Part One
Two Plans, Two Laws
There are two main types of plans that provide support for students with disabilities in public schools. They come from different federal laws and serve different purposes. Understanding the difference is the first step to advocating effectively.
IEP
Created under the Individuals with Disabilities Education Act (IDEA)
Requires a comprehensive evaluation showing adverse educational impact
Provides specially designed instruction (not just accommodations)
Includes measurable annual goals and progress monitoring
Legally binding. The school must provide everything in the IEP
Stronger option when specialized reading instruction is needed
504 Plan
Created under Section 504 of the Rehabilitation Act
Broader definition of disability (substantially limits a major life activity)
Provides accommodations to access the general curriculum
Examples: extended time, audiobooks, preferential seating
Does not provide specialized instruction like an IEP does
Appropriate when classroom accommodations are the primary need
Part Two
The Evaluation Process
Both plans begin with an evaluation. Here is how to initiate the process and what to expect.
1
Request an evaluation in writing
Send a written request to the school. The school must respond within a specific timeframe, which varies by state. If they agree, the evaluation is conducted at no cost to you. If they decline, they must provide a written explanation.
2
Understand the evaluation
For an IEP, the evaluation is comprehensive: cognitive ability, academic achievement, and specific processing skills. For a 504, it may be less formal but still requires documentation. You can also share private evaluations.
3
Attend the team meeting
You are a full, equal member of the IEP team. You can bring someone with you. You can ask questions. You do not have to sign the IEP on the spot if you need time to review.
4
Review the goals and services
IEP goals should be specific and measurable. Ask about the reading instruction: what method, how often, by whom. You have the right to advocate for evidence-based approaches like structured literacy.
Part Three
Your Rights as a Parent
Federal law gives you significant rights in this process. Here are the most important ones to remember.
You have the right to request an evaluation at any time
You have the right to participate in all meetings about your child
You have the right to access all of your child's educational records
You have the right to disagree with the school's decisions and pursue dispute resolution
You have the right to revoke consent for services if you believe they are not appropriate
You have the right to bring an advocate or support person to any meeting
You have more power than you think.
The law is on your side. Your child has a right to an education that meets their needs, and you have a right to be heard in the process. You do not need a law degree. You need information, persistence, and the willingness to ask hard questions.
Get Started
Need help thinking this through?
While I am not an advocate or attorney, I work closely with families navigating these decisions and can help you understand what effective reading support should look like.
info@northwoodsliteracylodge.com