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The Difference Between IEPs and 504 PlansBy The Understood Team
Share & SaveFacebook Twitter Pinterest Google+ Print this Save Back to NavigationBoth Individualized Education Programs (IEPs) and 504 plans can offer formal help for K–12 students with learning and attention issues. They’re similar in some ways but quite different in others. This chart compares them side-by-side to help you understand the differences. IEP504 PlanBasic DescriptionA blueprint or plan for a child’s special educationexperience at school. A blueprint or plan for how a child will have access to learning at school. What It DoesProvides individualized special education and related services to meet the unique needs of the child. These services are provided at no cost to parents. Provides services and changes to the learning environment to meet the needs of the child as adequately as other students. As with IEPs, a 504 plan is provided at no cost to parents. What Law AppliesThe Individuals with Disabilities Education Act(IDEA) This is a federal special education law for children with disabilities. Section 504 of the Rehabilitation Act of 1973 This is a federal civil rights law to stop discrimination against people with disabilities. Who Is EligibleTo get an IEP, there are two requirements:
Independent Educational EvaluationParents can ask the school district to pay for anindependent educational evaluation (IEE) by an outside expert. The district doesn’t have to agree. Parents can always pay for an outside evaluation themselves, but the district may not give it much weight. Doesn’t allow parents to ask for an IEE. As with an IEP evaluation, parents can always pay for an outside evaluation themselves. Who Creates the Program/PlanThere are strict legal requirements about who participates. An IEP is created by an IEP team that must include:
The rules about who’s on the 504 team are less specific than they are for an IEP. A 504 plan is created by a team of people who are familiar with the child and who understand the evaluation data and special services options. This might include:
What's in the Program/PlanThe IEP sets learning goals for a child and describes the services the school will give her. It’s a written document. Here are some of the most important things the IEP must include:
A 504 plan generally includes the following:
Parent NoticeWhen the school wants to change a child’s services or placement, it has to tell parents in writing before the change. This is called prior written notice. Notice is also required for any IEP meetings and evaluations. Parents also have “stay put” rights to keep services in place while there’s a dispute. The school must notify parents about evaluation or a “significant change” in placement. Notice doesn’t have to be in writing, but most schools do so anyway. Parent ConsentA parent must consent in writing for the school to evaluate a child. Parents must also consent in writing before the school can provide services in an IEP. A parent’s consent is required for the school district to evaluate a child. How Often It’s Reviewed and RevisedThe IEP team must review the IEP at least once a year. The student must be reevaluated every three years to determine whether services are still needed. The rules vary by state. Generally, a 504 plan is reviewed each year and a reevaluation is done every three years or when needed. How to Resolve DisputesIDEA gives parents several specific ways to resolve disputes (usually in this order):
Funding/CostsStudents receive these services at no charge. States receive additional funding for eligible students. Students receive these services at no charge. States do not receive extra funding for eligible students. But the federal government can take funding away from programs (including schools) that don’t comply. IDEA funds can’t be used to serve students with 504 plans. Knowing which laws do what is a big part of understanding the difference between an IEP and a 504 plan. Explore more details about your child’s legal rights. And if you need help navigating special education law in your state, consider reaching out to your localParent Training and Information Center. The people there can answer questions and give practical advice on issues specific to your area.
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I found this article very interesting and wanted to share: If your child has ADHD, you probably know about the major symptoms. Trouble focusing. Impulsivity. And in some cases, hyperactivity. But many kids with ADHD share another symptom that often isn’t mentioned. They have trouble managing their emotions.
