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Special Education Essentials
A Quick Guide for Parents & Educators
The Basics
An Individualized Education Program (IEP) can help students with disabilities receive tailored instruction and services. It outlines personalized learning goals, services, and supports.
The Individuals with Disabilities Education Act (IDEA) protects rights and guarantees a Free and Appropriate Public Education (FAPE) to a student with a disability.
504 Plans provide accommodations to students with disabilities through the Rehabilitation Act of 1973.
What Parents Need to Know
Understand the IEP/504 process: evaluation, eligibility, plan/program development, monitoring and review.
Know your rights! Procedural safeguards ensures that you're part of the decision process, among other things.
Prepare for your meetings by bringing questions, notes, and a support person if needed.
Advocate with confidence. Your insights about your child are powerful; don't be afraid to speak up.
Stay organized. Use a binder to track reports, notes, and goals (can be hardcopies or an electronic version).
What Educators Need to Remember
Accommodations help access the curriculum; modifications change it.
Use visuals, sensory tools, and behavior supports to enhance engagement.
Communicate openly with families; collaboration builds trust.
Track progress regularly to inform instruction and updates to the program/plan.
The partnership between school and home benefits every child.
Use shared language, stay student-focused, and communicate regularly.
Resources
Be mindful of state and local school district’s SPED resources
idea
idea
Common Concerns from Families about School Teams
Failure to Identify and Evaluate Students, due to not conducting timely evaluations or refusing to evaluate despite evident need
Delays in Evaluation or Reevaluation, by exceeding the required timeline for conducting evaluations
Inadequate or Incomplete Evaluations, due to not assessing all areas of suspected disability (e.g., ignoring social/emotional or executive functioning concerns)
Failure to Develop or Implement IEPs, due to not following through on the IEP services or accommodations as offered
Inadequate Programs because the goals are too vague or generic and are not meaningful to the specific need(s) of the student
Predetermination of Placement or Services, by making decisions before IEP meetings without parental input
Failure to Provide Services in the Least Restrictive Environment (LRE), by placing students in more restrictive settings without justification
Lack of Parental Involvement and Consent due to making changes without involving or getting consent from the parent
Improper Disciplinary Actions, such as suspending or expelling students without conducting a Manifestation Determination Review (MDR) as per the outlined requirements
Failure to Provide Extended School Year (ESY) Services or denying ESY without individual consideration
Not Providing Access to Assistive Technology or Related Services
Failing to offer necessary supports that are part of the IEP
sECTION 504
OF the REHABILITATION ACT OF 1973
sECTION 504
OF the REHABILITATION ACT OF 1973
Common Concerns from Families about School Teams
Failure to Identify and Evaluate Students for 504 Plans, due to not recognizing or acting on known disabilities impacting access to education
Inadequate 504 Plans because the plans are too vague, generic, or not individualized
Failure to Implement 504 Accommodations due to the staff not following the accommodations laid out in the plan
Discrimination against Students with Disabilities, by denying participation in programs or activities due to their disability
Retaliation against Parents or Students who Assert Rights
Punitive actions after a parent files a complaint or advocates for services
Failure to Notify Parents of Rights, by not informing families of procedural safeguards or the right to appeal decisions.
Improper Handling of Medical Needs, by not accommodating health-related disabilities like diabetes, epilepsy, or anxiety
Improper Disciplinary Measures, by disciplining students for behaviors related to their disability without due process
Failure to Train Staff on 504 Requirements because staff is unaware or improperly informed about student accommodations
Segregation or Stigmatization by separating or identifying students with 504 Plans inappropriately
dispute resolution options
dispute resolution options
Dispute Resolution Process Comparison Chart_PTS.pdfPage updated
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