Eligibility | IEP | PDF | Accommodations | 504 Plan
Eligibility is determined by Assessment
Once all the evaluations are completed, the IEP team develops a written summary of the test results. Next, the IEP team, which includes the parents, meets to consider all available information to determine if your child has an educational disability. Having a medical diagnosis does not automatically qualify a child for special education, though in some cases a medical diagnosis is required to determine eligibility. There are also specific requirements under federal guidelines as to who is qualified to diagnose certain disabilities. To be eligible for special education, your child must have an educational disability. An educational disability is defined as one of 13 categories below that adversely affects their educational performance and requires special education and related services.
- Intellectual Disability (formerly referred to as Mental Retardation) – Generally perceived to be an IQ less than 70.
- Emotional disturbance (ED)– An emotional disturbance can include mental health illnesses or concerns such as bipolar disorder, depression, anxiety disorder, schizophrenia, post-traumatic stress disorder (PTSD), obsessive compulsive disorder (OCD) but not behavior disorders such as oppositional defiant disorder (ODD) or children who may be socially maladjusted. An emotional disturbance is broadly defined as a condition where the child exhibits one or more of the following over a long period of time:
- Inability to learn that can’t be explained by intellectual, sensory or health factors
- Inability to build or maintain appropriate relationships with peers and teachers
- Inappropriate feelings or behaviors under normal circumstances
- General pervasive depression or unhappiness
- Autism – Autism is defined as a developmental disability that significantly affects verbal and nonverbal communication and social interactions. Children with autism also typically engage in repetitive activities and stereotyped movements, have great difficulty with change in daily routine and difficulty handling sensory stimuli. Though it is generally diagnosed by age 3, an older child can also be diagnosed with autism if they experience the above characteristics. The autism category can include any of the autism spectrum disorders such as PDD, PDD NOS, and Asperger’s syndrome.
- Traumatic brain injury (TBI) – A TBI is defined as an acquired brain injury and not as a brain injury that is congenital or degenerative or that was caused by birth trauma. The TBI results in a total or partial functional disability, or psychosocial disability, or both. This could be an open or closed head injury that results in impairments in cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, sensory, perceptual and motor abilities, psychosocial behavior, physical functioning, information processing and speech.
- Acquired Brain Injury (ABI)– This refers to a brain injury that occurs after birth. It includes injury caused by infection, disease, or lack of oxygen resulting in total or partial functional disability, or psychosocial impairment, or both.
- Other health impairment (OHI)- This means the child has limited strength or alertness to the educational environment related to a health condition. It also can refer to a heightened alertness to stimuli, like in the case of ADD and ADHD. OHI can also include sensory integration dysfunction, anxiety disorder, asthma, sickle cell anemia, diabetes, epilepsy, lead poisoning leukemia, nephritis, food allergies.
- Multiple disabilities- This means that there is a combination of disabilities that are so connected that they cause such a significant disability that the needs cannot be met in a special education program designed solely for one of the disabilities. Generally, this would include mental retardation and another disability. For instance, mental retardation and blindness.
- Hearing impairment(HI)– Whether with or without amplification, and includes deafness.
- Speech or language impairment(SL)- This not only includes articulation issues, but can also include impairments in language processing.
- Visual impairment(VI)– This includes partial sightedness and blindness.
- Deaf/blindness – This means that there is co-existing blindness and deafness which combined present unique needs that can not be met in educational programs designed for those who are solely blind or designed for those who are solely deaf.
- Developmental delay for children ages 3-10 (DD)- Sometimes it can be difficult to diagnose disabilities in young children. The category of developmental delay is designed to be used when the team suspects a child is eligible under another category, but are unable to define or diagnose a specific disability at that time. However, by age 9 the team needs to decide which of the other categories best describes the child’s disability.
- Orthopedic Impairment– This includes congenital anomaly such as clubfoot, or impairments caused by disease or conditions such as cerebral palsy or amputations.