There are official criteria that doctors use to diagnose ADHD. Trouble with emotions isn’t one of them. But researchers and professionals who treat kids with ADHD often report that emotions play a big role in the daily difficulties kids face. Kids with ADHD don’t have different emotions from most of their peers. They feel hurt, anger, sadness, discouragement, laziness and worry just like everyone else does. What is different for many kids with ADHD is that these feelings seem to be more frequent and intense. They also seem to last longer. And they get in the way of everyday life. What Trouble With Emotion Looks LikeWhen kids have trouble managing their emotions, it can show up in different ways. Some might be unable to put the brakes on their feelings when they’re angry or stressed about something. Others might struggle to get revved up to do something when they’re feeling bored. Kids with ADHD, more than most others their age, may also:
You hear your 11-year-old screaming at her younger brother. She comes running to find you and shouts about what he’s done. It turns out he’s made some comment about her hair. She wants you to punish him, and she gets mad when you don’t react. Then she complains all night long about how unfair that is. Here’s another potential scenario: Your 15-year-old has a ton of homework. But he doesn’t sit down to do it. Instead, he spends the afternoon texting with friends. You’ve already tried using consequences to try to motivate him to do his work. He just says it’s boring and acts like he doesn’t care. Nothing makes him stop what he’s doing and get moving on the homework. Why Kids With ADHD Struggle With EmotionsHow people feel and handle emotions starts in infancy. Some babies are just naturally quick to startle while others are generally calm and less reactive. Some tend to get irritated easily. They’re quick to cry and slow to calm down. Other babies are not easily upset and are quickly calmed. The basic temperaments people have at birth influence how they behave from the start. They may change a quite a bit—or not that much—as kids grow up. Like their peers, kids with ADHD aren’t all alike in their temperaments. Some are more laid back or timid. Others are more reactive, outspoken and aggressive. But often, they don’t have the same capacity to manage their emotions as other kids their age. They have less ability to react to their own emotions using their brain’s reasoning powers. Kids with ADHD typically have trouble with working memory (along with otherexecutive functions). And that makes it very hard for them to keep the bigger picture in mind. They tend to get stuck in whatever they’re feeling in that moment. As they grow up, most kids who don’t have ADHD learn how to manage their emotions so they don’t get too caught up in them. If they begin to feel too angry or hurt, they learn to say to themselves, “Calm down, chill out—this doesn’t have to be such a big deal.” If they’re getting too discouraged trying to do something, they might be able to tell themselves, “OK, that doesn’t look like it’s going to work. I’ll try again or will try to find better way to deal with it.” Kids with ADHD are slower to develop those processes (and many other aspects of their executive functions). It takes longer for them to gain the ability to calm down and get perspective. So they’re more likely to get too wrapped up in their own emotions. As a result, they may:
How You Can HelpWhen your child is struggling with his feelings, it may seem like there’s no way to get through to him or to stop his behaviors. But there are things you can do to help him get control of and manage his emotions. Start by acknowledging how he seems to be feeling. “I can see how disappointed you are about coming in second in the science fair.” Don’t argue about whether he should be feeling this way. That usually just escalates the problem. Once he’s calm, offer to help him figure out some better way to deal with that emotion—one that might help him switch his thinking. For example, you could say:
Key Takeaways
Thomas E. Brown, Ph.D.Thomas E. Brown, Ph.D., is a clinical psychologist and clinical associate professor of psychiatry and behavioral sciences at the Keck School of Medicine of USC. More by this author what is cbhm?Welcome to the Comprehensive Behavioral Health Model!Picture a school in which children, families, faculty and community partners feel welcome and valued. Every child experiences a pro-social curriculum as part of her classroom and school experience. Teachers periodically review each of their students’ behavioral health strengths and needs. Students in need of additional support are provided appropriate services in a timely fashion. Teams of teachers and administrators review student behavioral health data and progress on a regular basis. Community partners, families, and school personnel meet periodically and are in consistent communication about children that are receiving additional support.
