What is an IEP?

The Individual Education Program Plan (IEP) is a written plan created by the special education department of the school, along with inputs from parents. The plan specifies the student’s academic goals and the method to achieve them. The law IDEA mandates that the school district brings together parents, students, general teachers, special educators, and other specialists to make decisions that would be reflected in the IEP.

The IEP is created and shared with the child’s guardians a week before the meeting. The IEP team is encouraged to ask questions, request modifications, and change goals within reasons. It will focus on the area of disabilities and how it affects the educational and emotional well-being of the child. 

IDEIA (Individuals With Disabilities Education Improvement Act, 2014) is a federal law designed to spell out how the local education authority (LEA) will attend to the deficits identified in the Evaluation Report (ER). It will define how the programs will be provided, who and where the services will be provided, and how the Least Restrictive Environment (LRE) will be created for the child.

Along with LRE, the plan will list out the adaptations required. It may also mention the modification to the curriculum needed by the child to flourish academically. The IEP also designates services required by the child to function better. This may include services like speech pathology, physical therapy, or occupational therapy. The plan also creates a transition plan for the students when they reach the age of sixteen. 

IEPs are a part of public education, though they cannot follow the student to college. Kids aged 3 and up attending public school are eligible for IEP. Non-school-going babies and toddlers can get services through early intervention. To be eligible for an IEP, a student must have one or more of the 13 conditions covered under IDEA, which also distort their ability to learn and grow like their peers. 

What is an ILP?

Individual Learning Plans, or ILPs, are achieving traction as a plan for encouraging students’ college and career readiness and success. ILPs are also known as student success plans, academic and career plans, and individual career and academic plans. These student-directed plans developed with teachers, counselors, and parents document students’ academic and career interests.

ILPs are not recent developments but have been around since the 1990s, with West Virginia being one of the early adopters of the plan. The recent mandate by 704 KAR 3305 demands that the individual learning plan for each student’s development be established within the first 3 months of the sixth-grade year. The plan must be focused on career exploration, post-secondary education, and training needs. 

The ILP has various features and resources that engage students on multiple levels:

• Scouting careers starting in the 6th grade
• Discovering occupations that correspond to their aptitudes and interests
• Making education plans
• Setting personal goals and reviewing these as they advance through school
• Forming, maintaining, and revising resumes
• Tracking and meditating on their employment experiences, community service experiences, career-planning activities, and extra-curricular and organizational training
• Researching colleges and post-secondary prospects that fit their career, after-school, and life goals
• Connecting to organizations for help with college planning, scholarships, fee assistance information, and applications
• Gathering personal information like examination results, advising activities, demographic data, and academic record

A study by the U.S. Department of Labor’s Office of Disability Employment Policy has shown ILPs as a powerful tool that helps students become more involved in their educational experience. The paper suggests practices supporting ILP implementation, including access to online career information systems, professional growth, ILP curricula, and inclusion.

The research shows the significance of ensuring family engagement. Furthermore, research suggests that ILP implementation results in higher aspirations and greater engagement in school. Positive attention and involvement of caretakers in ILP are linked with student accomplishment as calculated by grades, standardized test scores, and increased graduation rates.

ILPs represent both a procedure and a tool to record that procedure. As a procedure, ILPs entitle learners to scour post-secondary opportunities, recognizing and characterizing career interests and the aptitudes required for career success. Along with the guidance of guardians, school teachers, and counselors, the students set intentional out-of-school goals. These include goals like getting work, apprenticeships, technical schools, college, military service, internships, and other necessary supports that align with career and life goals.

The ILP process records students’ advancement and transitions through middle, high, and post-secondary classes while satisfying their educational, employment, and personal goals. The ILP document will be reevaluated annually to create informed post-secondary goals by reviewing assessments and activities in which learners have participated throughout the years. Finally, this process conveys whether students are fulfilling their purposes and are successfully moving toward graduation. 

