High school is an exciting and challenging time, one which ramps up the academic rigor and expectations on students, and seeks to prepare them for their life ahead, in college and beyond. There are challenges in this for every student, but some students face additional hurdles through circumstances outside their control.
Whether it be physical or psychological, some students have conditions which impact their ability to learn and succeed in high school. As we come to better understand these conditions and challenges, so too do schools adapt to better offer services to these students, to help them succeed. Of course, getting these services offered is often a process in itself, one which frequently feels confusing and overwhelming.
In this article, we’re going to explore what options are available from schools, how they work in practice, and how you can request them. We will cover both public and private schools, and some things to be aware of for both. Let’s get started!
How Accommodations Work: 504 Plans and IEPs
Accommodations are offered and regulated through two systems: 504 plans and Individualized Education Programs (IEPs). These are both federally mandated programs regarding the treatment of students with special needs or disabilities, in order to ensure that they have the same intellectual opportunities as their peers, and are not discriminated against in the educational system.
While these are very similar, they are distinct. We will therefore go through each in turn to explain what it is and how it works.
What are 504 plans?
504 plans guarantee students with disabilities the right to a public education, and to access this education. This act is broader in its definition of disabilities than the one which defines IEPs; students who have a disability who do not qualify for an IEP thereby are treated under this regulation.
If students are found to have a disability which limits their access to an education, then public schools are obligated to identify their needs and come up with resources to meet them. This is generally done by devising a plan; these are where the term “504 plans” comes from.
These plans account for both activities during the school day, and extracurriculars offered by the school. This doesn’t guarantee that a student will be a varsity athlete, but that they will be given the chance to try out if they meet the other requirements. The rule is they may not be denied access due to their disability (but still may be denied access based on other factors implemented by the school for programs, such as academic achievement).
These plans are developed through meetings between school staff, teachers, and parents. These identify the specific needs of the student and their situation, and how they are to be addressed. If parents are unsatisfied with the results of this meeting or the implementation of the plan, they are entitled to request an impartial hearing.
What are IEPs?
IEPs are specifically for students requiring special education due to a disability. This is a more restrictive definition than the one used for 504 plans, and does not apply to all students. The goal of these plans is to enable students to receive as full an education as possible given the circumstances of their disability.
These plans are very detailed, and describe how a student learns, what the specific goals are for the student, and how teachers and staff (such as paraprofessionals) are to evaluate the student. IEPs are in place until a student graduates from high school, turns 21, or enrolls in a college or university.
Schools begin by determining if a student qualifies for special education. This is done by evaluating the student, and then going over the results with parents to determine if an IEP is necessary. The act which created IEPs outlines 14 specific conditions which qualify a student for one of these plans (though not every child with one of these conditions will require an IEP):
- Autism
- Deaf-blindness
- Deafness
- Developmental delay (for children aged 3–9, varies by state)
- Emotional and behavioral disorders
- Hearing impairment
- Intellectual disability
- Multiple disabilities
- Orthopedic impairment
- Other health impairment
- Specific learning disability
- Speech or language impairment
- Traumatic brain injury
- Visual impairment, including blindness
While school officials can recommend a student for evaluation, they are not qualified to diagnose a student. A medical professional is required to evaluate and diagnose a student in order for an IEP to be formulated. In many cases, having a physician involved to recommend best practices to aid a student is a key part of the IEP planning process.
The IEP plan itself is done in a group meeting. This involves parents, one special ed and one general ed teacher, a member of the school’s administration, and a specialist who can speak to the student’s needs. Parents or the school may also invite other specialists to talk about unique help for the student, such as physical or occupational therapists. The child may themselves participate in the meetings if this is deemed appropriate.
Once an IEP is in place, they will be periodically reviewed. While parents are a core part of the planning process, it is ultimately up to the school which services will be offered to the student, in compliance with federal law. This plan will be reviewed annually, to see if the student is meeting their goals, if the services provided are effective, and if any alterations are needed for the plan or its goals.
How to Request Accommodations
While these accommodations are mandated federally, the actual implementation of these policies is left to individual states and school districts, as is the case for most educational policy. There are a lot of nuances in this application, so we will be focusing on how it works in Texas, where we are headquartered. The general outline will be the same for other states, though the specifics of what they require may differ. Note also that this will only apply to public schools; we will cover how requests for accommodation work for private schools later, since they are regulated differently and have separate policies.
In Texas, the process is generally initiated by schools, but may be done by parents. The first step is always evaluation. This is done by the school first if they notice a potential issue with a student; this may then be brought up to the parents. This can result in either a recommendation for an IEP or a 504 plan. Parents may approach schools if they are seeking accommodation themselves; this is generally done through the counseling office.
Once the first need is noted, things move to an external evaluation, to give an expert medical opinion. Generally a formal diagnosis or a letter from a practitioner is preferred. This is not needed in all cases; a blind student for example will be offered assistance without a formal diagnosis. A diagnosis can help when formulating a plan for a student with ADHD or autism however, as a medical professional is the person best qualified to determine what level of support a student needs, and what accommodations would be most productive for them.
With this in hand, schools determine what level of services and support a student requires, and this sorts them between receiving an IEP or a 504 plan. IEPs are more intensive plans, offer more resources, and are only available for students with particular conditions and needs. This is determined by federal regulation, as we discuss above.
In most cases, students are given a 504 plan. This can lead to accommodations during tests (including state testing), in extracurriculars, or in the classroom. If you have concerns about the level of services offered, or believe they are insufficient to deal with the disabilities or other issues a student has, you can file a complaint, or request a review hearing.
Accommodations in Private Schools
504 plans and IEPs are federal programs, and only apply to schools which receive federal funding. This means private schools are generally not required to offer accommodations, except as required by the Americans with Disabilities Act (for example, having building access for a student using crutches or in a wheelchair).
Private schools will often still provide accommodations reminiscent of a 504 plan, but they are not required to. Most private schools will not provide the same level of services that IEPs provide. This does depend on the school and service required; schools are more likely to offer additional time on a test or computer aids, but are reticent to provide paraprofessionals or speech therapy.
Private schools may screen out students with disabilities in their admissions process, or may quietly ask them to leave the school if they are unable to handle the academic environment. Unlike public schools, private schools have no obligation to work with all students. Many are willing to be accommodating, but only to an extent-depending on the specific accommodations you need, a public school may serve better.
A Note on Charter Schools
Charter schools are still public schools, and are bound by the same federal regulations as all public schools. The Department of Education published a note to this extent, outlining your rights with charter schools. To sum up:
- Charter schools must offer 504 and IEP plans to students with disabilities
- Charter schools may not discriminate in admissions against students with disabilities
- Charter schools may not counsel students with abilities to not attend, nor to leave the school
That said, charter schools do not always follow these rules, and because they are outside the standard school district structure, oversight is more difficult. They can also be harsher with discipline than other public schools, and use that as a pretense to remove students with disabilities. Remember, charter schools exist to save money, and providing accommodations to students who need them is expensive.
Final Thoughts
The goal of accommodations in education is to provide students with equity. Each student has their own needs, and if the goal is to create a level playing field for them, that means some require different approaches or a different application of resources. 504 plans and IEPs are meant to ensure that students get the resources that they need, and that all students have the same opportunity to succeed within the educational system.
We hope that this article has given you a thorough introduction to how accommodations work, and how you can go about securing them. If you want advice on how these impact the college application process, see our article here. If you want advice for your personal situation, or are looking for any additional help with your time in high school, schedule a free consultation today. We have a long experience working with students from all kinds of backgrounds, and are always happy to hear from you.
