When Simple Interventions Don't Work: IEP and 504 Suggestions

Helen Keller once said, "One can never consent to creep when one feels an impulse to soar."  What acknowledgement of the spark within every human spirit to find fulfillment in life!

Miss Keller's own life became a representation of this ideal.  As the first deaf-blind person to earn a college degree, she became one of the pioneers of political activism and advocacy for people with disabilities.  In spite of her personal accomplishments, her political views were unpopular and antagonists questioned her intelligence.  Ironic, isn't it?  I love her response.  Referring to critics as "socially blind and deaf,"  she stated, "The most pathetic person in the world is someone who has sight, but has no vision."  

In a century where it is now commonplace to see children with physical and mental disabilities receiving an education alongside typically developing children, it would seem that we have caught the vision.  Regardless, laws to protect the educational rights of children have received both praise and criticism.  As you can imagine, implementation of such laws is as varied as the states and individual districts across our country.  Factors such as varying budgets and student population require a wide range of adaptation, begging the concern that the individual needs of students are lost in the process of protecting their rights.  Is it possible that Helen Keller's description of sight with no vision might still apply?

The words IEP and 504 might seem foreign if you're unfamiliar with the educational world of a child with disabilities.  IEP stands for Individualized Education Plan, and was a product of the Individuals with Disabilities Education Act (IDEA).  504 Accommodtions refers specifically to section 504 of the The Rehabilitation Act and Americans with Disabilities Act which protects the rights of individuals with disabilities to participate in federally funded activities. (Yes folks, that includes public school.)

To differentiate between the need for an IEP or a 504, think academic progress vs. academic access.  IEP's focus more on helping a student to progress toward grade-level goals.  A 504 is an accommodation that gives children access to educational services.

The need for both IEP's and 504's is based on eligibility.  A specific delay, disability, impairment, or illness must be identified, and it must be shown that the condition affects the child's ability to perform in school.  The second part of that eligibility requirement is frequently overlooked.  Imagine the cost to school systems if every child with any identified illness or disability was required to receive special educational services.


That said, once a child has been found eligible, the possibilities are limitless for educational goals and accommodations.  You could read all day about IEP and 504 Accommodations via the search engine on  your computer, and if you're interested in learning more, that isn't a bad idea.  Parents should educate themselves before beginning the eligibility process with their child.  I've seen educators who do an excellent job of recognizing the unique educational needs of children who struggle (applause!).  Unfortunately, there are schools out there who seem to count on the fact that a lot of parents don't understand their rights in the eligibility process.  If you're concerned your school might fall into the latter category, here are some great examples of resources to get you started on becoming an informed participant in your child's IEP or 504 process.

• Wright's law--Information about laws affecting special education
• 504 Accommodations--Lists of common reasons for accommodations and accommodation ideas
• NAMI--National Alliance on Mental Illness (click on the tab at the top to find your local NAMI).  NAMI has representatives who will go to school team meetings as advocates for parents/children and support groups for parents trying to access resources for their children.
• Other parents--Sorry.  No web link to that one, but one of the best resources is getting involved in play groups, school activities, church groups, etc. where you will meet other parents and realize you're not alone!  If your touring a foreign country for the first time, it's better to go with a guide.

The parent role in the process of gaining services is critical.  I've seen parents show up to meetings without really participating.  They sign forms and give permission and approval for interventions without being more than a token part of the process.  Parents, your role is critical.  I'll say it again.  No one knows a child better than the parents.  Parents often feel that their goals are at odds with those of the school or educational system.  In reality, the goals are often the same, with both sides working for what they feel is in the best interest of the child, but the roles are different.  Returning to Helen Keller's quote about vision vs. sight, parents are are the vision while professionals are the sight.  That is the reality of different roles.  Professionals are familiar with interventions, skills, requirements, and laws affecting the ongoing eligibility of children receiving special education services.  Parents provide insight into history, strengths, and abilities and should not minimize their role in the process.  Below are other common mistakes parents make in seeking services for their child:

• Becoming adversarial--The old saying is true that you catch more flies with honey.  If you go into a meeting with a teacher or team of professionals on the defensive, attacking the jobs and roles of people who are helping your child, do you really think they'll walk out of the meeting saying, "Wow.  Johnny's mom is right.  We really need to step it up."  Not likely.  To maintain your cool, even when frustrated, picture yourself as part of a professional team.  Educate yourself about the process and your rights, take notes in meetings, ask informed questions, and provide concrete examples of your observations.  
• Lack of documentation--Part of the process of eligibility for services is written requests for services.  Written requests also establish a timeline and protect the parent and child in making sure needs are met in a more timely manner.  Check with  your school district for specific requirements for written requests.  Also request documentation from the school regarding meetings, schedules, and actions taken (or not taken).
•   Not requesting an assessment--Frequently parents ask a teacher or other school professional if they think their child could benefit from a particular service.  The teacher's opinion is not an approval or denial of services.  Access to services does not come without an assessment of the child's needs.  Don't forget, the need for assessment is not based solely on the diagnosis/condition, but on a combination of a condition and the child's ability to perform in school.
• Not requesting information that would prepare parents for a team meeting--Remember, you are a part of a team of professionals.  Other professionals on the team will have access to information on your child such as grades, evaluation/assessment results, etc.  Be sure to get copies of this information ahead of time so that you can prepare to be a part of the team discussion.  The purpose of team meetings is not to inform you of assessment results, but to formulate a special education plan for your child based on results.  Parents need to know results ahead of time.
• Feeling rushed--Time limits may be given for meetings, which is understandable given the schedules of school professionals.  As a courtesy to other team members, acknowledge the time, but if you feel the meeting hasn't clearly defined goals, or covered intervention options, don't hesitate to request a few more minutes, or ask for another meeting.  Also feeling rushed often leaves parents apologizing for asking questions, or leaving questions for later.  Make sure your questions are answered in the meeting.  If you ask a question and it isn't answered, politely acknowledge that you aren't clear on the answer to your question and ask it again if necessary. 
• If it doesn't fit, don't use a bigger hammer!  Sometimes the answer isn't in specialized educational services.  As human beings we adapt and make informal accommodations for ourselves every day.  If we're bothered by a light or noise, we shut it off.  If we're uncomfortable sitting, we move around.  Try talking with a teacher about informal accommodations such as sitting somewhere else in the classroom or reducing a spelling list while the child eases into the school year.  Also, teachers are generally open to discussing educational goals in parent-teacher conferences.  These goals and accommodations aren't an official IEP or 504 plans, but they're the kinds of modifications that help teach children valuable skills about adapting to life.  Maybe the answer isn't a huge, formalized process.

"One can never consent to creep when one feels an impulse to soar."  If disorders are getting in the way of soaring, we live in a time and place where rights to an education for all are protected by law.  It is my belief that most children want to soar.  It is our obligation to use laws and systems to help them do just that.