ILPs are also a tool to record and track student advancement and achievement of skills. The ILP document echoes the developmental stage of the learner. Examples of the range of information that an ILP may record include:

• Present and past classes, activities, and hobbies
• Grades, test scores, and results from career aptitude assessments
• Personal goal statements
• College financial planning activities like applying for scholarships, or tuition relief

Key similarities 

1. Eligibility

Both programs promise to serve the best interest of the students, with slight differences in implementation and particular goals. The IEP can be claimed by any school-going child with a disability aged three and above. If the toddler is not school-going, they can still get an IEP through early intervention. IEP has to be created within a month of the child being found eligible and then carried on to the future academic years.

The ILP is mandatory for all school-going students entering sixth grade. It has to be created within three months of entering the school. Similar to IEP, ILP shall be carried on to the higher classes with changes according to the interest and growth of the child. All school-going children have a right to ILP or IEP according to their needs and requirements.

2. Documentation and Goals

Like the IEP, ILP is also a documented plan made in collaboration with students, parents, and the school. Both the ILP and IEP include a process and tools to assess and document student skills and interests. Just like IEP, ILPs require that plans be updated regularly (usually annually) to ensure that plans remain appropriate for any emerging student interests and goals.  In terms of goals, both ILPs and IEPs focus on academic goals and career-related personal goals. 

3. Transition Services

Both ILP and IEP offer transition planning to adolescent kids getting ready to venture into the adult phase of their lives. ILP as a plan is designed to cater to transition planning, while IEP is more holistic. Regardless, IEP has a transition plan built into the program for students with disabilities who avail of IEP services. In both the plans the transition programme and discussion begin when the child reaches sixteen years old.

It can be started earlier if need be. The IEP transition plan and ILP transition plan are created by the education staff who assist with counseling, identifying vocational interests, educational and vocational planning, goal setting, pre-vocational skills training, academic support, and links to specific programs and services. Students eligible for special education intervention can have an ILP and an IEP. 

The goals in the IEP transition plan and ILP transition plan identify what a learner wants to do or accomplish after high school. Objectives can be in four areas:

1. Vocational training (e.g., learning a trade)
2. Post-secondary education (e.g., college or other form of schooling)
3. Careers and Employment
4. Independent living, if required (usually for Students with Special Needs)

Once transition goals are set, the team will decide what assistance a student needs to meet goals. Here are a few examples of the services:

• Instruction (including special education)
• Related services
• Community experiences, like volunteer work
• Career and college counseling
• Help with daily living skills, if required (usually for Students with Special Needs)

As a student gets older, they prepare for the change to adulthood. At least a year before a teen turns the age of majority — 18 in most states — the team must start preparing for the transfer of IEP or ILP documents. Students who graduate from or leave high school also get a performance summary. This document lists academic and functional skills. It also offers recommendations for achieving post-secondary goals.

Significant differences

Final thoughts

IEP and ILP are essential tools for learners and guardians to ensure they get the best out of the education system. These plans were created to ensure that all access to quality education was made fair and available. They create an environment conducive to the student’s academic growth, make learning fun, and guarantee a path to happy schooling and subsequent higher education.

IEP and ILP give rights to parents and students to claim for the plan and are federally protected. It also helps to make schools and other educational institutions accountable for delivering the services promised and mandated. It must be noted that once the schooling of the child is done IEP or ILP stops and so do transition planning services. However, if transition planning is done properly and the goals are accomplished satisfactorily, the young person should be equipped to take on the next phases of adulthood with relative ease. 

Sharlet Mary Sebastian

Sharlet Mary Sebastian is a special educator specialising in working with Children with intellectual disability. After completing her Bachelor’s in Special Education, she has worked in school setups creating effective IEPs, counselling parents, and nurturing an environment of learning for children under her care. A strong advocate for inclusion in all walks of life, especially in academic and workplace settings, she believes that learning shouldn’t be rigid and unschooling is the new schooling. Before venturing into education, Sharlet worked as a writer for a few years. When not engaged in teaching, she still dabbles as a freelance writer for causes closer to her heart. Her preferred way to unspool is a good book and a cup of piping hot tea. You can follow me on Linkedin

The post ILP vs IEP: Exploring the similarities and differences appeared first on Number Dyslexia.

A Rundown of IDEA and Section 504

Since 1975, children with disabilities have been given the right to Free, And Appropriate Public Education (FAPE) developed to meet the academic requirements laid down by the Individuals with Disabilities Education Act (IDEA) (1975). IDEA, therefore, is a federal education law that manages all special education services and provides some of the education funding required to state and local educational institutions. It guarantees special education and allied services to eligible students, with each disability having its own criteria and benchmark. 