- Specific learning disabilities (LD) – There are 7 types of Learning Disabilities:
- Oral Expression
- Listening Comprehension
- Written Expression
- Basic Reading Skills
- Reading Comprehension
- Math Calculation
- Math Reasoning
It is important to notice that terms such as dyslexia, non-verbal learning disorder (NVLD/NLD) and ADD do not appear in the list of educational disabilities. That does not mean they do not qualify for special education. ADD and ADHD are categorized under "other health impairment" and require a doctor’s diagnosis. Dyslexia, dysgraphia, executive functioning disorder and NVLD typically fall under the category of specific learning disability.
Once your child is determined eligible for special education and under a certain category or code, the team must present you with written prior notice (WPN) of its decision. The IEP team then has 30 days to begin writing your child’s individualized education program (IEP). Sometimes this happens at the same time as eligibility is determined and sometimes it is a separate meeting.
How to get an IEP? click here
FAQs
What are three key determinations that must be made in a 504 evaluation? ›
The evaluation should provide the team information about: 1) the physical or mental impairment at issue, 2) the major life activity or bodily function impacted by the impairment, and 3) the degree to which the impairment substantially limits the major life activity (or activities).
Which of the following is the criteria for a student to get a 504 plan? ›To be protected under Section 504, a student must be determined to: (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment.
What are the main differences between an IEP and a 504 plan select all that apply? ›What's the difference? A 504 plan is geared toward ensuring a student has equitable access to a learning environment. An IEP focuses on educational benefits, and often includes direct services such as speech or occupational therapy. Both are free.
What are the eligibility criteria for Section 504 qualification quizlet? ›1. Has a physical or mental impairment that "substantially" limits one or more major life activity (such as reading or concentrating). 2. Has a record of the impairment.
What are the five factors that need to be considered at every IEP meeting? ›The IEP team must annually consider the student's individual needs for five special factors: English language proficiency, braille and the use of braille, behavior, communication, and assistive technology.
What are the two essential criteria that must be met for a student to be assigned an IEP? ›Keep in mind the two main requirements for getting special education services: Your child has to have a “disabling condition” that fits into one of the 13 categories of disabilities defined by IDEA and your state's regulations. The disability has to have an “adverse effect” on your child's education.
Can you get a 504 plan for anxiety? ›Answer: Yes. A student may qualify for a 504 plan if anxiety gets in the way of the student participating at school. The 504 plan aims to remove barriers caused by the anxiety.
Does depression qualify for a 504 plan? ›A child with school avoidance who may have an anxiety disorder, depression, PTSD, Bipolar Disorder, OCD, or Learning Difference clearly has a disability under these guidelines.
Which of the following is the best definition of a 504 plan? ›504 Plan Defined
The 504 Plan is a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment.
If your child has ADHD and another disability, such as a speech impairment or dyslexia, it's more likely he'll be covered under IDEA. If your child has been denied an IEP, but his ADHD still limits his ability to learn in an educa- tional setting, he may qualify for accommodations or services under Section 504.
Why would a student be given a 504 plan rather than an IEP quizlet? ›
Section 504 has a broader definition of a disability than IDEA. That's why a child who doesn't qualify for an IEP might still be able to get a 504 plan.
What is better for ADHD 504 or IEP? ›A 504 Plan is a better option when the student is able to function well in a regular education environment with accommodations. The 504 is generally less restrictive than the IEP, and it is also less stigmatizing. An IEP is a better option for students with a disability that is adversely impacting education.
Which of the following is not required in the 504 plan? ›Evaluations are not required for 504 plans, but they can help determine the best accommodations for your child.
What are the main differences between an IEP and a 504 plan quizlet? ›What is the basic difference between an IEP and a 504 plan? IEP: Plan for a child's special education experience. 504: Plan for how a child will have access to learning at school.
Which students would not qualify for assistance through Section 504 quizlet? ›Which students would not qualify for assistance through Section 504? Students identified as other health impaired.
What are the 3 most important parts of an IEP? ›The three parts of an IEP goal: current level of performance, specific and measurable goal, and service delivery all need to support each other.
What are the major IEP requirements? ›- 1 – The Student's Current Educational Status. ...
- 2 – Measurable Annual Goals. ...
- 3- A Description of How the Child's Progress on Annual Goals Will Be Measured. ...
- 4 – A Statement of the Special Education and Related Services and Supplementary Aids and Services.
- Annual Goals. ...
- Benchmarks or Short-Term Objectives. ...
- Measuring and Reporting Progress. ...
