By Payton Aldridge and D’Khyra McFadden
As families prepare for a new school year, many parents are wondering whether their child is getting the support they need to succeed in the classroom. For families of children with learning differences or disabilities, understanding the difference between a 504 Plan and an Individualized Education Program (IEP) can make a significant difference in a child’s educational journey.
Consider Jane, whose fifth-grade son, Joshua, has been diagnosed with ADHD – or Attention Deficit Hyperactivity Disorder. Last year was challenging. He struggled to complete assignments, became frustrated in class, and was even suspended from school. Although Joshua has a 504 Plan, Jane doesn’t believe it’s meeting his needs. When she asked the school for additional help, she was told they would “start fresh” next year. During a summer visit, Joshua’s pediatrician suggested he be evaluated for dyslexia and recommended that he may qualify for an IEP.
Stories like Joshua’s are common. As the school year begins, parents should know they have rights – and there are clear steps they can take if they believe their child needs additional support.
The first step is requesting a special education evaluation. Parents should submit a written request explaining why they believe their child may need special education services. Once the request is received, the school must evaluate the student and determine whether the child qualifies for an IEP within the timeline required by law.
It’s also important to understand the difference between a 504 Plan and an IEP. A 504 Plan provides accommodations that help students access the general education curriculum, such as extended time on tests, preferential seating or reduced classroom distractions. An IEP, however, goes a step further by providing specialized instruction and related services tailored to a student’s individual educational needs. These services may include reading intervention, speech or occupational therapy, counseling, assistive technology or instruction from a special education teacher.
An IEP is not limited to academics. If a student’s behavior affects learning, the IEP team may conduct a Functional Behavioral Assessment (FBA) to identify the reasons behind the behavior and develop a Behavior Intervention Plan (BIP) with positive strategies to help the student succeed both academically and socially.
Even after an IEP is in place, parents should remain actively involved. An IEP is a legally binding document under the federal Individuals with Disabilities Education Act (IDEA), and schools are required to provide the services and supports outlined in the plan while monitoring the student’s progress.
Parents are essential members of the IEP team. They know their child better than anyone else and play a critical role in developing educational goals and identifying effective supports. While IEP meetings can feel overwhelming, families should ask questions, share relevant information and advocate for what their child needs.
Communication is equally important. Parents should document concerns in writing and maintain open communication with teachers and school staff. Written communication helps ensure concerns are addressed and creates a record if additional action becomes necessary.
If parents believe their child’s educational needs are not being met, they have options. They may request another IEP meeting, seek mediation with the school district, file a complaint with the Maryland State Department of Education or request a due process hearing. Understanding these rights can help families ensure their children receive the free and appropriate public education guaranteed under federal law.
As another school year begins, the most important lesson for families is this: Don’t wait if something doesn’t seem right. Early intervention, collaboration and informed advocacy can have a lasting impact on a child’s confidence, academic success and future.
This commentary was originally published by Maryland Volunteer Lawyers Service.The opinions expressed in this commentary are those of the writer and not necessarily those of the AFRO.
