504 Plans and IEPs: What's the Difference?

I do not have much experience with special education, so I was not really sure what the difference is between a 504 plan and an IEP. Before I did my research this week, I only knew that IEPs are more specific than 504 plans. What I mean by that is that only students with specific disabilities, like autism, blindness, and deafness, can qualify for IEPs (Understanding Special Education, 2016). Below is a diagram that describes where 504 plans (section 504) and IEPs (IDEA) fall in the realm of all students (District of Columbia State Board of Education). I believe that this diagram is a helpful way to picture the fundamental difference between 504 plans and IEPs.

What is a 504 Plan?

A 504 plan is a formal plan that schools use to “provide supports and remove barriers for a student with a disability” (“Understanding 504 Plans,” 2019). These plans are ideal for students who do not need special education or individualized instruction, but still need educational supports or services. Students with disabilities are able to learn alongside their peers with accommodations. These accommodations include “extended time on tests or the ability to leave the classroom for short breaks” (“Understanding 504 Plans,” 2019). For example, students with ADHD might have something established in their 504 plans that state that they need to sit in the front of the room. Students with dyslexia may also have more text-to-speech options available to them as part of their 504 plan.

Students do not need a full evaluation to receive a 504 plan, but many of them receive one. 504 plans are usually issued to students who need academic support, but do not qualify for special education. Schools look at students’ medical diagnoses, grades, tests scores, and teacher recommendations when determining eligibility for 504 plans. Parents can request a meeting with the school’s coordinator to discuss what supports may be appropriate (“Understanding 504 Plans,” 2019).

504 plans are covered under section 504 of the Rehabilitation Act. This law states that all students have the right to a free appropriate public education (FAPE). Under the law, parents do not have to be in meetings for 504 plans, but they must be notified when an evaluation for a disability occurs ("Understanding 504 Plans," 2019).

What is included in the plan?

A 504 plan includes a student’s specific accommodations, supports, or services. The plan also includes the names of the people who will provide each service. For example, the plan might specify that the teacher is responsible for providing the student with a quiet area for taking tests and completing individual work. These plans are flexible, so they can include the same kind of accommodations as IEPs. However, this flexibility gives the school the power to decide what is and is not included in the plan (District of Columbia State Board of Education).

A sample 504 plan can be found here.

What is an IEP?

An Individualized Education Plan (IEP) is exactly as the name implies. Each IEP is designed to meet a student’s exact needs. An IEP is a legal document that lays out special education instruction. It also specifies the supports and services that students with disabilities need to make progress and succeed in school (“Learning about IEPs,” 2019). IEPs are covered by the Individuals with Disabilities Education Act (IDEA).

Students who are pursuing an IEP must undergo a full evaluation. The results allow students and their families to work with schools to create a specific plan that is tailored to the student’s needs. Students might get accommodations, such as extended time on tests, speech-language therapy, or assistive technology ("Learning about IEPs, 2019). IEPs also give students and their families certain legal protections. Parents are allowed to be involved in decisions that affect their student’s education, as well as school discipline ("Learning about IEPs," 2019).

What is included in the plan?

An IEP includes a student’s present levels of academic and functional performance, as well as annual education goals and how they will be tracked. The plan specifies the services that the student will receive and how often. Students can receive both accommodations and modifications with their IEPs. Accommodations are any changes to a student’s learning environment (District of Columbia Board of Education). This can include anything from the student being able to sit in a certain area of the classroom (usually the front) to going to a private, quiet room to take tests and quizzes. Modifications are any changes to what a student is expected to learn or know (District of Columbia Board of Education). For example, students with IEPs are often monitored by their individual progress rather than their progress in relation to other students in the class.

A sample IEP can be found here.

So, how do we know which plan is appropriate for which students? In short, 504 plans and IEPs both provide academic support and services for students with disabilities. However, there are subtle differences between both plans. In general, IEPs are used for students with certain disabilities that require them to be in a special education program. IEPs focus on students' personal development. Therefore, the curriculum is modified to what the individual student can learn. On the other hand, 504 plans cover students with disabilities that do not qualify them for a special education program. Students who have 504 plans are expected to cover the original curriculum, but with accommodations. 

References

District of Columbia State Board of Education. “Understanding the Differences: IEP vs. 504 Plan.” Retrieved from https://sboe.dc.gov/sites/default/files/dc/sites/sboe/publication/attachments/Understanding%20the%20Differences%20-%20IEP%20vs%20504%20Plan%20.pdf

The Understood Team. (2019). “Learning about IEPs.” Understood. Retrieved from https://www.understood.org/en/school-learning/special-services/ieps/what-is-an-iep

The Understood Team. (2019). “Understanding 504 Plans.” Understood. Retrieved from https://www.understood.org/en/school-learning/special-services/504-plan/understanding-504-plans

Understanding Special Education. (2016). “A Parent Guide to Special Education, the IEP Process and School Success.” Retrieved from https://www.understandingspecialeducation.com/

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Special Education History and Current Issues

This week, I did a lot of research into the history of special education. I created a short timeline of historical events in special education, which can be found at the following link: https://www.timetoast.com/timelines/2050581.

