The Key Perspectives in an IEP or 504 Meeting: Where to Start?

Disclaimer: Stunning Jade is not part of your IEP or 504 teams. IEPs and 504s are legal documents, and we cannot provide legal advice. Please consult your assigned case manager for individual accommodation needs.

“Your child has a delay.” No one wants to hear that. I have been in many meetings when that was the case for a student’s IEP or 504. However, it is different when your child is the focus. My child is too young for an IEP, but she qualified for an IFSP. It has the same boxes, services to be rendered, goals to be met, case managers, etc. What was a gut punch to me was the checkbox “parent present at the meeting” in the same format and place as many IEPs I have seen. Now it is my child that is the center of this meeting. I am processing it as a parent as a baby IEP. Just leaving the annual evaluation earlier this month, I wanted to share my thoughts with you. The parent side is different from the educator side. Both perspectives are essential to developing a well-thought document to service the child's needs. I want to share some things to keep in mind and some reference material if you have one of these meetings coming up.

Definitions:

The education world has many acronyms, and the Special Education world adds another layer. Here is a resource to help guide you through some common ones you may see at meetings. Here are some of the acronyms I mentioned in the paragraph above:

504- It is a part of the U.S. Rehabilitation Act of 1973 to help parents of students with physical or mental impairments in public schools or publicly funded private schools work with educators to design customized educational plans. 

IEP- Individualized Education Program- Students eligible for special education services need an IEP.

IFSP- Individualized Family Services Plan- This document is for infants and toddlers up to age three with developmental delays or medical problems that can lead to delays.

For all the adults at the meeting: 

It is crucial for the adults to be present. Being there to sign the documents is excellent, but also to limit distractions to be efficient and solution-centered toward the child’s needs. Ask questions. IEPs and 504s are legal documents, and so you want the language to be clear to everyone, including people who may not be able to attend. If you would like to have a public resource for some key topics IEP and 504 meetings may discuss, this guide may be able to help. Bring in a lot of positives about the student and if it is a follow-up growth the student achieved. All perspectives matter. 

If the student is present at the meeting:

Depending on the age and state-level requirements, the student may be asked to attend the meeting, especially at the secondary level. There may also be a questionnaire or write-up. Of course, as the Individualized Education Plan applies, every case is different, but having the student there can give a lot of depth to the meeting. The student’s perspective is the direct line to see what is working and what needs amending. The student may need time to process the meeting, it is a whole new environment, but their thoughts can be tremendously helpful. 

For the educator:

Try to focus on the positive and the growth. If there is a concern, lead with the data you have collected. Show work samples if needed. You may need your laptop to show grades or student work but do not have other tabs open. Remaining focused on the meeting can help it run smoothly. Read every accommodation and imagine how it would work in any classroom. If the document is valid for the next school year, you may represent your colleagues or a future teacher. Asking for those detailed responses will help everyone involved. Ensure you find some time to share your perspective. It is vital to understand the student’s progress. Understand if the parent needs time to process the data or has questions. There are many great advocates for the student that the parent or guardian may need to understand the details.

For the parent/guardian:

Focus on your child's skills and interests. It can help when figuring out accommodations for their IEP or 504. These accommodations will help your child reach their goals. It is not a judgment; you work hard to help your child grow into a kind and successful person. That was tough for me. I felt I let my child down in some way. However, try to have the mindset shift that educators see many students throughout their years, and it is good to know a team wants your child to grow. Bear in mind that an IEP or 504 will not guarantee fantastic grades. It is to allow your student to access materials or courses to the best of their abilities, required by law. Your perspective is vital because you have known them the longest and can see and add essential details to allow your child to flourish. Your thoughts must be shared, and ensure you have time at the meeting. 

Conclusion:

These meetings can be long and cause nerves for some, but they are essential, whether it is the qualification meeting, the annual evaluation, or for a child to exit the system and work to transition from their IEP or 504. Everyone’s perspectives matter. Stunning Jade provides a community for people to share celebrations and resources. We will continue building resources for caring adults who want to see their children be kind and successful. Please keep in touch; we will be with you along your meeting journey.

Works Cited:

Special Education: Getting Help for Your Child (for Parents) - Nemours KidsHealth. Reviewed by Colleen O’Shea. Reviewed March 2022. Retrieved February 13, 2023, at https://kidshealth.org/en/parents/special-ed-support.html?ref=search

United States Department of Education Individuals with Disabilities Education Act. Retrieved February 13, 2023, at https://sites.ed.gov/idea/