- Special Education. ...
- Related Services. ...
- Supplementary Aids and Services. ...
- Program Modifications for School Personnel. ...
- Extent of Nonparticipation.
- Strong time-management skills. ...
- Organization skills. ...
- The ability to work with others. ...
- Friends to support you. ...
- Curiosity to learn more. ...
- A positive mindset. ...
- Confidence in yourself.
Programming for 2e students must include strategies to: Nurture the student's strengths and interests. Foster their social/emotional development. Enhance their capacity to cope with mixed abilities.
What two factors must be in place to qualify for special education? ›
- The student must have a disability or disabilities.
- The student's disability/disabilities adversely affect educational performance.
Regardless of how well he or she performs in school, a student who has trouble concentrating, reading, thinking, organizing or prioritizing projects, among other important tasks, because of ADHD may have a disability and be protected under Section 504.
Does depression and anxiety qualify for IEP? ›Your students' OCD or anxiety symptoms may qualify as a disability if they are severe enough that they impact their ability to learn. In these cases, the student who is in public school is eligible for a 504 Plan or an Individualized Education Plan (IEP).
What questions to ask at a 504 meeting? ›Review Current Accommodations and Modifications
Does the school implement the accommodations and modifications in my child's plan? Does the IEP or 504 plan state that my child will have an adaptation or does it use phrases like may have, when available, would benefit from, or if necessary?
- Discipline. This is often the greatest fear of a student with anxiety. ...
- Class Participation Expectations and Presentations. ...
- Testing Conditions. ...
- Considering Other Environments and Special Events. ...
- A Safe Person.
Reasonable accommodations for anxiety can include remote work, a support animal, a rest area, a modified break schedule, a flexible schedule, and shifts in schedule. The type of anxiety you have, your limitations, and your employer's resources will determine what accommodation is appropriate.
Is having anxiety a disability? ›Yes, anxiety is considered a disability. Anxiety disorders such as panic disorders, OCD, PTSD, and phobias are regarded as disabilities. People with anxiety as a disability can qualify for Social Security disability benefits.
What is the core purpose of a 504 plan? ›The 504 Plan is a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment.
What are the disadvantages of a 504 plan? ›Bad Things About 504 Plans
Students have to get labelled with a disability to get at 504 Plan. Some families want to keep disabilities private or disagree their child has a disability. 504 Plans open the door to school disability assessments, which may contain data a parent disagrees with.
- Seat the student close to the teacher or to a good role model.
- Allow the student to share notes with a buddy.
- Daily report cards or progress reports tracking behavior.
- Extra time for tests or homework assignments.
- Frequent breaks between assignments or tasks.
Is ADHD enough for an IEP? ›
Children with disabilities -- including ADHD, autism, and physical disabilities -- can get an IEP if there's evidence the condition affects their ability to succeed in school. An IEP can include either accommodations or modifications.
Is there a downside to having an IEP? ›Common IEP Shortcomings:
Sets low expectations and misrepresents the child's educational potential. Does not target the fundamental cognitive, communicative, behavioral, sensory integrative, and social deficits of ASD students. Does not capitalize on characteristic strengths of this population.
An IEP will detail accommodations and modifications that will help a child with ADHD thrive in a classroom environment. Learn more about the characteristics of ADHD here. Accommodations include changes that help a child learn, for example, allowing breaks during lessons to help ease hyperactivity symptoms.
Why do I need a 504 instead of an IEP? ›What's the difference? A 504 plan is geared toward ensuring a student has equitable access to a learning environment. An IEP focuses on educational benefits, and often includes direct services such as speech or occupational therapy.
Which of the following students would have an IEP rather than a 504 plan? ›IEP plans under IDEA cover students who qualify for Special Education. Section 504 covers students who don't meet the criteria for special education but who still require some accommodations.
Is anxiety a 504 or IEP? ›Students with anxiety may require an Individualized Education Program (IEP) if they require Specially Designed Instruction and/or Related Services to address the anxiety. If a student's needs can be met with only accommodations, a Section 504 Agreement can be implemented.
What are the major differences between a 504 and an IEP? ›The basic difference between an IEP and a 504 plan can be summed up in one sentence: both plans provide for accommodations, but only an IEP provides for specialized instruction for students in grades K–12, while a 504 plan can serve students at both the K–12 and college levels.
