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IEP verses 504  Eligibility zJust because a child has a disability or impairment does not mean that he/she automatically qualifies for special education.

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Presentation on theme: "IEP verses 504  Eligibility zJust because a child has a disability or impairment does not mean that he/she automatically qualifies for special education."— Presentation transcript:

1 IEP verses 504  Eligibility zJust because a child has a disability or impairment does not mean that he/she automatically qualifies for special education services under the IDEA. z Eligibility zA child with a disability who does not need special education services may however receive protections under Section 504 of the Rehabilitation Act. IEP504 * 504 Plans and IEPs both require students to be evaluated and to be able to receive necessary accommodations

2 IEP verses 504 zIEP students have the right to stay in their current placement pending a dispute (commonly referred to as "stay put") and they have the right to certain protections when they are suspended. z 504 students are not afforded special treatment regarding “stay put” when suspended.

3 504 z“An individual with a disability means any person who: has a mental or physical impairment that substantially limits one or more major life activity zAn impairment as used in Section 504 may include any disability, long-term illness, or various disorder that “substantially” reduces or lessens a student’s ability to access learning in the educational setting because of a learning-, behavior- or health-related condition. zMajor life activities include, but are not limited to: self-care, manual tasks, walking, seeing, speaking, sitting, thinking, learning, breathing, concentrating, interacting with others and working. As of January 1, 2009 with the reauthorization of the Americans with Disabilities Amendment Act, this list has been expanded to also include the life activities of reading, concentrating, standing, lifting, bending, etc. This may include individuals with AD/HD, dyslexia, cancer, diabetes, severe allergies, chronic asthma, Tourette ’s syndrome, digestive disorders, cardiovascular disorders, depression, conduct disorder, oppositional defiant disorder, HIV/AIDS, behavior disorders and temporary disabilities (e.g., broken writing arm, broken leg, etc.).

4 IEP Referral: zThe referral process generally begins when a teacher, parent, or doctor is concerned that a child may be having trouble in the classroom, and the teacher notifies the RtI team. zThe first step is to gather specific data regarding the student's progress or academic problems. This may be done through: z A. Conference with parents and teachers... HSA

5  B. An analysis of the student's performance (attention, behavior, work completion, tests, class work, homework, etc.) zThis information helps school personnel determine the next step. At this point, strategies specific to the student could be used to help the child become more successful in school. If this doesn't work, the child would be tested for a specific learning disability or other impairment to help determine qualification for special services.

6 zIt's important to note, though, that the presence of a disability doesn't automatically guarantee a child will receive services. To be eligible, the disability must affect functioning at school. zTo determine eligibility, a multidisciplinary team of professionals will evaluate the child based on their observations; the child's performance on standardized tests; and daily work such as tests, quizzes, class work, and homework.

7 Who's On the Team? zThe professionals on the evaluation team can include:  a psychologist  a special educator  a physical therapistphysical therapist  an occupational therapistoccupational therapist  a speech therapistspeech therapist  a vision or hearing specialist  others, depending on the child's specific needs

8 zOnce the team members complete their individual assessments, they develop a comprehensive evaluation report (CER) that compiles their findings, offers an educational classification, and outlines the skills and support the child will need.

9 Developing an IEP zThe next step is an IEP meeting at which the team and parents decide what will go into the plan. In addition to the evaluation team, a regular teacher should be present to offer suggestions about how the plan can help the child's progress in the standard education curriculum. zAt the meeting, the team will discuss your child's educational needs — as described in the CER — and come up with specific, measurable short-term and annual goals for each of those needs.

10 zThe IEP should be reviewed annually to update the goals and make sure the levels of service meet your child's needs. However, IEPs can be changed at any time on an as- needed basis.

11 Accommodations Does NOT change the content or performance expectations They may change the sequence in which information is presented or entail differentiated instruction Examples: Recorded material, organizers, study guides, use of technology, additional opportunities for practice, additional examples of concept Modifications May involve changes to performance expectations, topics taught, curriculum sequences or type of instruction delivered They do NOT change curriculum standards toward which a student works Examples: Out-of-level texts, adjusted reading leveled materials, fewer pages/problems, fewer goals/objectives, alternative expectations

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