IEPs vs 504s

When dealing with any special education issue, or general education issue, it is important to remember that no two subjects are alike. Each subject presents a unique case that carries with it its own individual background and needs. To try to accommodate for all these cases a number of legal practices and laws have been set forth over the years. Two of the major ones include IEPs and 504s. IEPs, which stand for individualized education programs are required by law if a child meets one of the thirteen qualifying conditions. This process, heavily utilizing parental input, is a structured blueprint of educational goals and specifics on how a child will receive their education and reach those goals. This entire process is carefully planned out at the hands of an expert team who work to best suit individual needs. 504 plans are in a way a separate step. While IEPs deal specifically with students who have learning disabilities, 504s are more so accommodations for students who have equal ability to learn but some form of mental or physical impairment. A brief example could be students with epilepsy, ADHD, or dysfunctions from cancer related symptoms.  Often time students who do not meet requirements for an IEP will then go through the 504 plan process to suit their needs. All in all, both pieces of law are set forth to grant equal access to education for all students, regardless of condition. In doing so, no student is unfairly treated and is given the opportunity to succeed with the support necessary. A more detailed look at each can be found below in the Venn diagram. 

References 

Hancock, M. (2016). Understanding the 13 categories of Special Education. Retrieved from https://www.understandingspecialeducation.com/section-504.html

Special Education and its Challenges

The current status of special education and its processes is like any other aspect of education in that they all prove themselves complex and ongoing. By no means is the special education process solved and perfect, however it has made great strides and will continue to do so as educators and schools look to maximize their efforts towards children with disabilities. It is evident that a large disparity still exists to this day in classifying students with disability and the best methods by which to do so (Skiba, 2008). Some of the problems that exist include the manner in which we teach, assess, and identify potential students who may need additional help. These issues become alarming as well when certain races of students seem to be biased against in the process (Skiba, 2008). Laws such as EHA and IDEA have been input to help minimize these issues and provide the needed support for such children. Schools may face issues such as insufficient resources and personnel to aid in the problem, as there are only so many qualified in doing so. Another challenge that potentially arises is a parent's ability to work alongside the school and the child to help aid in learning. Unfortunately, not all parents are willing to put in the time and effort it requires to fully maximize the process, creating another hiccup so to speak in the special education process. As Skiba (2008) points out, "complex causality clearly suggests the need for comprehensive and multi-faceted assessment and intervention plans." (p. 279). What this points to is the fact that no case will be like another, and that there are many factors which go in to not only creating a plan of action but a plan of providing the best service as well as identifying said issues. The state of special education lies in the fact that it is a continuous process, a lot of work has been done, and a lot of work is still to be done.

The History of Special Education Timeline

References

Skiba, R.J., Simmons, A., Ritter, S., Gibb, A.,Rausch, M.  Cuadrado, J., Choong-Geun, C. (2008).  Achieving Equity in Special Education:  History, Status, and Current Challenges. Exceptional Children, 74(3), 264-288.