By understanding the differences between an Individualized Education Program (IEP) and a 504 Plan, you can better understand your child’s needs, advocate for them, and ensure that they receive the support they need to succeed.

What Is an IEP?

An Individualized Education Program (IEP) is a special education plan that helps eligible students with disabilities receive the support, services, and specially designed instruction they need to make progress in school. This document is designed for students whose disability adversely affects their educational performance and who require specially designed instruction in addition to classroom accommodations. For these students, just having classroom accommodations is not enough.

An IEP is always individualized to meet the needs of each student and typically includes:

• Annual academic goals
• Related services, such as speech therapy, occupational therapy, physical therapy, special education support, or counseling
• Classroom accommodations
• Testing accommodations
• Details about progress monitoring

An IEP is a legal document, and schools are required to provide the support and services indicated in a child’s IEP.

What Is a 504 Plan?

A 504 Plan is designed for students with disabilities who don’t require specially designed instruction but who do need accommodations in order to access the general education curriculum. It is provided under Section 504 of the Rehabilitation Act of 1973, a federal civil rights law that protects individuals with disabilities from discrimination.

While accommodations can vary based on each student’s needs, some that may appear on a 504 Plan include:

• Extended time on tests, quizzes, and assignments
• Preferential seating
• Testing in a room with reduced distractions
• Movement breaks
• Copies of class notes
• Assistive technology

Unlike an IEP, a 504 Plan typically does not include specially designed instruction or annual academic goals.

What Is the Main Difference Between an IEP and a 504 Plan?

The biggest difference between an IEP and a 504 Plan is the type of support that each document offers.

An IEP provides specially designed instruction, accommodations, and related services for students who qualify under IDEA because their disability affects their educational performance and they need special education support.

A 504 Plan provides accommodations that support students in accessing the general education curriculum but does not include special education instruction.

An IEP can include specially designed instruction that changes how a student is taught, while a 504 Plan focuses on providing equal access through accommodations.

Who Qualifies for an IEP?

To qualify for an IEP, a student generally must:

• Have a disability recognized under IDEA
• Demonstrate that the disability adversely affects their educational performance
• Need specially designed instruction to address their educational needs

Students with the following diagnoses, among others, may qualify depending on how their disability affects their ability to access learning:

• Dyslexia
• Dysgraphia
• Dyscalculia
• ADHD
• Autism Spectrum Disorder
• Speech and language disorder
• Emotional disabilities
• Intellectual disabilities
• Hearing or vision impairments
• Traumatic brain injury

Having a medical diagnosis does not automatically mean a child qualifies for an IEP. Schools must determine whether the disability affects the student’s educational performance and whether they need special education services.

Who Qualifies for a 504 Plan?

504 Plan eligibility is based on whether a student has a physical or mental impairment that substantially limits one or more major life activities. The school will evaluate the student’s needs to determine if they qualify for a 504 Plan. Students often receive 504 Plans for disabilities such as:

• ADHD
• Anxiety
• Diabetes
• Epilepsy
• Medical conditions
• Certain temporary impairments

Many students who do not qualify for an IEP do qualify for a 504 Plan.

Can a Child with ADHD Have an IEP?

Yes. A student with ADHD may qualify for an IEP if their symptoms adversely affect their ability to learn and they require specially designed instruction.

Some students with ADHD, however, may only need accommodations without specially designed instruction, and therefore qualify for a 504 Plan instead of an IEP.

The decision ultimately depends on how ADHD is affecting the student’s academic performance rather than the diagnosis itself.

If your child has ADHD and needs additional academic support, learn more about finding an ADHD tutor near you at How to Find an ADHD Tutor Near You – EBL Coaching.

Can Students with Dyslexia Receive an IEP?

Yes! Many students with dyslexia qualify for an IEP because they require specially designed, evidence-based reading and writing instruction. Some students with dyslexia may qualify for a 504 Plan if they just need dyslexia accommodations, such as extended time or assistive technology, but not specially designed instruction.

Students with dyslexia may benefit from specialized support, including dyslexia tutoring using the Orton Gillingham approach. Learn more at Best Tutoring for Dyslexia: Orton Gillingham, Reading, and Writing Support for Children – EBL Coaching.

