Last year, the Connecticut State Department of Education updated their Individualized Education Program (IEP) in an effort to make the process easier to navigate for students, parents, and educators. Helpful as those changes are, making sure a child has access to schools and can thrive in them becomes a bit more involved when a child has a disability. New Canaan Pediatrics understands that current education research has proven that early, individualized intervention can greatly improve educational outcomes. However, this means there are many potential paths to a better educational experience for students with disabilities. So where does a parent start?
First and foremost, New Canaan Pediatrics recommends that any educational intervention begin with a focus on the student, their diagnosed or suspected disability, and the ways that disability impacts their learning.
For some students, the disability will impact their access to educational opportunities. It may be difficult to physically access buildings or classrooms, and it may be limits in extracurricular and academic opportunities. When your student faces these challenges, they may qualify for a 504 plan, a provision in the Americans with Disabilities Act that helps document and create accommodations for students.
In contrast, IEPs (Individualized Education Programs) aim to improve the educational outcomes for students with special needs once they arrive in the classroom. You’ll again begin by focusing on your student, the need, and the way it impacts their intellectual development. Under the new revision, the state of Connecticut lists 15 categories of disability that qualify for IEPs. These include sensory impairments like deafness and blindness, developmental disabilities like Autism Spectrum Disorder, and learning disabilities like Dyslexia.
Some of these special needs present early in life; your student might already have a team of specialists ready to transition the child into the classroom. However, some of these disabilities, especially the catch-all “Other Health Impairment” that covers ADD/ADHD, might not present until the child gets to the classroom.
If you suspect a disability might be impacting your student’s academic success, begin the IEP process by referring your child for evaluation as soon as possible. This referral can be made by parents or guardians, school personnel, other outside specialists approved by parents, or even the student themselves. This process must be done in writing, and parental consent must be obtained before an evaluation begins.
Connecticut’s IEP policy centers on a PPT, Planning and Placement Team, that handles both the initial evaluation and any accommodations based on the evaluation. The PPT begins with the parents and student, and then gets filled out with regular and special educators, ideally from your student’s school, a district representative, and other support providers or subject-matter experts. The PPT will first determine if an eligible disability is impacting the student by looking at the student’s academic performance holistically.
When an underlying and eligible disability is present, the PPT will begin working together to develop accommodations and supports to improve and optimize your student’s learning experience. Parents and educators will discuss ways to reinforce learning beyond the classroom and create consistent expectations, district officials will help clarify regulations and coordinate resources and everyone stays goal-oriented with the assistance of a regular reassessment schedule.
Connecticut requires PPTs to have clear goals and milestones to evaluate student progress, and clear processes for changing IEPs to meet those goals. The Connecticut PPT guidelines also allow teams to leverage expertise beyond the family and school district to provide innovative, personalized support for students.
Think of these two interventions like so: A 504 plan wants to remove barriers to access and an IEP wants to maximize learning outcomes.
When your student is struggling, no matter if it’s in kindergarten or high school, a 504 and/or an IEP may be able to make an enormous difference in their academic success. Experts believe that about 1 in 7 people have learning disabilities and many are undiagnosed and untreated as adults. This can mean a lifetime of poor coping skills, limited job options and stunted career advancement, resulting in low self-esteem, depression and unhealthy relationships.
If your child is floundering in school, request an evaluation as soon as possible. The earlier educational interventions are made, the greater the benefits now and for a lifetime for your child.
When you need help navigating the 504 and IEP process, send a message through your patient portal. We will be happy to help any way we can.