According to a recent survey by the US Department of Education, the number of students ages 3–21 who obtained special education or connected benefits under the Individuals with Disabilities Education Act (IDEA) was 7.3 million, or the match of 15 percent of all public school students.

Nevertheless, not all students with disabilities receive benefits under IDEA, but some obtain the required services under Section 504 of the Rehabilitation Act of 1973. A civil rights law, Section 504, prohibits discrimination on the grounds of disability or prohibits moves that might lead people with disabilities from partaking in programs or activities that receive funding from federal financial assistance.

Schools or educational institutions receiving federal financial assistance funding must provide children with special needs reasonable accommodations under Section 504. The civil rights law does not require the federal government to pump in an additional fund for children with special needs, but schools receiving financial assistance may lose federal funding if it doesn’t adhere to the law. 

For many students, these accommodations and modifications are the ways to achieve an equitable educational experience and growth. A detailed comprehension of these two laws can help parents and teachers navigate successfully through school education. 

Differences in eligibility criteria and prerequisites

To receive the services and benefits of either law, the children must be identified and their eligibility determined. The criteria and benchmark for eligibility are different for IDEA and Section 504. 

IDEA covers all school-aged students from 3-21 years old, whose educational needs are determined by a multidisciplinary team comprising audiologists, speech therapists, psychologists, and special educators based on evaluations and IEP team discussions. To be eligible for IDEA and related services, students should fall under one or more disability categories.

Categories comprise autism, deaf-blindness, hearing impairments, multiple disabilities, orthopedic impairments, other health impairments, serious emotional disturbance, specific learning disabilities, intellectual disability, speech impairments, deafness brain injury, visual impairments, speech or language impairments, traumatic brain injury. IDEA mandates that the school create an Individualized Education Program (IEP) based on the student’s needs. Typically, IDEA assistance is personalized and may include specialized education, therapies, and services not given to other learners.

On the other hand, Section 504 offers wider coverage. It is an umbrella law that assists with a wider range of disabilities that IDEA might disregard. The definition of disability has a larger scope under Section 504, including diseases like tuberculosis, HIV, and Tourette’s syndrome, which are not a part of the IDEA definition of disability. 

Section 504 demands that a person’s mental or physical disabilities restrict at least one life activity. These include:

• Walking
• Seeing
• Hearing
• Communicating
• Breathing
• Learning
• Working
• Ability to take care of self
• Ability to complete manual chores

If your child doesn’t clear the criteria set by IDEA to receive additional support, then Section 504 may help achieve the needed support. However, it must be noted that special education is not a mandatory service under Section 504. This law requires schools to deliver suitable, reasonable adaptations and accommodations to qualified students with a disability, but they are not responsible for providing over and above what is provided for regular students. 

Evaluation

IDEA and Section 504 need evaluation to determine additional support and services eligibility. Usually, IDEA evaluations are more intricate than that of Section 504. A multidisciplinary team would assess the child with parental consent.

The diagnosis, if any, would be re-evaluated every three years at least. The sources to assess the child may range from talking to known people, reviewing old academic works, and consulting psychiatrists, and the information compiled would be rigorously documented.

With each re-evaluation, the needs of the student might change. To change any existing service or assistance, an IEP meeting is mandated. Parents and teachers can request re-evaluation if needed, and the state would bear the expense for the procedure.

Similarly, under Section 504, evaluation draws on details about the child from various sources and is recorded. Knowledgeable individuals make decisions about the child, evaluation data, and placement options. They address only the specific need of the student. Thus the sources may be as basic as an achievement assessment or a doctor’s diagnosis.

Unlike IDEA, here, consent from parents is not mandatory but only notifying them about the evaluation. Section 504 demands that learners be educated with their non-disabled classmates to the maximum degree possible. Re-evaluation is only periodic, and there is no provision for independent evaluation at the school’s expense. Section 504 does not need to conduct a meeting for any modification in placement.