Can a Student Move from a 504 Plan to an IEP?

Yes. If a student’s needs change, they may receive a new evaluation to determine their updated needs.

In some cases, receiving accommodations alone is no longer enough, and the student needs more specially designed instruction; if that happens, the student may become eligible for an IEP.

Similarly, students who make significant gains may move from an IEP to a 504 Plan if they no longer need specially designed instruction and services.

What Should You Do If Your Child Is Struggling?

If your child is struggling in school, showing signs of academic difficulty, or you suspect a learning disability, ADHD, autism, or another condition may be affecting their learning, you may want to take these steps:

• Speak to your child’s teacher
• Request an evaluation in writing
• Review the results of the evaluation
• Attend eligibility meetings and make a list of questions to ask
• Research your child’s rights under federal law
• Seek additional tutoring or other support if necessary

Early intervention often leads to improved long-term outcomes. If you notice your child struggling, don’t wait! It’s better to be proactive as early as possible than reactive when your child’s challenges become even greater.

How Can Private Tutoring Help?

If your child has an IEP, a 504 Plan, or is still in the process of being evaluated, individualized special education tutoring can help strengthen academic skills, address learning gaps, and support students with IEPs, 504 Plans, ADHD, dyslexia, and other learning challenges.

At EBL Coaching, we provide individualized one-on-one tutoring to students with learning disabilities, ADHD, executive functioning challenges, dyslexia, reading difficulties, writing challenges, and math struggles. Our tutoring is designed to complement school-based supports such as IEPs and 504 Plans by helping students strengthen their academic skills, build their self-confidence, and become more independent learners.

We use evidence-based, multi-sensory instructional methods that are individualized to meet each student’s unique needs. Contact us today to see how we can help your child thrive! We work with students in New York City and New Jersey, and offer tutoring at our learning centers, at your home, and virtually.

If your child needs additional support outside of school, learn more about how to find the right special education tutor at Special Education Tutoring Near Me: How to Find the Right Tutor – EBL Coaching.

Closing Thoughts

Understanding your child’s rights and navigating the world of special education can feel daunting, but understanding the differences between an IEP and a 504 Plan is an important part of advocating for your child. Both plans are designed to help students succeed; the right option for your child depends on their specific strengths and areas of need.

If your child needs additional tutoring beyond what their school provides, EBL Coaching can help! We specialize in one-on-one tutoring for students with learning disabilities, ADHD, executive functioning challenges, and other academic difficulties. We provide tutoring to students throughout New York City and New Jersey, helping them build the skills and confidence they need to thrive at school.

Frequently Asked Questions 

Is an IEP better than a 504 Plan?
An IEP is not necessarily better than a 504 Plan; the right plan is based on your child’s specific needs and profile. Students who require specially designed instruction generally benefit from an IEP, while those who mainly need accommodations may be better served by a 504 Plan.

Can parents request an IEP evaluation?
Yes. As a parent, you have the right to request an evaluation in writing if you think your child may have a disability that is affecting their educational performance.

Can my child have both an IEP and a 504 Plan?
Students who have IEPs are also protected by Section 504, so schools typically don’t create a separate 504 Plan. Their IEP includes the accommodations and services needed to meet their educational needs, so a separate 504 Plan is generally unnecessary.

Does ADHD automatically qualify a child for a 504 Plan?
No. A school must determine that ADHD substantially limits one or more major life activities, such as learning, concentrating, thinking, or communicating.

Does tutoring replace an IEP or 504 Plan?
No. Tutoring is usually designed to supplement the services and accommodations that a student receives at school through individualized instruction that addresses their areas of academic weakness.

Dr. Emily Levy, the founder and director of EBL Coaching, has helped thousands of students with IEPs and 504 Plans through individualized tutoring over the past twenty years. She is the author of the Strategies for Study Success student workbook series, the Flags and Stars Orton Gillingham student workbook program, and the Flags and Stars Multi-Sensory Math student workbook series. She speaks nationally at educational conferences and frequently appears on podcasts as an educational expert. She has also been featured in publications including Newsweek, Autism Advocate Parenting Magazine, Epoch Times, and Macaroni Kids.

