Individualized Education Programs (IEPs) in School Services

School Services Frequently Asked Questions

Does IDEA specify who serves on an IEP team?

IDEA regulations state that the IEP for each child with a disability includes:

• "the parents of the child;
• not less than one regular education teacher of such child (if the child is, or may be, participating in the regular education environment);
• not less than one special education teacher, or where appropriate, not less than one special education provider of such child;
• a representative of the local educational agency, who
  • is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities,
  • is knowledgeable about the general education curriculum, and
  • is knowledgeable about the availability of resources of the local educational agency;
• an individual who can interpret the instructional implications of evaluation results, who may be a member of the team described in clauses (ii) through (vi);
• at the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel, as appropriate; and,
• whenever appropriate, the child with a disability."

Does IDEA specify who is required to attend an IEP meeting?

IDEA states:

1. " A member of the IEP team (i.e., regular education teacher, special education teacher, representative of the public agency, an individual who can interpret the instructional implications of evaluation results) is not required to attend an IEP team meeting, in whole or in part, if the parent of a child with a disability and the public agency agree, in writing, that the attendance of the member is not necessary because the member’s area of the curriculum or related services is not being modified or discussed in the meeting."
2. " A member of the IEP team may be excused from attending an IEP team meeting, in whole or in part, when the meeting involves a modification to or discussion of the member’s area of the curriculum or related services, if
   • the parent, in writing, and the public agency consent to the excusal; and
   • the member submits, in writing to the parent and the IEP team, input into the development of the IEP prior to the meeting."

What is the difference between a 504 Plan and an IEP?

Section 504 is an anti-discrimination law that protects people who have a mental or physical disability that impairs one or more major life activity. The Individuals With Disabilities Education Improvement Act 2004 (IDEA) is an education law that requires the provision of specialized instruction to students with a disability in at least one of 13 qualifying categories.

Section 504 requires that students be provided with a reasonable accommodation, which is different than that of IDEA, which requires provision of specialized individualized instruction. This is commonly referred to as having a “504 plan.” Examples of reasonable accommodations include providing a student with a low-distraction work area, preparing a student for upcoming changes in routine, and allowing a person with attention-deficit/hyperactivity disorder (ADHD) or another learning disability extra time for test taking.

The 504 plan, unlike an individualized education program (IEP), does not have to be a written document, and rules for creation, review, and revision can be different between school districts and states.

See this chart for a detailed comparison between the IEP and the 504 plan. The chart was developed by Understood, an organization that serves parents whose children struggle with learning and attention issues.

What services should be provided through a 504 Plan versus an IEP or RTI/MTSS?

Technically, all special education services can be delivered through a 504 plan. However, Section 504 defines the term disability more broadly than IDEA—and, consequently, a child who does not qualify for an IEP may still be able to get a 504 plan. According to the U.S. Department of Education, “an appropriate education for a student with a disability under the Section 504 regulations could consist of education in regular classrooms, education in regular classes with supplementary services, and/or special education and related services.”

In cases where a student requires minimal support from the speech-language pathologist, then documenting and implementing these services through a 504 plan may be appropriate. For example, a student with a well-managed hearing loss who needs the SLP only to consult with teachers and/or troubleshoot equipment issues can receive this support through a 504 plan.

In some states, speech sound disorders, consisting of errors with only one or two sounds, are addressed through a 504 plan or through response to intervention (RTI) rather than through an IEP. The specific guidance under which speech-language supports and services are provided depends on state law. Consult with your state and school district for specific rules and regulations. See ASHA’s resource on Response to Intervention and Multi-Tiered Systems of Support.