Advocating for Your Child: Understanding Section 504 and IEP Services
by Judy Colbert and Stacey Coles
Navigating the educational system to ensure children with special needs receive the resources they deserve can feel overwhelming. However, knowing your rights and options as a parent or guardian can make all the difference. This guide outlines how parents can advocate for their children, what to expect from evaluations, and how to proceed after securing a Section 504 Plan or Individualized Education Program (IEP). Understanding Section 504 and IEP Services Both Section 504 of the Federal Rehabilitation Act of 1973 and IEPs provide support to students with disabilities but serve different purposes and are governed by distinct laws: • Section 504 Plans: Designed for students with physical or mental impairments that substantially limit one or more major life activities, such as learning or speaking. This plan ensures equal access to education through accommodations like extended test time, assistive technology, or modified seating arrangements. • IEPs : Governed by the Individuals with Disabilities Education Act (IDEA), these are for students with one of 13 specific disabilities (e.g., autism or dyslexia) who require tailored instruction and services such as speech therapy or one-on-one teaching. As Frances Shefter, an education attorney, said, “All support and services are based on your child’s needs, not the school’s available resources.” STEPS FOR ADVOCATING FOR YOUR CHILD 1. Initiating an Evaluation • Start the Process: Submit a written request to your school’s Section 504 Team or special education department, providing relevant documentation such as psychological or clinical evaluations. • Understand the Timeline: Public schools are obligated to evaluate students promptly after a request. • Collaborate with Experts: The Section 504 Team includes the parent, school administrator, and professionals who know the child and can interpret evaluation data.
Special Education Advocate Dr. Joanna Bache Tobin, a member of the Anne Arundel County Board of Education, emphasized, “We support our most vulnerable students— we support all of them.” 2. Be a Prepared Participant • Arm Yourself with Knowledge: Shefter emphasizes the importance of knowing your rights and being data- driven. “Parents should use the school’s, theirs, or outside provider’s data to support any requests.” • Know Your Role: Parents are equal members of the team. Speak up during meetings, ask questions, and advocate for modifications or services that align with your child’s needs. Beth Ann Hancock, President and Non-attorney Educational Advocate, encourages parents to tap into resources like the Anne Arundel County Public Schools Partners for Success office. “Parents seeking assistance can begin by accessing a wealth of information and support through Partners for Success and SECAC meetings.” 3. After the Evaluation • Review the Plan: Once a Section 504 Plan or IEP is developed, the team will outline accommodations or services tailored to your child’s needs. • Ongoing Monitoring: These plans must be reviewed annually—or sooner if changes in your child’s needs arise. Either you or the school may request revisions at any time. • Stay Involved: Regularly communicate with teachers and school administrators to ensure the plan is effective. As Board of Education member Larrabee advised, “If parents with special needs children have an issue and have exhausted normal AACPS channels for resolution, then it would be appropriate for them to contact their BOE representatives for advice and assistance.” RESOURCES FOR PARENTS • Local Advocacy Groups: Organizations like Partners for Success and the Anne Arundel County Special Education
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