The post IEP vs. 504 Plan: Understanding the Differences for Parents appeared first on EBL Coaching.

Summer is a season filled with fun times and relaxation. Yet as this season winds down, the reality of the new school year starting is beginning to kick in. Unstructured days will turn into longer, learning-filled days, and play days will soon become work days. This transition may feel overwhelming and anxiety-provoking for students, especially those with special needs. Help your child with special needs prepare for the new school year with the ideas detailed below.

Set up routines

During the summer, many kids enjoy looser, more relaxed days that lack routine. It is important to have a set routine for school and activities once the school year begins. Start to discuss and set up these routines with your child now, before the school year starts.

Morning

Begin with a set wake-up time. If your child’s school starts at 8am, discuss an appropriate time to wake up. Do they need one hour to eat breakfast, get dressed, and commute to school? If so, their alarm should be set for 7am. Identify the optimal wake-up time for your child and make that the regular, set time they will get up each day.

Come up with a list of breakfast choices your child likes before the school year begins, and perhaps discuss picking out clothing and laying it out the day before each school day. These steps will make school day mornings less stressful and more efficient.

After school

Next, set up a routine for when your child comes home from school. When will they do their homework? Some children prefer doing their work right when they get home, when they are still in “school mode.” Others like to have a snack first, and some need an athletic break before starting their homework an hour or so after the school day ends. Any of these options work; the key is consistency – picking a time and sticking with it.

Bedtime

You should also discuss a bedtime that is realistic for your child given their age and workload.

Remind them to make sure their backpack is filled with all the supplies they need for the next day and homework assignments they need to turn in.

Set up a study space

Setting up a study space is key for starting the year off on a positive note. Some students like to do their homework on a desk in their bedroom, while others prefer a kitchen or dining room table. Any of these options can work, but it is important that your child’s study space is always fully stocked with the necessary supplies, including paper, pencils, pens, highlighters, their computer, and so on.

If their supplies run low, make sure your child re-stocks them before starting their work or you can help them re-stock to avoid them wandering around your home in the middle of their homework session, searching for extra supplies.

If your child works on a kitchen or dining room table, create a portable homework box filled with all of the supplies they need that they can transport from their study space to their room and back to the study space when they are ready to start their homework.

Meet with your child’s teacher

Once you find out who your child’s teacher and service providers (if relevant) will be, set up meetings with them. Discuss with your child’s teacher strategies that have worked well for them in the past and those that have not. Go through your child’s 504 plan or IEP and discuss accommodations that are relevant and important for your child.

For instance, your child’s 504 plan might specify preferential seating, extra time on tests, a separate room for taking tests, printed class notes, and so on. If your child has an IEP, you can discuss the IEP goals and any services they should receive for the coming school year. Make sure there is a plan in place to ensure that your child receives all appropriate accommodations and/or services deemed necessary in their IEP.

You should also set up a plan for communicating with your child’s teacher and service providers on a regular basis throughout the school year. Don’t wait for them to contact you well after an issue has been occurring; be proactive in communicating before any potential challenges arise. Identify a communication plan that works best – whether it’s monthly email check-ins or regular phone calls to discuss how your child is doing and anything you can do to reinforce techniques that are effective at home.

Tutoring can help!

If your child has done little or no academic work over the summer, their skills may be rusty. As a result, starting the new school year on a positive note can be challenging. Take advantage of the time right before school starts to give your child the gift of tutoring; one-on-one special  education tutoring can enrich your child’s skills and help them feel confident and ready to start the new year.

You may also consider having a special education tutor for your child once the school year starts to help them develop their reading, writing, math, or executive functioning skills and keep their skills strong, especially if they have a learning disability or ADHD. This tutoring can help your child feel confident and successful as the demands of school continue to increase.

Starting the new school year after a long summer can be challenging for all students. Children with special needs may have even more difficulty transitioning back to school mode. Try these strategies to help your child feel well-prepared and ready to jump-start the new school year.

The post Help Your Special Needs Child Prepare for a New School Year appeared first on EBL Coaching.

