504

A 504 plan details the specific accommodations a children will receive in order to give him equal access to the curriculum.  It is based on Section 504 of the Rehabilitation Act, which provides that a student with a disability cannot be excluded from federally funded education.  A student must have a disability for this to be applicable. Disability is defined as "a physical or mental impairment which substantially limits one or more major life activities."  Learning is a major life activity, and learning disabilities qualify as an impairment. 

     My services include personalized development of effective and appropriate 504 Plans for your student.


504 Rates

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504 vs. IEP

IEP

An Individualized Education Program, or IEP, is a written commitment for the delivery of services to meet a student's educational needs, and is available to students eligible for special education.  An IEP sets reasonable learning goals for the student and specifically states the services that the school district will provide. The IEP must include all the special education services, related services, and supplementary aids and services your student needs, and is governed the by the Individuals with Disabilities in Education Act (IDEA). 


The IEP is developed by a team of school personnel and the student's parent(s).  The team reviews assessment information on the student and develops a corresponding educational program.  The goals stated in the IEP must be be specific, measurable, attainable, realistic and timely. Within 30 days of determining a student's eligibility for special ed, the initial IEP meeting must take place.  There is no limit to the number of IEP meetings that may be needed to create an IEP that meets your student's needs. A parent can ask for an IEP meeting at any time. Parents are, and always have been, essential members of the IEP team.  An effective IEP must identify and clearly state educational goals, describe performances which are expected to be acheived, identify conditions under which the performance is to occur, and set criteria for satisfactory performance.  The IEP must include the projected date to begin services, and the frequency, location and duration of the services. 


Ask yourself: Is my student's IEP based on his present levels of academic achievement and functional performance? Does the IEP outline measurable annual goals to meet your student's needs that arise from the disability? Will the IEP enable your student to make progress in the general education classroom? Does the IEP outline how the school will measure your child's progress as well as how the school will communicate that progress to you?  Lastly, does the IEP meet other educational and non-educational needs? 

     My services include personalized development of IEP’s, based upon a combination of my dysleia experience and my degree in law. (University of Iowa College of Law, 1990).


IEP Rates

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