Differences in proving FAPE

FAPE is an acronym for Free and Appropriate Education. Appropriate education would provide students with an equal learning platform regardless of their disabilities. Under FAPE, special education is designed to fit the child’s unique needs at no cost to the parents, and related services like therapy, access to AAC devices, speech and language therapy, occupational therapy, physical therapy, counseling services, psychological services, social services, and transportation are provided if needed. FAPE mandates states to ensure all children with disabilities receive full educational opportunities. IDEA mandates the creation of an Individualized Education Program (IEP) document in accordance with FAPE. 

Section 504 complies with FAPE to a good extent with the requirement of developing a plan, but an IEP is not required. The plan for the child doesn’t need to be penned and documented, which makes it difficult for parents to raise requests for revaluation. The student is generally placed in a general education classroom, with specialized instruction, related service, or accommodation given in the class. Students can obtain related services under Section 504 even if they don’t have any special education plans. 

Differences in Procedural Safeguards

Parents and schools may sometimes disagree on the implementation of the plan. The procedure for raising the concern as a parent is different for IDEA and Section 504. You are entitled to a fair review if your ward’s needs are overlooked. Read here for more on the process of raising a request for review. 

IDEA offers parents more rights with consent taking, IEP meetings and ten days prior notifications in case of changes in the IEP of their child. They can also decline or approve evaluations and services. Parents are entitled to an impartial hearing with a neutral officer who would assess their case in case of discrepancy. While the procedure continues, the student will continue with their in-place IEP until resolutions are reached. 

Section 504 directs schools to notify guardians about how they plan to accommodate learners with disabilities. There is no regulation for needing parental consent before an evaluation, change in placement, or assessment, but only a notification. In case of dissatisfaction from the parent side, they can participate in the hearing process and be represented by a legal counsel. Schools usually appoint an officer for an impartial hearing. While the procedure goes on, the changes recommended by the school will be carried out; there is no stay-put provision. Outside this, due procedure particulars are left to the discretion of the local education department and the school.

Conclusion of the differences

The differences and similarities between IDEA and Section 504 live in the minute details of the educational and civil rights laws. IDEA offers services that would aid your child’s educational needs, guaranteeing academic success and is funded and mandated by the federal education department. IDEA also has a wider scope of parental rights, making them a key player in the procedure. The child’s entitlement to IDEA ends when they graduate from high school with a regular diploma or reach the age of 22. 

Section 504, on the other hand, will help your child in college, the workplace, and continuing life without discrimination. Section 504 guarantees access without discrimination and cover several areas, including schooling, employment practices, accessibility, health, welfare, and social services.

Sharlet Mary Sebastian

Sharlet Mary Sebastian is a special educator specialising in working with Children with intellectual disability. After completing her Bachelor’s in Special Education, she has worked in school setups creating effective IEPs, counselling parents, and nurturing an environment of learning for children under her care. A strong advocate for inclusion in all walks of life, especially in academic and workplace settings, she believes that learning shouldn’t be rigid and unschooling is the new schooling. Before venturing into education, Sharlet worked as a writer for a few years. When not engaged in teaching, she still dabbles as a freelance writer for causes closer to her heart. Her preferred way to unspool is a good book and a cup of piping hot tea. You can follow me on Linkedin

The post ELI5 The Major Differences Between IDEA and Section 504 appeared first on Number Dyslexia.

In many instances, the services and goals outlined in an IEP can be offered in a general school. While the implementation may be actively carried out, the results may prove less than satisfactory. Many guardians chalk this outcome to the child’s poor performance and insist on hard work. At the same time, others may wish to talk with the authorities and alter the plan but would be shy or worried about where to start. This article aims to address this issue and empower parents. 

The Individuals with Disabilities Education Act (IDEA) stipulates the importance of parents and guardians and their role in educating children with disabilities or special healthcare needs. The act mandates that educators must work with the guardians to determine the best decision for the children. Therefore as parents/guardians, it is important to understand these services and their usage to help your ward with happy schooling. 

When an IEP is not working?

One of the recurring questions from the parents is structured around their dissatisfaction with the IEPs or how they can mend or adjust a part of the IEP provided. 

You need to pinpoint the issue’s root to arrive at a solution. Are you concerned that your child’s IEP is not appropriate? Or are you concerned with the implementation of the plan? Is your worry about the pace of the goals? 