Date published: 8/7/23

Listen to the full podcast here

Dr. Levy appeared on this Bodacity podcast with Jannette Anderson to discuss how to build academic skills and self-esteem for students who struggle in school.

Children with learning challenges often have many gifts. Those with dyslexia may be brilliant artists. Individuals with ADHD may be incredible visionaries who go on to be successful leaders or business owners later in life. Getting through school, however, for these students, can be a challenge. You can help your child with learning challenges excel in school with the strategies detailed below.

Take action!

If you notice your child is struggling with a skill or set of skills, such as reading, writing, or math, or is having trouble staying focused, don’t wait to take action! Many parents don’t learn about their child’s struggles in school until parent-teacher conferences or sometimes even the end of the school year. If you notice your child is having difficulty in school, set up a time to meet with their teacher to discuss what you are seeing at home. Perhaps there are some techniques the teacher can use to further help your child, such as sitting them in the front row or checking in with them periodically to make sure they understood the directions for an assignment. If your child continues to struggle, you may want to seek a formal evaluation to see if there are any learning or attentional challenges. Special education tutoring to address their unique needs may also be beneficial.

Seek services

You as a parent should always be your child’s best advocate! Try to seek services to help your child thrive in school. Once an evaluation is completed and it is determined that your child has a disability, either an IEP or 504 plan is typically created detailing the services and accommodations your child should receive. Services may include speech therapy, occupational therapy, physical therapy, or special education tutoring, depending on your child’s challenges. Accommodations may include preferential seating, extra time on tests, a scribe, modified tests, and many others. Always keep tabs on how your child is doing; certain accommodations may work at a given time but they may need to be tweaked as your child progresses through school. 

Try special education tutoring if necessary 

If your child continues to struggle academically despite receiving support in school, you may want to consider specialized tutoring outside of school. Children with dyslexia, for instance, typically benefit from Orton Gillingham tutoring to build their reading skills. If this approach is not offered at your child’s school, you may need to seek this help
outside of school. Children with writing, math, or executive functioning challenges may need similar research-based tutoring or executive functioning coaching outside of school. Learn more about how tutoring can help your child at Importance of Tutoring to Help Kids Struggling with Reading, Math, Allow Them to Catch Up with Their Classmates.

Many students with learning challenges struggle in school. However, with the right support, you can help your child thrive academically. 

Learn more at Learning disorders: Know the signs, how to help – Mayo Clinic.

The post Dr. Levy on the Bodacity Podcast with Jannette Anderson: How Parents Can Advocate for their Special Needs Child appeared first on EBL Coaching.

Date published: 2/15/23

Listen to the full podcast here

In this podcast, Dr. Levy discusses ways parents can advocate for their special education child to help them thrive in school.

Special education students often have many gifts, but they also have unique and individual needs. Some thrive in math but struggle with reading and writing. Others have strong academic skills but have difficulty with their executive functioning skills, including organization, planning, prioritizing, and time management. Students might have autism, dyslexia, dyscalculia, dysgraphia, ADHD, or a combination of diagnoses. As a parent, it is important that you consistently advocate for your child, year after year.

Many different services and accommodations are available to special education students based on their needs, as defined by their IEP or 504 plan. Students may qualify for extra time, preferential seating, a scribe, speech therapy, occupational therapy, pull-out special education tutoring, or other related services. You might find that your child is thriving in school one year with a certain set of services and accommodations only to find that the following year – or even partially through the current school year – their performance begins to sink. 

As a parent, you should always be advocating for your child. At the beginning of the school year, schedule a meeting with your child’s teacher and any other service providers. Tell them about your child and what has or hasn’t worked in the past and try to make sure they read your child’s evaluation reports, IEPs, or 504 plans if available. Then stay in touch with them throughout the school year. Schedule periodic calls or meetings; don’t wait until the end of the school year to find out about any struggles or challenges. Be active in constantly evaluating and reevaluating the services and support your child is receiving to make sure they are consistently getting what they need. Learn more about strategies for helping your special education child at Strategies For Your Child with a Learning Disability or ADHD – EBL Coaching.

With the right support, students with special education needs have the potential to thrive academically.