More info: their website is: http://cbhmboston.com/what-is-cbhm/ Finally a Department at Boston Public Schools for Parents of children with social emotional challenges
Social Emotional Learning and Wellness Our vision is for healthy and supportive schools to prepare all students to learn and thrive Using a Whole Child, Whole School, Whole Community Approach The Office of Social Emotional Learning and Wellness plays a critical role in supporting schools in the implementation of the BPS Wellness Policy, a Whole Child, Whole School, Whole Community Approach, which is a national model to link learning and health. As a district, our mission is to actively promote the health and wellness of all students to support both their healthy development and readiness to learn. Through the BPS Wellness Policy, schools have a framework for how to create an environment where the healthy choice is the easy choice, and all students are educated to make that choice. Using data to inform the development of the Wellness Action Plan schools can address the most important health needs for their students and staff. The Wellness Action Plan then links to the school’s overall plans for academics by being integrated into the Quality School Plan. The departments in the SELWELL Office are committed to supporting schools in their efforts to implement these plans by providing them with Multi-tiered Systems of Supports. The Office of Social Emotional Learning and Wellness (SELWELL) is comprised of the following departments: Athletics Behavioral Health Services BPS CARES (webpage coming soon!) Health Services Health and Wellness Department Physical Education Health Education Wellness Policy Opportunity Youth (webpage coming soon!) SEL Youth Initiatives Attendance Home & Hospital Tutoring Homeless Resource Network Safe & Welcoming Schools (webpage coming soon!) Safe & Welcoming Schools Social Emotional Learning Succeed Boston Click here to view more information! Contact Us Amalio Nieves Assistant Superintendent 617-635-9698 Jill Carter Executive Director, Health & Wellness, SELWELL Operations 617-635-1631 Kim Connolly Assistant Director, SELWELL Operations 617-635-6643 x41250 Avery Esdaile Director, Athletics 617-635-8143 Marta Gredler Project Director, BPS CARES 617-635-6609 Andria Amador Assistant Director, Behavioral Health Services 617-635-9676 Maureen Starck Assistant Director, Health Services 617-635-6788 Jodie Elgee Director, Safe and Welcoming Schools 617-635-8123 |
AuthorTerry Alves-Hunter, Foster Parent Advocate Archives
February 2019
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Learning & Emotional Assessment Program
(LEAP)
The Learning and Emotional Assessment Program (LEAP) at Massachusetts General
Hospital assesses students and children ages 2 to 22 who have developmental
difficulties and consults with their parents, teachers and care providers.
Our clinical professionals have devoted their training, research and clinical practice to acquiring the specialized skills needed to assess children with learning disabilities, psychological and developmental disorders. Our team loves working with children and has a natural ability to put them at ease. The Department of Psychiatry offers a depth and breadth of resources available at few other hospitals or psychiatric centers, meaning your child receives comprehensive, state-of-the-art care without leaving our campus. Services available at the MassGeneral Hospital for Children include:
Referral forms Clinician's Referral From (PDF) Parent Referral Form (PDF) HIPAA Authorization Form for release of information (PDF) Learn more about: Our Services Our clinical assessments are designed to be a comfortable and often fascinating experience, and we find that many children enjoy the warm, one-on-one attention they receive. In addition, our professionals excel at discussing the benefits of assessments with even the most skeptical of adolescents. Our Staff Our experienced professional staff includes Child psychologists, Licensed clinical psychologists, Neuropsychologists, Certified school psychologists, clinical psychology interns and postgraduate fellows. Our Research Research is an ongoing companion to treatment in the LEAP program, with clinical test data collected daily. This data is used to help participants in LEAP, as well as in other programs and departments. Conditions We Evaluate LEAP treats a variety of conditions and disorders. With the trained resources of Mass General Hospital's Dept. of Psychiatry, we are able to evaluate and treat a variety of conditions and disorders. Contact Us LEAP (Learning and Emotional Assessment Program) 151 Merrimac St., 5th Floor Boston, MA 02114 Phone: 617-643-6010 Boston Medical Center Dr. Augustyn is the Director of the Division of Developmental and Behavioral Pediatrics at Boston Medical Center (BMC) and is a Professor at Boston University School of Medicine. She went to medical school at Loyola Stritch School of Medicine, completed her pediatric residency at UCLA and her Developmental and Behavioral Pediatric Fellowship at Boston University-Boston City Hospital. Her clinical work at BMC primarily involves the evaluation of children with various developmental delays including autism,speech and language delays, global developmental delay, learning disabilities, ADHD to mention a few. Her research work has varied across her career and includes work on the effects of both in utero cocaine exposure and violence on early childhood and parenting and recently she has been a leader in developing the Center for Family Navigation at BU, a national