Navigating the world of special education can be overwhelming, but understanding key concepts such as ARD meetings, Individualized Education Programs (IEPs), and 504 plans is essential for ensuring that your child receives the support they need.

ARD Meetings

ARD meetings are set to help create plans for your child's educational journey. The Admission, Review, and Dismissal (ARD) committee is the team that meets to determine eligibility based on a Full and Individual Evaluation (FIE) report and to develop an Individualized Education Program (IEP) for the child, if applicable. Some of you may disagree with the decision at the end of the ARD meeting that your child either doesn’t qualify for services, or that you do not agree with the results. If this is the case, you can disagree with the decision and request an Independent Education Evaluation (IEE). The school must inform the parent:

• Where to get the IEE, and

• About the school district's criteria for Independent Education Evaluators.

The school district must give the parent a copy of the school district’s criteria for IEEs. You may also get the IEE completed by a professional of your choice. Remember, the examiner must meet the qualification criteria set forth by the school district.

Requesting an Evaluation Form

Parents may request a Full and Individual Initial Evaluation (FIIE) when there is a suspected disability. The request may be made verbally or in writing to the school. After reviewing the request and school data, the school will respond to the parent notifying them about the decision to evaluate. Whether or not a child is eligible for Special Education services, an ARD meeting will convene to review the results of the evaluation. If Specially Designed Instruction is required, the ARD Committee will discuss an Individualized Education Plan.

IEPs and 504 Plans

Individualized Education Program (IEP):

An IEP is a detailed document developed for each public school child who needs special education. The IEP is created through a team effort and reviewed periodically. It includes:

• Current Performance: How the child is currently doing in school.

• Annual Goals: What the child will be expected to achieve within a year.

• Special Education and Related Services: What services will be provided to help the child meet their goals.

• Participation with Non-Disabled Children: The extent to which the child will participate in regular educational programs.

• Accommodations: Any modifications to the child's learning environment to help them succeed.

• Transition Services: For children aged 16 and older, plans for life after high school.

504 Plan:

A 504 plan is designed to support a child with a disability and ensure they receive the necessary accommodations to access education on an equal basis with their peers. Unlike an IEP, a 504 plan does not require specialized instruction but provides accommodations such as:

• Changes to the learning environment: Adjustments to the classroom setting.

• Modified classroom policies: Allowing extra time for tests or assignments.

• Supportive services: Access to assistive technology or aids.

While both IEPs and 504 plans aim to support children with disabilities, they serve different purposes and are governed by different laws.

Medical vs. Educational Diagnosis

To receive an educational diagnosis:

• The child must meet the criteria for one of 13 categories of disability outlined in federal IDEA law.

• The assessments must indicate that the disability has a significantly negative impact on the child’s ability to learn in school (so much so that they will not be able to learn in school without special services).

If a child qualifies for an educational diagnosis of a disability, the IEP team will work together to develop an IEP. The child will receive whatever special services the team determines are necessary for them to participate in school, for free. This information only applies to students attending public schools. Students at private schools have different rights. More information can be found here.

Sometimes, a child will receive a medical diagnosis of a disability like dyslexia or ADHD. Then, parents may request a school evaluation to see if the child qualifies for special education. However, even if a child has a medical diagnosis, their school diagnosis must show that they have one of the 13 disabilities in IDEA and that the disability makes them unable to access public education to receive special education services. If a child doesn’t qualify for an educational diagnosis, they may still be able to get some support and accommodations at school, under Section 504 of the Rehabilitation Act (a federal disability law). If you are concerned that your child needs support but doesn’t qualify for special education, ask school staff what the process is to get them a 504 plan.

Understanding these processes and knowing your rights is crucial to ensuring that your child receives the support they need to thrive in their educational environment.