Read more at Navigating the special education process | LD OnLine.

The post Dr. Emily Levy on the My Child Will Thrive Podcast: Tips for Advocating for Your Special Needs Child appeared first on EBL Coaching.

Many children are fidgety at times, forget to turn in an occasional assignment, or misplace their favorite shirt.   However, if you find these scenarios frequently occurring with your child or you notice that he is constantly distracted, forgetful, disorganized, or unfocused, your child may have ADHD. ‎

Here are some signs of ADHD in your child to look out for:

• Your child constantly loses belongings. Papers from school seem to disappear regularly, and she consistently misplaces her notebooks, lunch box, folders, tablet – you name it. One minute she has her belongings, and the next minute you are helping her frantically search your home for them, regularly. 
  
  
• ‎Your child misses class instructions. You may have a brilliant child, but he constantly completes assignments incorrectly (and thus loses points) simply because he wasn’t listening to the instructions and didn’t follow the directions correctly.
  
  
• Your child is a daydreamer. His teacher notices that he frequently daydreams and loses focus at school, missing key information and notes from class.
  
  
• Your child has trouble waiting her turn. When playing a game or completing a group activity, your child tends to compulsively jump in and interrupt her peers rather than waiting her turn. This may frustrate her friends and others around her.
  
  
• Your child can’t sit still. When eating dinner, doing a homework assignment, or traveling on a plane, your child can’t sit still. He is constantly wiggling and squirming, unable to stay in one place for a long stretch of time.
  
  
• Your child has trouble completing tasks. She starts one task and then impulsively moves onto the next one before completing the first one. This leads to a multitude of unfinished tasks, assignments, and projects.
  
  
• Your child has trouble keeping his emotions in check. He has regular outbursts, both in private and public places, and can’t seem to contain his emotions.
  
  
• Your child makes careless mistakes. She might be a rock star at math and can correctly answer complex long division and multi-digit multiplication problems, but answers  4+1 incorrectly, possibly even subtracting instead of adding, and rarely self-checks her work.
  
  
• He is completely disorganized. His room is a mess, and the inside of his backpack looks like a load of garbage. Loose papers, notebooks, and old assignments are piled inside of it, and he rarely (if ever) cleans it out.
  
  
• She has poor time management skills.  She rarely turns in ‎assignments on time and underestimates how long it may take to get ready for a party, eat dinner, complete a homework assignment, or study for a test. This makes her, and possibly the rest of your household, constantly late or in a rush.
  
  
• He has trouble maintaining friendships. Your child may not always pick up on social cues, and you might find that his interruptions, lack of sharing and turn-taking, and impulsive behaviors negatively affect social situations. Thus, your child might have difficulty making and keeping close friendships.

So what should you do if your child exhibits some or all of these traits? First off, don’t panic! ADHD is more common than you may think, and it’s certainly not your fault. However, the sooner you can seek a diagnosis, the sooner you can identify a plan of action to help your child. Start by talking to your child’s teacher and see if he or she is noticing the traits above in class.  Ask the teacher whether he or she notices your child having trouble sitting still, remaining focused on activities, listening to instructions, waiting his turn, and staying organized.

If your child’s teacher notices these struggles, and if you are also noticing these challenges at home, you may want to consider having your child evaluated. An evaluation performed by your school district is free, or you can choose to have a neuropsychological evaluation done privately. The evaluation will help determine whether or not your child has ADHD (and/or other learning challenges). At that point, he or she may qualify for support services either through an Individualized Education Program (IEP) or a 504 plan. You can also help your child at home by creating routines, limiting distractions, breaking down tasks into individual steps, and encouraging movement. The more proactive you can be at identifying your child’s ADHD and seeking the right strategies and services to support him, the more successful and confident he will be as the demands of school progress.

Dr. Emily Levy is the founder of EBL Coaching, a tutoring program that specializes in one-on-one home and on-site instruction for students in grades preK-12 in NYC, NJ, and Westchester. She is also the author of Strategies for Study Success, a study skills workbooks series emphasizing test taking, note taking, reading comprehension, writing, and executive functioning strategies, and the Flags and Stars Orton Gillingham student workbook series. These books are currently used at schools nationwide. Dr. Levy studied at Brown University and later received her Masters Degree in Special Education and her Doctorate Degree in Education. She has spoken nationwide on research-based methods for teaching students with and without learning disabilities. Dr. Levy is currently the Director of EBL Coaching’s learning centers.