leader in promoting and developing the use of navigators to support families of children with developmental disabilities. Dr. Augustyn is co-editor of The Zuckerman Parker Handbook of Developmental and Behavioral Pediatrics for Primary Care and the section co-editor for Developmental and Behavioral Pediatrics for the online journal UpToDate. She currently sits on the sub board of Developmental and Behavioral Pediatrics at the American Board of Pediatrics and is on the Board of Directors of the Society of Developmental and Behavioral Pediatrics. She is also on the American Academy of Pediatrics planning committee for Practical Pediatrics, their national CME Program. Deborah Frank, MD Dr. Frank is the Director of the Grow Clinic for Children and a board-certified Developmental and Behavioral Pediatrician at Boston Medical Center (BMC). She is also a Professor of Pediatrics at Boston University School of Medicine. Dr. Frank attended Harvard Medical School and completed her residency at Children's Hospital Seattle. After her residency, she went on to complete a fellowship in Child Development at Children's Hospital Boston. Dr. Frank specializes in issues of growth and nutrition and the impact of hunger on child development. Dr. Frank has written numerous scientific articles and papers. Her work has focused on breastfeeding promotion, women and children affected by substance use, nutrition among homeless pregnant women and children, Failure to Thrive, food insecurity, and the “heat or eat” phenomenon, the dilemma that many low-income families face in the winter when they have to make the critical choice between heating their homes and feeding their children. She is especially proud of successfully mentoring many pre-professional and professional colleagues. Cited as a respected authority in her fields, Dr. Frank has frequently given testimony to state and federal legislative committees on the growing problem of hunger and associated hardships in the United States and its effects on our youngest children. She has recently been nominated by Congresswoman Nancy Pelosi to the newly established National Commission on Hunger. She is also an invited member of the Aspen’s Dialogue on Food Insecurity and Health Care Costs. L. Kari Hironaka MD, MPH Dr. Hironaka is a board-certified Developmental and Behavioral Pediatrician at Boston Medical Center. She completed her fellowship at Boston Medical Center. Dr. Hironaka specializes in health services research, health literacy and ADHD, as well as residency training. John Maypole, MD Dr. Maypole completed Pediatric Residency in 1999, and Pediatric Chief Residency in 2000 following his training at Yale University School of Medicine. Dr. Maypole has consistently included primary care, medical education, and in participating in and developing innovative clinical programs for complex children and their families. Dr. Maypole served as Associate Director of the Pediatric Integrative Medicine Education Project and performing Holistic Medicine consults and medical education at Children’s Hospital from 2003-2005. In 2005, Dr. Maypole became Director of the Department of Pediatrics at the South End Community Health Center while serving as an attending physician for the Comprehensive Care Program (CCP) in the Department of Pediatrics at Boston Medical Center. CCP is a multi-disciplinary team of providers who provide enhanced and coordinated primary care to the most medically complex patients and higher risk families in the Pediatric Department, including ex-premature infants, children with special health needs and neurodevelopmental disabilities. In February of 2013, Dr. Maypole came to Boston University/Boston Medical Center to work full time to develop approaches and programs to address this fast-growing segment of the pediatric population. In September of 2014, Dr. Maypole received an award from the Center for Medicare Medicaid Innovation, supporting a 3 year effort for the Massachusetts Alliance for Complex Care/4C program--a consultative, multidisciplinary care support model of care for PCPs and families of medically complex children, of which he is co-principal investigator. He is an associate professor of Pediatrics at BUSM. Dr. Maypole writes child health-related articles for a lay audience, for mainstream media and online publications. Jenny Radesky, MD Dr. Radesky is a board-eligible Developmental Behavioral Pediatrician and a board-certified general pediatrician who recently joined the faculty at Boston Medical Center after completing her fellowship training here. She attended Harvard Medical School and completed her pediatrics training at Seattle Children’s Hospital. Dr. Radesky is a clinician-investigator whose clinical interests include early childhood adversity, attachment relationships, and child self-regulation, as well as teaching trainees methods of observing parent-child interaction. Her research examines mobile/interactive media use by parents and young children and how this effects parent-child interaction and child social-emotional development. She is an active member of the AAP Council on Communications and Media. Arathi Reddy, DO Dr. Reddy is a board-certified Developmental and Behavioral Pediatrician at Boston Medical Center. She attended medical school at Western University of Allied Health Sciences in Pomona, CA and completed her residency at Morristown Memorial Hospital/ University of Medicine and Dentistry of New Jersey in Morristown, NJ. She completed her fellowship at Einstein Montefiore and worked in NYC prior to joining the faculty in March 2011. Jodi