011 Individual Education Program and 504 Plans Handout

What is the purpose of the Individuals with Disabilities Education Act (IDEA)?

IDEA requires public schools to identify children with disabilities and provide the support they need to learn. The process includes evaluating student needs and implementing specialized educational services when eligible.

How does IDEA determine whether a child qualifies for special education services?

• States must identify children with potential disabilities.

• Evaluations must assess all areas related to the suspected disability.

• A team of qualified professionals and the parents determine eligibility.

• If the child meets IDEA criteria, the child is eligible for special education and related services.

What happens after a child is found eligible under IDEA?

An Individualized Education Program (IEP) team must meet and develop an IEP within 30 days. The IEP outlines the student's educational needs, goals, services, and supports.

What is an Individualized Education Program (IEP), and what does it include?

An IEP is a written plan describing a student's special education program. It typically includes:

• Services provided

• Accommodations

• Modifications to curriculum or expectations

• Assistive technology

• How the student will participate in general education classes and activities

What is the difference between accommodations and modifications in an IEP?

• Accommodations: Change how a student learns or demonstrates knowledge (e.g., extra time, preferential seating).

• Modifications: Change what a student is expected to learn or the level of expectation (e.g., altered curriculum or assignments).

What are the eligibility requirements for a student to receive an IEP under IDEA?

A student must qualify under one or more of IDEA's 13 disability categories and require special education services. Common categories include:

• Specific learning disability

• Speech/language impairment

• Other health impairment (e.g., ADHD)

• Autism

• Intellectual disability

• Emotional disturbance

• Developmental delay

• Hearing, visual, or orthopedic impairment

• Traumatic brain injury

• Deaf-blindness

• Multiple disabilities

Which IDEA disability categories are most commonly tested or encountered?

High-yield categories include:

• Specific learning disability (largest category)

• Speech/language impairment

• Other health impairment (ADHD)

• Autism

• Intellectual disability

• Emotional disturbance

What core components must be included in an IEP?

An IEP must include:

• Present level of academic/functional performance

• Measurable annual goals

• A plan for monitoring and assessing progress

• Regular reevaluation to determine continued need for services

How often must a student receiving special education services be reevaluated?

At least once every 3 years (a triennial reevaluation) to determine whether the student continues to qualify for and need special education services.

Who are the required members of an IEP team?

The IEP team includes:

• Parent/caregiver

• At least one general education teacher

• At least one special education teacher

• School psychologist or other professional who can interpret evaluation results

• District representative with authority over resource allocation

What is the role of each member of the IEP team?

• Parent: Provides input and consent.

• General education teacher: Advises on participation in regular classroom settings.

• Special education teacher: Designs specialized instruction.

• Psychologist/specialist: Interprets evaluation data.

• District representative: Ensures resources and services can be provided.

What is the overall IDEA → IEP process?

• Child is identified and evaluated.

• Qualified professionals and parents determine eligibility under IDEA.

• Student qualifies under one of the 13 disability categories and needs special education.

• IEP is developed within 30 days.

• IEP includes present performance, goals, services/accommodations, and progress monitoring.

• A multidisciplinary team implements and reviews the plan.

• Reevaluation occurs at least every 3 years.

Who is responsible for conducting an evaluation for IEP eligibility?

Public schools are required to complete evaluations for students suspected of having a disability. Parents may also obtain a private evaluation, typically at their own expense.

What types of professionals can parents seek for a private educational evaluation?

Depending on the concern, parents may consult:

• Educational/School Psychologist

• Neuropsychologist

• Clinical Psychologist

What is the primary role of an Educational (School) Psychologist?

Educational psychologists assess a child's educational abilities and school functioning, then recommend interventions and supports to improve learning and academic success.

What types of problems do Educational Psychologists most commonly evaluate?

They commonly assess:

• Learning disabilities

• Reading difficulties

• ADHD

• Academic achievement and school performance

They are often specialists in school-related concerns rather than medical disorders.

What testing methods are commonly used by Educational Psychologists?

They typically administer:

• Norm-referenced psychological tests (compare a student to peers)

• Criterion-referenced achievement tests (measure mastery of specific skills or standards)

Educational Psychologist vs. Medical-Based Evaluation: what is the key difference?