The post Does My Child Have ADHD? appeared first on EBL Coaching.

Have you noticed your child struggling in school? Perhaps they are having a hard time learning to read, can’t grasp multi-step math problems, or are having difficulty staying focused in class. Their self-esteem is plummeting as schoolwork becomes increasingly challenging, and their struggles seem insurmountable. Your child may have special needs and, if so, the sooner you can identify these needs and address them, the better it will be for their overall confidence and academic performance. So what can you do?

For starters, if you see your child struggling, talk to their doctor ‎and teacher. Discuss milestones they may or may not have met and determine if their teacher notices the same challenges you see at home. If you feel these struggles are getting worse or think they may benefit from additional accommodations at school, you might consider having them tested. This testing can be done for free either through your state’s early intervention program (if your child is under age three) or through your child’s school district. The evaluation and specific tests administered may range, but evaluators will typically test your child’s IQ and will likely also test language, motor, behavior, and achievement skills.

Psst…Winter isn’t over, here are Perfect Snow Day Activities for Kids in NYC

IEP or 504 plan
Depending on the evaluation results and your child’s needs, your child may qualify for either an IEP or a 504 plan. An IEP details your child’s specific goals and a plan for what your school will do to help meet those goals, including specific services, like speech therapy, occupational therapy, physical therapy, and academic support. A 504 plan helps provide accommodations for support within the classroom, such as additional time on tests, an aide in the classroom, preferential seating, and/or modified homework. Typically students who have a less severe disability (like anxiety, ADHD, etc.) and not a diagnosed learning disability will receive a 504. Students who need more services, including speech therapy, occupational therapy, physical therapy, special education teacher support services, etc., would receive an IEP.

Know Your Rights
Federal law indicates that every child is entitled to a free and appropriate education in the least restrictive environment possible. Three specific federal laws apply to children with special needs, including the Individuals with Disabilities Act (IDEA), Section 504 of the Rehabilitation Ace, and the Americans with Disabilities Act (ADA). These laws’ specifics can vary by state, so it’s important for you to understand the procedures and criteria specific to your state.

IDEA‎ stipulates that a child’s issues must fall into one of 13 categories to be eligible for special education services. Section 504 mandates that schools cannot discriminate again students who have disabilities and are required to provide appropriate accommodations to them. Students covered under Section 504 usually have less severe disabilities or do not fall into one of the categories stipulated under IDEA. The ADA indicates that children with special needs cannot be discriminated against and must be provided appropriate services and programs suitable to their needs. If your school district refuses to provide appropriate services to your child, you may initiate a due process hearing to challenge their decision.

Focus on Your Child’s Strengths
It is easy to go into a bit of negative space when dealing with your child’s educational support. Remember to focus on your child’s strengths; they may struggle with reading and writing but may excel with math computation. Or maybe your child is incredibly social, empathetic, and ‎kind. Perhaps they are a beautiful artist, a great storyteller, or a whiz at building Legos. Praise your child for small accomplishments, like sitting next to a friend at lunch who seemed sad, drawing a beautiful flower, or creating an elaborate Lego tower. As you help your child academically with areas where they may struggle, continue to build their self-esteem, and explain that no one is perfect. We all have strengths and weaknesses, as well as areas we need to work on improving. Your special needs child can still have dreams and aspirations that can be achieved with support and guidance.

Dr. Emily Levy is the founder of EBL Coaching, a tutoring program that specializes in one-on-one home and on-site instruction for students in grades PreK-12 in NYC, NJ, and Westchester. She is also the author of Strategies for Study Success, a study skills workbooks series emphasizing test-taking, note-taking, reading comprehension, writing, and executive functioning strategies, and the Flags and Stars Orton Gillingham student workbook series.

The post Is Your Child Missing Milestones? When the Next Step is an IEP appeared first on EBL Coaching.