Here is an 8-point list to crosscheck and to understand if your concerns are valid and require immediate attention

1. Your ward isn’t making reasonable progress.
2. Your ward is losing skills they previously acquired (i.e., regression).
3. Your ward doesn’t have goals in all areas of need. 
4. Your ward’s objectives or goals aren’t measurable.
5. Your ward’s IEP goals are replicated yearly with only slight modifications, if any. 
6. Your ward’s service times are insufficient.
7. The school frequently calls you to pick up your ward early.
8. The school should evaluate (or re-evaluate) a particular area but hasn’t.

If there is a significant issue in any one or multiple points, then it’s time to rehaul and get back to the drawing board to ensure that your child is getting the best out of their education system.

What to do next?

The role of parents is crucial to the formation, ideation, and implementation of the IEP. One key step that parents often overlook is the process of documentation. Creating a way to record the goals, implementations, additional supports, and frequency of services can come in handy when trying to adjust or rewrite the needs of your ward. 

As a parent, you are crucial to the IEP team. While the school is not mandated to enforce every proposal, they are required to regard your input. The first step to ensure you are heard is to become an enthusiastic team member by asking queries and listening to the responses. If you’re anxious about articulating your concerns, type up your apprehensions beforehand and share them. If you still feel your concerns are overlooked, send a follow-up letter with any remaining recommendations, inquiries, or proposals.

Before altering goals and services, parents must note how much time the student has spent on the plan. If it is too less, then waiting is advised. However, if considerable time has passed, the parent’s prerogative is to call for an IEP revaluation.

Here is a step-by-step approach IEP revaluation meeting checklist to escalate the matters:

1. Talk with your child’s teacher or case manager.

Schedule a day/time to connect with your child’s case manager/educator. They may have insight into your problems and share the behavior/performance of your child in the class. Frequently the performance in class may differ from that at home. They can offer you strategies to implement at home to make the IEP more efficient. Your unique perspective and insight about the patterns of the child at home can help your child’s teacher adjust goals if needed. 

2. Call an IEP meeting.

If, after talking to the teacher, you are still not assured, you can request an IEP program review meeting. Carry your notes, records, and work samples will support your claims. Start by describing the basis for your request. Use samples and recorded documentation to show that this is something your child needs, not the demands of a parent. IDEA requires the school to fulfill your child’s needs, but it does not mandate them to provide the ideal schooling. If the school states that your requests violate the school’s policy, ask for a written copy of the policy. 

3. Revisit your child’s goals.

Your child’s IEP plans should contain goals that are measurable and achievable. The goals should ideally be aligned with your state’s academic standards and should be met within the school year. The goals should also be SMART: Specific, Measurable, Attainable, Results-oriented, and Time-bound. If you feel that goals are vague and don’t add to any growth, communicate those to the teachers, who should reframe or alter them. 

4. The Last Resort

If, even after following all the above steps, your issues are not resolved, consult with a special education attorney or educational advocate. They can help you understand parental rights better and to file appeals to the court if need be. An impartial hearing officer will decide whether your ward’s educational rights have been infringed upon. The hearing officer’s decision is binding but can be appealed to higher authorities. 

Final words

The IEP process is intricate but also an effective way to manage how your child learns. If you have apprehensions, air them out with the IEP educational team. Parents are the strongest and best advocates for their children, so trust your guts and don’t give up till their educational needs are met. 

Sharlet Mary Sebastian

Sharlet Mary Sebastian is a special educator specialising in working with Children with intellectual disability. After completing her Bachelor’s in Special Education, she has worked in school setups creating effective IEPs, counselling parents, and nurturing an environment of learning for children under her care. A strong advocate for inclusion in all walks of life, especially in academic and workplace settings, she believes that learning shouldn’t be rigid and unschooling is the new schooling. Before venturing into education, Sharlet worked as a writer for a few years. When not engaged in teaching, she still dabbles as a freelance writer for causes closer to her heart. Her preferred way to unspool is a good book and a cup of piping hot tea. You can follow me on Linkedin

The post My child has an IEP but is still failing. Now what? appeared first on Number Dyslexia.