• Educational Psychologist: Focuses on learning, academic performance, school functioning, learning disabilities, reading problems, and ADHD.

• Medical Specialists (e.g., Clinical Psychologist, Neuropsychologist): More focused on medical, neurological, or broader psychological disorders that may affect learning.

What is a neuropsychologist, and what do they evaluate?

A neuropsychologist is a clinical psychologist with specialized training in brain development and brain function. They evaluate:

• Cognition (thinking, learning, memory)

• Behavior

• Emotions

• The effects of brain injury or neurological conditions on functioning

When is a neuropsychological evaluation particularly useful?

Neuropsychological evaluations are often used for:

• ADHD

• Learning disabilities

• Autism spectrum disorder

• Traumatic brain injury (TBI)

• Other conditions where brain function may affect learning or behavior

What major domains are assessed during a comprehensive IDEA evaluation?

A comprehensive evaluation may include:

• Psychological evaluation

• Parent and teacher interviews

• Physical examination (including vision and hearing)

• Academic testing

• Behavioral assessment

• Related service evaluations

What information is gathered from interviews during an IDEA evaluation?

Interviews with parents, teachers, and others who work with the child help identify:

• Academic concerns

• Behavioral concerns

• Functional strengths and weaknesses

• How difficulties affect school performance across settings

What are "related service" evaluations in the IDEA assessment process?

These evaluate specific areas that may affect learning, including:

• Speech

• Language

• Fine motor skills

• Visual-motor/visual-perceptual skills

• Gross motor skills

• Vision

What is the purpose of a Section 504 Plan?

A 504 Plan, established under Section 504 of the Rehabilitation Act of 1973, ensures that students with disabilities have equal access to education and school activities through reasonable accommodations.

How does a 504 Plan differ from an IEP?

• 504 Plan: Provides accommodations to ensure access to learning; does not require specialized instruction.

• IEP: Provides specialized education services, goals, and supports under IDEA.

Who qualifies for a 504 Plan?

A student qualifies if they have a disability that substantially impacts one or more major life activities related to learning, such as:

• Reading

• Paying attention

• Learning

• Concentrating

Can a student qualify for a 504 Plan even if they do not qualify for an IEP?

Yes. IEP eligibility requirements are more restrictive. A student who does not meet IDEA criteria may still qualify for a 504 Plan if their disability substantially limits a major life activity.

Who typically participates in developing a 504 Plan?

The team may include:

• Parent/caregiver

• General education teacher(s)

• Special education teacher(s)

• School principal or administrator

How often is a 504 Plan reviewed and reevaluated?

• Typically reviewed annually

• Reevaluated about every 3 years or whenever needed due to changes in the student's condition or school performance

What types of supports can be included in a 504 Plan?

A 504 Plan may include:

• Accommodations

• Assistive technology

• School-based services

The goal is to provide equal access to learning and school activities.

What are common accommodations provided through a 504 Plan?

Examples include:

• Extended time on tests and assignments

• Preferential seating

• Peer note-taking assistance

• Extra set of textbooks for home

• Computer-aided instruction

• Audiobooks

What assistive technologies or vision-related supports may be included in a 504 Plan?

Examples include:

• Large-print materials

• Low-vision devices

• Audiobooks

• Braille

• Computer-based learning tools

These supports help students access the curriculum despite visual or other disabilities.

How is “visual impairment” defined for special education eligibility?

Visual impairment (including blindness) is a vision problem that continues to adversely affect educational performance even with correction (e.g., glasses or contacts).

Does the IDEA definition of visual impairment include both partial sight and blindness?

Yes. The category of visual impairment includes:

• Partial sight (low vision)

• Blindness

Both may qualify if educational performance is adversely affected.

What conditions are NOT considered visual impairment under IDEA?

Visual impairment does not include disorders of psychological processing such as:

• Perceptual disabilities

• Dyslexia

• Minimal brain dysfunction

• Developmental aphasia

• Brain-injury-related processing disorders

These affect information processing rather than the visual system itself.

What is the role of an optometrist in the educational evaluation process?

An optometrist helps determine whether visual difficulties are due to an eye/vision impairment and provides information about:

• Visual functioning

• Need for low-vision devices

• Appropriate accommodations

• Assistive technology recommendations

This information can support IEP or 504 planning.

