (2021). Better IEPs: How to Develop Legally Correct and Educationally Useful Programs. Attainment Company.

• Zirkel, P. A. (2022). The overlap and differences between Section 504 and IDEA. Journal of Special Education Leadership, 35(2), 88-96.

Understanding ADHD and Its Types

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that commonly begins in childhood and can persist into adulthood. It affects attention, impulsivity, and activity levels, often impacting social, academic, and occupational functioning. According to the American Psychiatric Association (APA), ADHD is one of the most common mental health conditions among children, with an estimated prevalence of 5-10% globally (APA, 2022). ADHD manifests in different forms, categorized into three primary types: predominantly inattentive, predominantly hyperactive-impulsive, and combined presentation.

What is ADHD?

ADHD is characterized by persistent patterns of inattention and/or hyperactivity-impulsivity that interfere with daily functioning or development. The exact cause of ADHD is not entirely understood, but research suggests it results from a combination of genetic, neurological, and environmental factors (National Institute of Mental Health [NIMH], 2022). Key symptoms include difficulty sustaining attention, forgetfulness, excessive talking, and acting without considering consequences.

Types of ADHD

ADHD is divided into three types based on the predominant symptoms:

1. Predominantly Inattentive Presentation

Individuals with this type primarily exhibit symptoms of inattention, such as:

• Difficulty focusing on tasks or sustaining attention.

• Being easily distracted by external stimuli.

• Frequently losing items needed for daily activities.

• Forgetfulness in daily routines.

This type is often referred to as “ADD” (Attention Deficit Disorder), though this term is no longer officially used in medical diagnoses. It is more common in girls and may be underdiagnosed due to the subtler nature of the symptoms compared to hyperactivity.

2. Predominantly Hyperactive-Impulsive Presentation

This type is marked by symptoms of hyperactivity and impulsivity, such as:

• Fidgeting or squirming when seated.

• Inability to remain seated in situations where it is expected.

• Interrupting others during conversations.

• Difficulty waiting for one’s turn.

This presentation is more noticeable in children, as they may frequently run, climb, or exhibit other inappropriate behaviors for the context.

3. Combined Presentation

The combined type is diagnosed when an individual exhibits significant symptoms of both inattention and hyperactivity-impulsivity for at least six months. This is the most common type of ADHD and can result in significant challenges in academic, occupational, and social settings.

Diagnosis and Treatment

ADHD is diagnosed based on criteria outlined in the DSM-5-TR, which requires that symptoms be present for at least six months and interfere with functioning in at least two settings (e.g., home and school) (APA, 2022). A comprehensive evaluation often includes clinical interviews, behavior assessments, and input from caregivers or teachers.

Treatment for ADHD typically includes:

1. Behavioral Therapy: Focuses on teaching strategies to manage symptoms and improve functioning.

2. Medication: Stimulants such as methylphenidate (e.g., Ritalin) and amphetamines (e.g., Adderall) are the most common pharmacological treatments. Non-stimulant medications may also be used.

3. Educational Support: Individualized Education Plans (IEPs) or accommodations under Section 504 of the Rehabilitation Act can help students with ADHD succeed academically.

ADHD is a complex and multifaceted condition that affects individuals differently depending on the type and severity of symptoms. Early identification and tailored interventions are essential to support those with ADHD in managing their symptoms and achieving their full potential. Ongoing research continues to uncover insights into ADHD, paving the way for improved understanding and treatment approaches.

This article was written by John S. Collier, MSW, LCSW. John has over 25 years in the social work field. He is currently serving as the executive Director and outpatient behavioral health provider at Southeast Kentucky Behavioral Health based out of London Kentucky. John may be reached by phone at 606-657-0532 extension 101 or by email at [email protected].

References

• American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders (5th ed., Text Revision). American Psychiatric Publishing.

• National Institute of Mental Health. (2022). Attention-Deficit/Hyperactivity Disorder (ADHD): Overview and Diagnosis. Retrieved from https://www.nimh.nih.gov.

• Centers for Disease Control and Prevention (CDC). (2022). ADHD Throughout the Lifespan. Retrieved from https://www.cdc.gov.

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