When a 504 Plan Isn't Enough: Requesting an IEP Evaluation

As a parent or teacher, you’ve likely heard of both 504 Plans and IEPs (Individualized Education Programs/Plans). A 504 Plan is often a good first step, providing accommodations to help a student access their education. But what happens when you have a child with a 504 Plan who is still struggling? Take a look at this post from a teacher that I came across on a social media site:

It can be easy to assume that if a child is keeping up academically, they don't need more support. This is a common misconception, and it’s important to understand that an IEP is about much more than just academic performance.

An IEP provides what's known as Specially Designed Instruction (SDI), and this instruction can cover a wide range of needs. It's not limited to reading, writing, or math.

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Inclusiveology helps with processes like this. We want to see every child included in their own learning as much as possible and are here to support you, answer questions, and help you get started.

Schedule a free consult HERE

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An IEP can be created to address challenges in areas like:

• Social and Emotional Learning: Some children need direct instruction on how to understand and manage their emotions, build relationships, and navigate social situations. For example, a student might receive support in learning to read social cues or to express their feelings in a constructive way.

  
  

• Behavior: For a child who has difficulty with self-regulation, an IEP can provide a behavior intervention plan with direct strategies and instruction to help them manage their behavior in the classroom and beyond. This is not about punishment; it's about teaching new skills.

  
  

• Executive Functioning: These are the skills that help us plan, organize, and manage tasks. A child might be bright and academically capable but struggle with things like keeping their desk organized, turning in homework on time, or breaking down a long project into smaller steps. An IEP can include specific instruction to build these skills.

  
  

An IEP also supports the implementation of Supplementary Aids and Services (SAS). Supplementary aids and services are supports provided to kids with disabilities to make learning accessible in general education classes (i.e., help them learn with typical peers). SAS can include adapted equipment, assistive technology, specialized personnel (like a one-on-one aide), peer support/mentoring, or adjustments to the learning environment. The goal is to provide the necessary accommodations and supports so that students with disabilities can meet their educational goals and be included in learning to the maximum extent possible.

So, if you have or are seeing a child who is doing fine on their tests but is frequently overwhelmed, has difficulty making friends, struggles with organization, or has behavioral outbursts, it might be time to consider an IEP evaluation. The fact that they don't need many academic accommodations doesn't mean they wouldn't gain from an IEP in these other importantl areas.

The process to request an IEP evaluation is straightforward. You can write a letter to the school principal or the special education director, stating your request for a full evaluation to determine if your child has a disability that impacts their ability to learn and would benefit from an IEP. The school is required to respond to this request within a specific timeframe, and they will then begin the process of assessing your child in all areas of concern. Response time varies by state, but it is generally ten days.

Inclusiveology helps with processes like this. We want to see every child included in their own learning as much as possible and are here to support you, answer questions, and help you get started. Schedule a free consult and let’s chat!

Free consult