What is the difference between a visual impairment and a learning disability affecting reading?

• Visual Impairment: Difficulty seeing; educational performance is affected even with correction. May require large print, Braille, or low-vision devices.

• Learning Disability (e.g., dyslexia): Difficulty processing written language despite adequate vision.

How can state laws affect IEP implementation?

While IDEA provides federal requirements, states may add additional requirements for IEP implementation. State-specific rules can expand evaluation or service requirements beyond federal law.

What is Ohio House Bill 95 and why is it important for students with IEPs?

Ohio House Bill 95 (2003) requires a comprehensive eye examination to be completed within 90 days of the initiation of an IEP.

Why are optometrists important members of the educational support process?

Optometrists help identify vision conditions that may affect:

• Reading

• Learning

• Classroom performance

• Visual attention

• Academic achievement

Their findings can guide accommodations, assistive technology recommendations, and educational planning.

What visual abilities are important for success in the classroom?

Classroom learning depends on:

• Distance visual acuity (viewing the board)

• Near visual acuity (reading books/screens)

• Accommodation (focusing)

• Binocular vision/convergence

• Sustained visual attention

Deficits in these areas may negatively affect educational performance.

What types of vision-related problems might an optometrist identify during an educational eye examination?

Common findings include:

• Amblyopia

• Strabismus

• Accommodation disorders

• Convergence disorders

• Ocular disease/health issues

• Visual-perceptual difficulties

• Refractive errors requiring correction

What recommendations might an optometrist provide after evaluating a student with an IEP?

Recommendations may include:

• Glasses or updated prescriptions

• Vision therapy

• Amblyopia treatment

• Referrals to specialists

• Classroom accommodations

• Low-vision aids or assistive technology

What information is typically included on Ohio's IEP eye examination form?

The form may document:

• Distance and near visual acuity

• Refraction results

• Eye alignment (cover test)

• Color vision

• Diagnoses (e.g., amblyopia, strabismus, accommodation/convergence problems)

• Recommended treatments

• Classroom recommendations

What is the difference between visual impairment and vision dysfunction identified by an optometrist?

• Visual Impairment: A qualifying disability category under IDEA when vision loss adversely affects educational performance even with correction.

• Vision Dysfunction: Problems such as convergence insufficiency, accommodative disorders, or uncorrected refractive error that may impair learning but do not automatically qualify as a visual impairment under IDEA.

What special considerations are required for students with visual impairments in an Ohio IEP?

The IEP team must assess the student's reading and writing needs and determine the most appropriate instructional media, such as:

• Braille

• Large print

• Regular print

• Audio materials

• Pre-reader materials

When must Braille instruction be considered for a student with a visual impairment?

Braille instruction must be specifically considered during IEP development and included when it is determined to be the most appropriate literacy medium for the student.

High-yield: IDEA requires that Braille be considered for students with visual impairments rather than assumed unnecessary.

What factors influence the choice of instructional media for a visually impaired student?

The IEP team considers:

• Reading and writing assessment results

• Current visual condition

• Expected progression of the condition

• Educational performance

• Functional vision needs

Possible media include Braille, large print, regular print, audio, or combinations of these.

What information can an optometrist provide to help determine appropriate educational accommodations?

An optometrist can provide:

• Visual acuity measurements

• Contrast sensitivity findings

• Visual field assessment

• Preferred print size

• Recommendations for magnification

• Recommendations for classroom placement and visual supports

These findings help guide IEP and 504 accommodations.

Who can initiate an IEP or 504 evaluation process?

Concerns may be raised by:

• Parents/caregivers

• Teachers

• School personnel

• Healthcare providers (including optometrists)

• Other professionals working with the student

A written referral or recommendation can prompt further evaluation.

What educational recommendations might appear in an optometrist's report for a visually impaired student?

Recommendations may include:

• Specific print sizes (e.g., large print)

• Magnification devices

• Preferred seating location

• Use of tinted lenses if beneficial

• Braille assessment

• Audio materials

• Orientation and mobility training

What is the progression from vision evaluation to educational accommodations?

• Vision problem identified.

• Comprehensive eye examination performed.

• Optometrist documents educational impact.

• Referral letter/report provided to school.

• IEP or 504 team reviews findings.

• Appropriate accommodations and instructional media are selected.