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Q&A
What is the difference between a 504 and an IEP
When talking about Special Education, this is the number one question parents have and one of the most misunderstood parts of education. A 504 plan is a part of ADA, a civil rights law regarding access. It provides accommodations. An IEP is an Individual Education Program or Plan. It is individualized to the person's unique needs based on their disability. It is a part of IDEA and provides for services and goals surrounding the students' needs. There is more protection for the student legally, services from PT, OT, Speech, or other related services depending on their needs and measurable goals are included and tracked.
Data Collection
Federal law is assumptive, and the assumption is a minimum of weekly collections of data regarding goals. Accommodations data should be taken to confirm what and when the appropriate tools were utilized. Tracking for goals ensures that the student is progressing towards their Special Education IEP goals and with DATA you can assess any needed changes.
Below is a great quick resource for you.
Where Do I Even Begin?
It is often a lie sold to parents and teachers that there is a requirement before special education can be considered and evaluated. The only requirement is a suspicion of a disability. The request for a Full Individual Evaluation (FIE) should be in writing to your special education department in the district, copying your principal. There is a timeline that they must meet to respond and proceed to the next steps. My role as an advocate is to help you walk through those steps and navigate the process while we ensure Federal law is followed.
Goals vs. Accommodations
Goals are an important part of Special Education. Goals are a part of the IEP which identify the students' needs, and how we will work to support strategies to mitigate the effects of that disability. They are measurable, data is taken and there is Specially Designed Instruction created around them.
Accommodations are access tools to ensure the student is not discriminated against in obtaining equal access to instruction. Extra time, small group, audio books, speech to text, different seating are all a few examples of an accommodation.
What is AAC? Augmented and Alternative Communication
Students who have difficulty with verbal speech can use a device called an AAC to communicate. There are several different programs and within those programs, there are many different configurations and options to support the persons unique needs. It is important to know two things. 1. AAC absolutely does not interfere with verbal speech. It doesn't delay it or prevent it. 2. AAC is a language, just as braille and ASL are languages. It needs to be valued, supported and integrated into the student's daily life. An SLP with experience in AAC is critical to assessing and supporting this communication language.
Disability Awareness
My passion surrounding this space and special education is embracing the differences that we have in our communities. Disability awareness begins with education. Did you know that disabled characters only appear in approximately 3.4% of children's books? That is a huge deficit. That lack of representation continues to perpetuate the "otherness" that kids and adults feel. Children with and without disabilities benefit from more representation. Non-disabled peers need opportunities to see disabled people as people who do many of the same things just a bit differently. Kids and adults with disabilities need to see themselves in the media they read. Connecting and identifying with characters supports belonging. As we work to raise awareness, part of that work is to ensure that equal access is provided to students that need SDI (Specifically Designed Instruction) so that they may fully benefit from their Free and Appropriate Public Education (FAPE).
