My Kid’s Mental Health at School: Navigating the 504 and IEP Process - A Guide for Parents

As parents, we want our children to thrive in their school setting. With larger class sizes, it can be worrisome and stressful not knowing if your child’s unique needs will be fully met. A child currently experiencing learning, behavioral, or health challenges will require specialized supports in place. You may be wondering, is this possible with such large classrooms and when teachers already have so much on their plate? 

The answer is yes, this is possible! Fortunately, there are options offered in the public school systems that can support your child’s unique needs. If your child is currently experiencing challenges in the school system, they may benefit from a 504 plan or an Individualized Education Program (IEP). Both are legally bound and can provide individualized support to address the needs of your child. 

Trying to understand and navigate all of this with the school system can feel overwhelming at times. However, I am confident that with a bit of education and understanding on the subject, you can be confident in knowing what supports your child needs and advocating to get those supports in place. Together we will explore the difference between a 504 and IEP, and support you in navigating which would be the best fit to pursue for your child. 

What is a 504 plan?

A 504 Plan is named after Section 504 of the Rehabilitation Act of 1973. It was created to provide accommodations and modifications to children that have a diagnosed disability. This plan will accommodate the needs of your child in the classroom environment. For instance, if a child has a diagnosis of ADHD and is struggling with sustained mental focus, some common accommodations may include: modified classroom work, preferential seating, scheduled breaks, etc.. A 504 carries over with your child throughout their school years and includes an annual review each year to modify based on need. 

How do I get a 504 plan started?

To get a 504 plan for your child, simply contact the school administration and/or counselor and inform them of your child’s diagnosis and that you would like to get a 504 plan in place immediately. Be sure to provide a copy of the paperwork from your pediatrician to move the process along quicker. 

How do I prepare for a 504 meeting?

Typically at a 504 meeting there will be an administrator, your child’s teacher, and possibly a school counselor as well. Once you have a scheduled meeting you can prepare by having a list of areas where your child needs support. If your child is experiencing anxiety perhaps they may need breaks in a wellness room or even a shortened day. If your child is experiencing ADHD you may know that they are in need of frequent breaks, or the use of the calm down corner to support self-regulation. The teachers will also be able to provide feedback on what they see in the classroom, so don’t feel like you have to have all the answers ahead of time! 

What if my child doesn’t have a diagnosis?

Great question! Unfortunately, most schools will not implement a 504 plan without an official diagnosis. However, if you are having concerns about your child’s ability to succeed in the school setting due to some struggles they are having, contact your child’s school and request a Student Support Team (SST) meeting. During this meeting a team of support staff (administrators, resource teacher, counselors, classroom teacher, etc…) will come together to discuss the concerns and create a plan to address these concerns moving forward. In addition, it is always helpful to speak to your pediatrician about ongoing concerns you are noticing with your child and get their feedback as well. 

Can a 504 plan provide academic or speech supports?

A 504 will not provide academic support, it is solely intended for accommodations and modifications. However, if your child is also in need of academic support or speech supports, they may benefit from an IEP. 

What is an IEP?

An Individualized Education Program (IEP) is a legal document created for students who qualify for special education services under the Individuals with Disabilities Education Act (IDEA). A student with a learning disability receives an IEP that provides a unique set of services and supports tailored to the individual student’s special needs. These supports can include: specialized instruction, speech therapy, or occupational therapy. 

How do I get an IEP?

In order to receive an IEP your student must go through testing with the school psychologist. The testing will include classroom observations, work samples, feedback from you and teachers, and administration of various tests to determine whether or not the student may have a learning disability. Often times the school will reach out if they are seeing concerns in your child’s learning and think they may qualify for an IEP. However, this is not always the case. If you have concerns about your child’s ability to perform academically and think they may have a learning disability, you can request that your child be tested at their school. If they are tested and the school psychologist identifies learning disabilities through their testing, they will then move forward with the IEP process.

Will my child be removed from their classroom if they qualify for an IEP?

The answer to this question is unique to each child’s need. There are times where it may benefit the child to be in a smaller classroom setting if the need is great enough, but often times the child will remain in their classroom and receive what is called resource minutes. Resource minutes is when a child is pulled out into small groups with a resource teacher and often times other students with IEPs that are working toward the same goals as they are. Minutes vary based on the findings during the testing process. During a child’s resource time they are learning at their level in a way that is conductive to their specific learning needs. 

If my child qualifies, what’s next?

If the school informs you that your child has qualified for an IEP then you will attend the IEP meeting. At these meetings you will be part of the team and get to have a part in the decision making for your child. During the meeting you will discuss your child’s strengths, specific needs, and recommended supports and modifications. If you agree to the IEP then the supports will typically be implemented immediately. 

I hope you feel more confident in understanding the supports that can be put into place at your child’s school. If your child is struggling behaviorally and socially/emotionally but is not showing any signs of needing academic support, a 504 may be right for them. If your child is struggling primarily with their learning they may qualify for an IEP.