The Current Atmosphere for Students in IEP and 504 Plan Meetings

While taking to a high school principal in a local area, he mentioned that IEP meetings are ran by teachers.  Teachers and other faculty are the ones who create the IEP and often the parents do not know the jargon or the legal terms that are involves so they really have no say in the IEP process. The same happens in 504 meetings, that is, if a meeting even takes place. In a 504 plan no meeting with the parents, student, and teacher is required. Unlike an IEP, a 504 plan doesn't have to be a written document an no meeting is necessary. The school has to inform the parents that there will be changes made to their students learning but unless parents know that they can ask for a meeting nothing will come of it. Teachers can make these plans with no aid from the student or the parents (Educational Advocacy). 
I had the opportunity to speak with a student who has a 504 plan for ADHD and Anxiety. His parents are advocates for his learning but they have not taught him how to be an advocate for himself. The student mentioned that he almost never speaks in his 504 meeting because he does not know what to say to get what he needs. The student also has no concept of what he needs in classes. He has not been taught self advocacy so he is not aware that he has the ability to speak out in this meeting that is run by adults (Laramee, 2018).
The current atmosphere in a 504 and IEP meeting is one that is heavily focused on adult conversations that do not involve the student. An article by Christine Mason, Marcy McGahee-Kovac, and Lora Johnson, says, "we believe that increasing students responsibility for their IEP's can influence student and parent buy-in and involvement in the IEP process." there needs to be a change in the system to involve students because it can result in many positive benefits for the student in social and educational terms (Mason, 2004). 

Refrences:

Educational Advocacy: The ABCs of IEPs and 504 Plans. (n.d.). Retrieved October 23, 2018, from https://www.mda.org/sites/default/files/Educational_Advocacy.pdf
Laramee, B. R. (2018, October 5). 504 Plan [Personal interview].

Mason, C. Y., McGahee-Kovac, M., & Johnson, L. (2004). How to Help Students Lead Their IEP Meetings. TEACHING Exceptional Children, 36(3), 18–24. https://doi.org/10.1177/004005990403600302




Comments

Post a Comment

Popular posts from this blog

Student Led IEP and 504 Plan Meetings

An article by Christine Mason, Marcy McGahee-Kovac, and Lora Johnson outlines the need and the benefits for student lead IEP meetings. "Student led IEPs teachers students to take ownership for their own education and to demonstrate that ownership at an annual IEP meeting," (Mason, 2004). While a student lead IEP meeting is incredibly beneficial to the students they can not be expected to be put in that position of power all of a sudden. Students require scaffolding to get them to the point where they can be a self-advocate in a room full of adults. Mason,  McGahee-Kovac, and Johnson outline an excellent way to prepare students for an IEP or 504 plan meeting. They suggest a number of preparation sessions either individually or in small groups to identity what needs to happen in an IEP meeting. They go through about six sessions of preparation. The session will outline IDEA (1997) and the students rights in the school environment. Students will get copies of these law
Read more

How to Prepare Yourself and Your Child for an IEP or 504 Plan Meeting

The first 504 or IEP meeting you attend can be a daunting task but there are many resources and tips available to help you help your child to succeed. "ADDitude" is an online magazine that provides excellent resources for parents whos children have ADD and ADHD. There are two articles posed on their site that aid parents in preparing for an IEP or 504 plan meeting. The first article is written by Karen Sunderhaft and lists 12 tips that will help you prepare for and succeed at the IEP meeting. I will not go though all 12 steps but the one that I feel is the most important is that you need to put your child first ( Sunderhaft, 2017).  If you feel your child needs something in the classroom that the teachers are not willing to give, push for it and have reasons that support your belief of why specific accommodations would be helpful. The parent knows the child best and they have more of an understanding of what will work for the students. Parents, no not take this as an excus
Read more