IEP's and 504's are somewhat tricky to understand but it is extremely important for teachers to understand these documents. Through understanding, teachers will be able to provide a quality learning environment for all students in their classrooms. In my time as a long term substitute last year, I personally worked with a number of students that had either an IEP or a 504, mainly students with 504's. It is important to understand these documents because accommodations will need to be made in order for students to learn appropriately. In my experience, accommodations generally included preferential seating, extended time for assessments, and distraction limitations. In addition to understanding the documents themselves, it is important as a teacher to understand your role in the development of the documents. Personally, I have been involved from a parental standpoint for the IEP for my son. However, I found the process difficult to understand and felt that I had little say in the process. Through my course readings, I have learned that as a parent, I do have significant influence on my child's IEP process. As an educator, I will strive to make sure parents understand that they can impact their students learning through the IEP process. I think it is important for the parents to know they have an opinion and that their opinion is an important step of the process.
Included is a venn diagram showing the differences and similarities of IEP's and 504's.
References:
1. Bennett, A., & Frank, L. (2009, January/February). Special education process: IEP vs.504 plan. 2e: Twice-Exceptional Newsletter. Retrieved July 20, 2016, from http://www.davidsongifted.org/Search-Database/entry/A10671
2. The Understood Team. (2014). The difference between IEPs and 504 plans. Retrieved July 20,
2016, from
https://www.understood.org/en/school-learning/special-services/504-plan/the-difference-between-ieps-and-504-plans
