If you’re the parent of a high school student with a disability, understanding your child’s legal protections could be vital to enriching their education and helping them meet appropriate educational and developmental goals. Here’s what parents should know about high school IEPs and 504 Plans
Understanding the Difference: IEPs and 504 Plans
Both of these documents (and the processes used to develop them) are intended to support all students’ right to a free and appropriate public education. They both involve working with a team that may include teachers, administrators, school counselors, physical therapists, occupational therapists, and other professionals.
They differ a bit in their content and intent. Here’s a good breakdown of the key differences from the National Center for Learning Disabilities:
“A 504 plan is focused on ensuring that the student receives the necessary accommodations to access the general education curriculum and remove barriers, such as testing accommodations or a classroom accommodation like preferential seating. An IEP will likely include accommodations, but may also include modifications that modify the general education curriculum. A student with an IEP may also have specific interventions (i.e., a reading intervention) or services provided (i.e., speech-language pathology).”
For example, if your student needs special testing accommodations (like extra time or someone to read questions to them), that would be part of their 504 plan. If they need to work with a speech therapist to improve their speech pathology skills, that would be on their IEP. IEPs tend to be more detailed and are usually updated more frequently.
What Should I Ask for in a High School IEP/504 Meeting?
Your child has changed since elementary and middle school, and their IEP/504 plans should, too. Here are things you may want to consider/ask about:
- What supports do they need to learn or improve the more complex study skills, time management strategies, and independent study skills that high school students are expected to develop to prepare for college?
- If teachers are unable to give as much one-on-one time, what additional support might they need in the classroom to participate in instruction and reach their learning goals?
- Is executive function a challenge? Maybe a digital planner, timed reminders, or check-ins with a case manager or counselor could help.
- Does your child have test anxiety or math anxiety? You could request a reduced-distraction testing environment or counseling support.
- How might flexible scheduling or modified coursework help them learn better?
- What can be done to make expectations clear and routines consistent throughout their day at school?
It’s a great idea to invite your child to their planning meetings when developing their high school IEP/504. They may just listen at first. But over time, you and the other caring professionals on their team can help them develop the confidence and self-advocacy skills to let their team know what’s working and what needs adjusting.
We Help All Students Learn and Grow
Child development and education experts have learned that high school students benefit from clear communication, consistent routines, and supportive adult mentors. Our IEP advocate, Coach Meghan, has more than a decade of experience supporting parents and students throughout the IEP/504 process. She offers free consultations to families to assess their needs and recommend how to move forward. Book a call with her today to set your high school student up for success this year and beyond.