• Is for children who have a disability and need accommodations, modifications, related and special education services;
• Is written when the disability interferes with the student’s education and performance;
• Includes safeguards: Written prior notice of all evaluations, changes to IEP and placement; Right to independent evaluations; and Arbitration or mediation with disagreement or complaint process;
• Allows for direct/indirect services with student or consultation services between special education teacher and classroom teacher; and
• Is designed to ensure that all children with disabilities have access to a free, appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living, while also ensuring that the rights of children with disabilities and their parents are protected.
The 504 Plan
• Is for children who have physical or emotional disabilities, are recovering from chemical dependency, or have an impairment or disability;
• Is for children who have a condition that impacts major life activities including caring for oneself, performing manual tasks, eating/nutrition, vision, hearing, speaking, walking, breathing, writing, and learning difficulties;
• Provides access to a learning environment that will ensure their academic success;
• Does not require written plans, goals or evidence of growth;
• Provides parents minimal rights;
• Has fewer procedural safeguards; and
• Follows students after they leave school.