Santosuosso, NP, MSN Jodi is a certified nurse practitioner in the Developmental and Behavioral Pediatrics Division at Boston Medical Center. She attended University of Massachusetts College of Nursing and Health Sciences and completed her residency at University of Massachusetts, Boston. She joined the Boston Medical Center and Boston University School of Medicine faculty in April 2007. Jodi has had extensive training in developmental and behavioral pediatrics, gastrointestinal (GI) diseases and ear, nose and throat (ENT) disorders. Laura Sices, MD, MSDr. Sices is a board-certified Developmental and Behavioral Pediatrician at Boston Medical Center (BMC). She attended medical school at University of Pennsylvania in Philadelphia, PA, completed her residency at The Children's Hospital of Philadelphia and completed her fellowship at University of Washington in Seattle, WA. Dr. Sices was on the faculty at Rainbow Babies and Children’s Hospital in Cleveland, OH before joining BMC in 2007. Dr. Sices’ clinical work focuses on assessment and management of children with a variety of different concerns, including developmental delays, speech and language delays and conditions, ADHD, learning disabilities and differences, and autism spectrum conditions. Her academic focus is on developmental screening and the early identification of developmental delays. Naomi Steiner, MD Dr. Steiner is the Director of Training at the Division of Developmental and Behavioral Pediatrics. Dr. Steiner studies how computers train the brain, which is an area of great interest in overlapping fields of ADHD, psychology, neuroscience and education, and closely followed by many as a complimentary or alternative approach to the traditional psychopharmacological treatment of ADHD. She is specifically interested in implementing neurofeedback attention training in schools. She is also interested in teaching self-regulation skills and relaxation breathing in schools. Dr. Steiner is multicultural and multilingual. In 2030 more than 50% of children will be raised bilingual in the United States! Dr. Steiner has written a book on how to successfully raise children bilingual (7 Steps to Raising a Bilingual Child), and instructs medical professional, teachers and parents on how children learn two languages, and how English Language Learners can be successful at school. Mary Ellen Stolecki, NP, MSN Mary Ellen is a board certified pediatric nurse practitioner in the Developmental and Behavioral Pediatrics Division at Boston Medical Center and an Instructor of Pediatrics at Boston University School of Medicine. She specializes in primary care of the Child with Special Health Care Needs (CSHCN) in the Comprehensive Care Program. She also practices in the Pediatric Gastroenterology Division providing specialty care for gastrointestinal (GI) conditions. Her clinical interests are primary care for medically complex children (as well as GI issues) of CSHCN including: care of the premature infant, autism, cerebral palsy, seizures, Down syndrome, Williams syndrome, Turner syndrome,achrondroplasia,and multiple congenital anomalies. Jodi Wenger, MD Jodi Wenger, MD is a graduate of Dartmouth Medical School who completed her pediatric residency at Boston Medical Center. She spent several years on the Navajo Reservation in northeastern Arizona before transitioning back to Dartmouth Hitchcock Medical Center in Lebanon, NH. She served as a pediatric hospitalist, outpatient provider and educator at Dartmouth Medical School. She has always had an interest in children with special health care needs. She worked in the Comprehensive Care Program at BMC as a resident and is thrilled to return. She was the general pediatrician at the multidisciplinary spina bifida clinic at Dartmouth Hitchcock and cared for children with neurologic challenges while on the Navajo Reservation. Dr. Wenger has also had an interest in resident work hour reform and continues to support the software she and her husband created during her chief resident year. Amion, continues to allow one to make fair physician call schedules that can be easily accessed online. Barry Zuckerman, MD Dr. Zuckerman is Professor and Chair Emeritus of Pediatrics at Boston University School of Medicine/Boston Medical Center. He is a national and international leader in child health and development. His research focuses on the interplay among biological, social and psychological factors as they contribute to children's health and development. Dr. Zuckerman and colleagues have developed four programs that transformed health care to better meet the needs of low income and minority children. The success of these efforts is that they are now all national programs; Reach Out and Read, Medical-Legal Partnership, Health Leads and Healthy Steps. In addition to more than 250 scientific publications, he has edited nine books, including three editions of Behavioral and Developmental Pediatrics: Handbook for Primary Care. He has served on prestigious national committees; National Commission on Children, Carnegie Commission on Young Children, Bright Futures, and has received numerous national and international awards including the C. Anderson Aldrich for Child Development and the Joseph St Geme Award for Leadership from AAP, and the Policy and Advocacy award and Health Care Delivery Award from the APA. He has consulted in Turkey, Bangladesh, and Thailand regarding child development. - See more at: http://www.bmc.org/pediatrics-developmentalbehavioral/team.htm#sthash.UrLgPWRv.dpuf |
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