What is a typical characteristic of a child on a 504?

Question

What kind of things do you have to consider for a child on a 504 and how is it different from a child on an IEP?

Answer 1

This can be a bit of a state-by-state definition.  

In my state, like the earlier answerer stated, students with a 504 receive no modifications to instruction and little in the way of assessments.  Typically most have ADHD or OCD or something in that genre and need extra time testing, larger font (less distractions) and/or testing in a separate room.  Students with diabetes, HIV, hemophilia, serious environmental allergies, fibromyagia, muscular dystrophy, etc might have 504 plans to all them to be excused from rules regarding the number of absences allowed.  The advantage of creating a 504 plan is simple. A team meets.  The parent provides documentation.  They state the problem and how they decide what is a logical way to work around a typical school setting.  

With the disabilities listed, a reasonable teacher would certainly allow a student to pass, make-up work, allow miss absences ONCE they knew the student had a documented problem.  The issue?  Not all teachers and administrators are kind hearted.  Thus we have an 504.

For students who need more, there's an IEP.  

Students with IEPs have modifications to instruction and/or assessment.  (Most have modifications to both.)  There are lot more rules in place for students with IEPs and they are alot more detailed.  (One to two pages for a 504.  Ten to fifteen pages for a student's IEP.)  When a teacher receives an IEP, they should know the disability category, how the student was doing academically and behaviorally on the day the IEP was written and their progress toward their goals since then.

They should also know how to modify the curriculum to meet the child needs and what extra equipment, tools and devices to expect the student to utilize.  The assessment may or may not be the standard one for the class.

Answer 2

There is no typical characteristic-

basically it is a child who can be successful with the regular curriculum with minimal changes-

ithe difference between 504 and IEP is that the 504 student is completely instructed in the mainstream classroom by the reg ed teacher-the IEP student may have a special ed in clas support teacher or some resource room classes

504 can include a personal aid for a student with a physical disability

behavior plan

computer technology

braille/ instruction in braille

signlanguage interpreter/education

extended time on assignments

a child with an IEP generally has some modification in curricullum or in the way the material is presented (small class, etc) in addition to the above modifications

assignments broken down into individual componants

generally there needs to be a difference in ability versus achievement to qualify for an IEP

Most students sho are visually impaired, hard of hearing, physically handicapped are served with a 504 plan-as long as they don't have a secondary learning disability.

Many districts will make the mistake f giving a child an IEP just because she is blind, deaf, or ina wheelchair-this violates the education laws that each child is to receive a free, appropriate education inthe least restrictive environment-

Sometimes the IEPs only include things that are provided for with a 504 which is a waste of resources for everyone involved.  If it doesn't include any actual Special Education resources (services provided by a special education teacher) than it should be a 504

Answer 3

A 504 just means you have a disability--it could even be a broken arm, and you need to be accommodated (e.g. not use paper and pencil for X number of weeks).  IEP means you have a disability that requires specially designed instruction because the regular curriculum isn't meeting your academic needs.