I will admit it, I was ignorant about special education history until I started my research this week. I never realized how closely civil rights is related to special education. While I am not surprised, I find it atrocious that anyone would ever insinuate that race has anything to do with intellectual ability. In the late 19th century and early 20th century, mental testing was based on the belief that “races other than those of northern European stock were intellectually inferior, and that the purity of the superior races should be preserved by vigorously segregating the ‘feeble-minded’” (Skiba, Simmons, Ritter, Gibb, Rausch, & Chung, 2008). Placing students into special education programs only on the basis of race hurts the students who are not intellectually disabled and takes away resources for the students that truly need them.

Although a lot of the discrimination seems to be against African Americans, Latinos have also been targeted. In the 1970 case of Diana v. California State Board of Education, a Spanish-speaking student was placed into a special education program for scoring low on a test that was given in English (UCLA School Mental Health Project). How is a student expected to score well on a test that is not given in his or her native language? Unfortunately, this idea of using unfairly low test scores to justify special education placement seems to be a trend. After Brown v. Board of Education desegregated public schools, some school districts tried to encourage de facto segregation with gerrymandering. They targeted poor, black schools with low standardized test scores to try to justify special education placement for these students (UCLA School Mental Health Project).

Recent studies seem to disagree on whether or not “disparities in special education could be influenced by… bias generated at the level of special education referral and decision making” (Skiba, Simmons, Ritter, Gibb, Rausch, & Chung, 2008). This means that there is no single, simple explanation for the disproportionality in special education. Racial disproportionality seems to be determined by multiple social forces, including economic status and classroom behavior (Skiba, Simmons, Ritter, Gibb, Rausch, & Chung, 2008).

To try to combat the overrepresentation of minority students in special education, the U.S. Department of Education Office for Civil Rights issued a letter to help educators recognize and prevent racial discrimination in special education. The letter states that “special education and related services are vital to students with disabilities who need such services… unfortunately though, our enforcement experience continues to confirm: (1) over-identification of students of color as having disabilities; (2) under-identification of students of color who do have disabilities; and (3) unlawful delays in evaluating students of color for disability and their need for special education services” (Lhamon, 2016). 

The U.S. Department of Education gives a few suggestions to prevent racial discrimination in this letter. First, schools should look closely at referrals for special education. Obviously, racial discrimination in referrals can lead to underrepresentation of students who need special education resources. Initial referral of a student for special education is a crucial point where racial discrimination may be identified. It is important that districts ensure that staff do not discriminate against students by relying on stereotypes. In fact, “racial stereotypes can influence adult expectations and behavior” (Lhamon, 2016). I am sure that most, if not all, of these teachers do not mean to discriminate against minorities. However, the school needs to double check teachers’ referrals to ensure that all students are fairly represented.

Evidence-based intervention within the general education setting is another great way to help reduce inappropriate special education referrals. These interventions should be provided in addition to special education evaluations (Lhamon, 2016). For example, if a large percentage of English Language Learners (ELLs) are referred for special education, an intervention might determine that these students do not actually have a disability. ELLs often enter schools with underdeveloped literacy skills, but that does not mean that they should be placed in special education. These students are learning discipline-specific information in a language that is not native to them. These students need a little more help with the language, but that does not necessarily mean they need extra help with the discipline-specific content.

Special education has a questionable past, and there are still issues. However, it is encouraging that the U.S. Department of Education and other organizations are addressing some of the them. I am hopeful that we can eventually eliminate the racial bias in special education (or at least come close to it). Special education resources are most beneficial when they are provided to the students who truly need them. 

References

Lhamon, C. E. (2016, December). “Preventing Racial Discrimination in Special Education.” United States Department of Education, Office for Civil Rights. Retrieved from https://www.wrightslaw.com/law/ocr/colleague.201612.racedisc.pdf

Skiba, R. J., Simmons, A. B., Ritter, S., Gibb, A. C., Rausch, M. K., & Chung, C. G. (2008). “Achieving Equity in Special Education: History, Status, and Current Challenges.” Exceptional Children. Vol. 74. Issue 3. 264-288.

UCLA School Mental Heath Project. “Addressing Barriers to Learning New Directions for Mental Health in Schools.” Retrieved from http://smhp.psych.ucla.edu/conted2/abc3.htm

Wright’s Law. (2019). “Special Education Law and Advocacy.” Retrieved from https://www.wrightslaw.com/

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