Individualized Education Plans (IEPs) and 504 Plans for Students

Does your child have a diagnosis of a mental and/or behavioral health condition?

Is it affecting their abilities in school? A 504 plan or Individualized Education plan (IEP) may be the tool your child needs for academic success. Here is a breakdown of what 504 plans and IEPs are, what they provide, who needs them, and how to obtain one should you and your child’s school system feel they would benefit from one.

What is the difference between a 504 plan and an Individualized Education Plan?

Both plans help students succeed in school. A 504 plan offers accommodations to the student’s education program, while an IEP is a legal document that provides a special education program. A 504 plan does not alter the student’s schoolwork, rather is meeting the needs of the student to ensure equal educational access. IEPs are designed for students who need specialized education and who may also require other services such as speech, occupational, and/or physical therapy during school hours. An IEP must be reviewed yearly with all parties, including parents, to ensure consistency and to document any changes necessary, such as a change in diagnosis.

What mental or behavioral health conditions qualify for a 504 plan or IEP?

Some of the most common mental and behavioral health conditions that qualify a student for a 504 plan or IEP include: Attention Deficit Hyperactive Disorder (ADHD), Anxiety, Depression, Post Traumatic Stress Disorder (PTSD), Bipolar Disorder, Obsessive Compulsive Disorder (OCD), Oppositional Defiance Disorder (ODD), Autism Spectrum Disorder (ASD), and numerous learning disorders (such as dyslexia).

Who do I talk to if I think my child needs a 504 plan or an IEP?

You can either reach out to the school’s counselor, school nurse, school psychologist, and/or your child’s general education teacher. If reaching out to staff at your child’s school about your concerns, I recommend requesting a meeting in writing via email to all appropriate staff members. This ensures all parties are aware of your concern(s) and can address the matter in an orderly fashion, reducing the chance for miscommunication.

Which plan does my child need?

The plan that your child needs depend on how severe their condition is affecting their academic progress. For instance, a child with mild Autism Spectrum Disorder (ASD) may need a 504 plan for extra time to take tests and may be allowed to have sensory objects during class time but not need their schoolwork to be adjusted. A student with severe ASD who has difficulty processing certain information may need their schoolwork tailored to their learning capabilities, thus warranting an IEP.

Who makes and monitors the IEP or 504 plan?

Monitoring an IEP to make sure it is being executed and reviewed yearly is the responsibility of the plan’s composer and will vary from student to student. For example, if a child has an IEP related to speech therapy, their speech therapist would most likely be the person in charge of the student’s IEP plan. If multiple services are needed, the school counselor is often the person responsible for the IEPs assembly and monitoring. The student’s IEP typically consists of the school counselor, at least one general education teacher, the principal, and if medically rendered, the school nurse.

If a student has a 504 plan, typically the parent/guardian, 504 plan coordinator (often the school counselor or school psychologist), general education teacher(s), a school administrator, the schools’ counselor and/or school psychologist, and the school nurse (if medical needs are warranted) are in attendance at the initial meeting and yearly review.  504 plans are updated and/or adjusted annually based on the student’s current needs, which may vary year to year.

If my child has a 504 plan or an IEP, will they need it for the rest of their school years?

No necessarily. There are no expiration dates with IEPs and 504 plans, and the plans commonly last until the student graduates or leaves the school system, but IEPs and 504 plans are reviewed yearly, and updated when needed (for example: a student outgrows asthma and no longer needs accommodations). Adjustments can be made to the plan, or the IEP or 504 plan can be dismissed. If for some reason your child starts to experience new or worsening symptoms affecting their schooling once their 504 plan or IEP has been eliminated, a new IEP or 504 plan may be completed at any time.

If your child has a mental and/or behavioral health condition that you feel they may benefit from a 504 plan or IEP, please reach out to Fine Tune Psychiatry to schedule an appointment with one of our many specialized pediatric mental and behavioral health providers.  We would be happy to meet with you and your child to discuss various options to help your child succeed at school and navigate through the process.