Who determines what data will be used for 504? ›A team of qualified professionals will determine through evaluation whether the student is eligible for Section 504 services and consider the placement and service options.
Can a school exclude a child with special needs? ›Exclusion of children with special educational needs (SEN) or a disability. The head can exclude any pupil, even if they have SEN or a disability. However, if disruptive behaviour is related to a child's SEN or disability, the school should first take action to identify and address the underlying cause of the behaviour ...
Is 504 or IEP stronger? ›In short, an IEP provides many more procedural protections, and often– but not always– more “direct services” than a 504 plan, but of course that is a highly simplified explanation. Students with both IEPs and 504 Plans have documents from their schools describing their special needs and how the school will meet them.
Who has the primary responsibility for making accommodations for a student with a 504? ›
General education programs and staff have the primary responsibility for the implementation of Section 504. Staff from special education may be consulted, but they do not have responsibility for implementation of the accommodations for the student. Section 504 Plans provide accommodations, not modifications.
Are students with temporary disabilities never covered under Section 504? ›Temporary Impairments
A temporary impairment does not constitute a disability for purposes of Section 504 unless its severity is such that it results in a substantial limitation of one or more major life activities for an extended period of time.
Individuals with a record or history of a physical or mental impairment that substantially limits one or more of the individual's major life activities are protected from discrimination under Section 504.
What are three major factors that must be considered in assessing readiness for school and school achievement? ›Therefore, any discussions of school readiness must consider at least three critical factors: (1) the diversity of children's early life experiences as well as inequity in experiences; (2) the wide variation in young children's development and learning; and (3) the degree to which school expectations of children ...
Which are the three types of evaluation that we apply in our teaching process? ›- Assessment for Learning (Formative Assessment) ...
- Assessment of Learning (Summative Assessment) ...
- Comparing Assessment for Learning and Assessment of Learning. ...
- Assessment as Learning.
The main components of a Section 504 plan delineate the specific aids, services, and accommodations a student is expected to receive and the parties responsible.
Can you get a 504 for anxiety? ›Your students' OCD or anxiety symptoms may qualify as a disability if they are severe enough that they impact their ability to learn. In these cases, the student who is in public school is eligible for a 504 Plan or an Individualized Education Plan (IEP).
Is there a downside to having a 504 plan? ›Bad Things About 504 Plans
Some families want to keep disabilities private or disagree their child has a disability. 504 Plans open the door to school disability assessments, which may contain data a parent disagrees with. These records become part of the student's permanent record.
There are three key elements of Assessment for Learning: assess, diagnose, and remediate. But it shouldn't stop there. The three key elements of Assessment for Learning are cyclical. After completing the last remediation step, you can assess the pupil again to determine if they have understood the concept.
What are the three most important factors for you when selecting a school for your child? ›- A space that's conducive to learning.
- Management that's guided by a leader.
- A team of teachers that has the capacity and training.
- Curriculum that's future-ready.
- Technology that can enhance learning experiences.
How do you determine student readiness for learning? ›
Student readiness is a student's current level of knowledge, which affects their ability to complete a specific task at a given time. Teachers can determine readiness by giving regular screenings or assessments and can use that information to adjust teaching methods and activities.
What are the 5 criteria of evaluation? ›The DAC definition of evaluation contains five criteria: relevance, effectiveness efficiency, sustainability and impact.
What are the three evaluation criteria? ›Three standard evaluation criteria will be used: Excellence, Impact and Implementation.
What are the two methods of evaluation that should be used? ›An evaluation can use quantitative or qualitative data, and often includes both. Both methods provide important information for evaluation, and both can improve community engagement.
What is a 504 plan for dummies? ›504 Plan Defined
The 504 Plan is a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment.
Common examples of accommodations include extended time to complete assignments, provision of notes or outlines, untimed tests, and reduced number of test questions.
What questions to ask at 504 meeting? ›Review Current Accommodations and Modifications
Do they work for my child? Does the school implement the accommodations and modifications in my child's plan? Does the IEP or 504 plan state that my child will have an adaptation or does it use phrases like may have, when available, would benefit from, or if necessary?