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You indicate the behaviors that are making you concerned about your child by answering a series of questions. The Symptom Checker analyzes your answers to give you a list of psychiatric or learning disorders that are associated with those symptoms.

Since individual symptoms can reflect more than one disorder, this tool will give you a range of possibilities and guide you toward next steps. This tool cannot diagnose your child, but it can help you inform yourself about possible diagnoses and will offer information and articles to help you learn about them, to facilitate a conversation with a professional.

Remember, this tool is not a substitute for a diagnostic evaluation by a medical or mental health professional. If you believe your child has a psychiatric or learning disorder, please consult a professional.

We do not collect any personally identifiable information.

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Are you worried about your child? Our Symptom Checker can help you inform yourself about possible diagnoses and will offer you helpful information and articles.

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A 504 plan is a blueprint for how the school will support a student with a disability and remove barriers to learning. The goal is to give the student equal access at school.

504 plans are formal plans that schools develop to give kids with disabilities the support they need. That covers any condition that limits daily activities in a major way.

504 plans often include accommodations. These can include:

Changes to the environment (like taking tests in a quiet space)

Changes to instruction (like checking in frequently on key concepts)

Changes to how curriculum is presented (like getting outlines of lessons)

Accommodations don't change what kids learn, just how they learn it. The goal is to remove barriers and give kids access to learning.

While it's rare, 504 plans can provide modifications. Unlike accommodations, modifications do change what a student is taught or is expected to learn. Students might get fewer homework assignments, for instance. Or they may be graded in a different way than their classmates.

The process for getting a 504 plan is different, and simpler, than the process for getting an IEP. But it varies from school district to school district

With 504 plans, schools look at information about a student from a few different sources. One source might be a medical diagnosis. Schools might also look at the student's grades, test scores, and teacher recommendations.

Families or schools can request a 504 plan through the school district's 504 coordinator. This person may also be the IEP coordinator. (Ask the principal if you're not sure who to contact.) The request must be in writing. The school will then hold a meeting to decide if the child qualifies and what supports are appropriate.

Legal rights under 504 plans

The 504 process has fewer protections than the special education process. But families can still play an important role by staying involved and making sure kids with disabilities get the same education as kids who don't.

Key takeaways

504 plans are designed to help kids with disabilities learn alongside their peers.

A 504 plan isn't the same as an IEP.

There are fewer safeguards in the 504 plan process than in the IEP process, so it's important to be proactive.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

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A 504 plan is a blueprint for how the school will support a student with a disability and remove barriers to learning. The goal is to give the student equal access at school. 504 plans are formal plans that schools develop to give kids with disabilities the support they need.

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You asked to have your child evaluated for special education services. Now it's time for the IEP meeting, but you're not sure what to expect. What's in an IEP? How can you prepare for the meeting?

What is an IEP?

The IEP, Individualized Education Program, is a written document that's developed for each public school child who is eligible for special education. The IEP is created through a team effort and reviewed at least once a year.

Before an IEP can be written, your child must be eligible for special education. By federal law, a multidisciplinary team must determine that (1) she's a child with a disability and (2) she requires special education and related services to benefit from the general education program.

The Individuals with Disabilities Education Act (IDEA), a federal law, requires certain information to be included in the IEP but doesn't specify how the IEP should look. Because states and local school systems may include additional information, forms differ from state to state and may vary between school systems within a state.

IEP team members

The members of the multidisciplinary team who write your child's IEP include:

You, the parents, who have valuable insights and information about his strengths and needs and ideas for enhancing his education

General education teacher(s) who can share information about classroom expectations and your child's performance

A special education teacher who has training and experience in educating children with disabilities and in working with other educators to plan accommodations

An individual who can interpret the results of your child's evaluation and use results to help plan an appropriate instructional program

A representative of the school system who knows about special education services and has the authority to commit resources

Individuals with knowledge or special expertise about your child that are invited by you and/or the school district

Representatives from transition services agencies, when such services are being discussed

Your child, when appropriate, and whenever transition is discussed

Contents of the IEP

The IEP is a document that is designed to meet your child's unique educational needs. It's not a contract, but it does guarantee the necessary supports and services that are agreed upon and written for your child.
At the least, the IEP must contain these pieces of information:

Present levels of educational performance

Information about your child's strengths and needs is presented by teachers, parents, and the school staff who evaluated her. Comments will be made about how your child is doing in the classroom. Observations and results of state and district-wide tests and the special education evaluation, including individually administered standardized tests, are reviewed. Besides academic needs, any other areas of concern that have been identified, such as language development, behavior, or social skills, should be discussed, as well.

Goals

The next step is to write measurable goals that he can reasonably accomplish in one year. Goals are based on what was discussed and documented in present levels of educational performance and focus on his needs that result from the disability. Goals should help him be involved and progress in the general curriculum and may be academic, social, behavioral, self-help, or address other educational needs. Goals are not written to maintain skills or help him achieve above grade level.

The requirement for objectives and benchmarks - with which to measure progress toward goals - was eliminated from IEP requirements with the 2004 reauthorization of IDEA. However, the law now states that the child's IEP must include "a description of how the child's progress toward the annual goals ... will be measured and when periodic reports on the progress the child is making toward annual goals will be provided" - for example, at the same time report cards are issued for all students.

This chart from Understood.org, a comprehensive resource for parents of kids with learning and attention issues, will help you tell if your child's IEP goals are "SMART."

Special education and related services

Once the IEP is written, the team has to decide how to put it into action. The school district is obligated to provide a free appropriate public education (FAPE) in the least restrictive environment (LRE). So the IEP team considers the way - to the maximum extent appropriate for both - to educate your child alongside kids without a disability. Special education is a set of services, rather than a specific place for your child to go. The services your child needs to reach the goals and objectives and how they'll be delivered are identified. For most kids, the general education classroom will be the preferred setting, but a range of options is available, including special day classes. In addition to the above, the following are part of the IEP:

The extent, if any, to which your child will not participate with nondisabled kids in the regular class and other school activities

When services will begin, where and how often they'll be provided, and how long they'll last

Necessary transition services (age 16 or the first IEP that will be in effect when the child turns 16)

These special factors will be considered and addressed in the IEP, depending on your child's needs:

Supports and strategies for behavior management, if behavior interferes with her learning or the learning of others

Language needs as related to the IEP if he has limited mastery, or proficiency, in English

Communication needs

Assistive technology devices or services required in order to receive FAPE

Necessary accommodations in the general education classroom

To see what an IEP looks like, visit Understood.org .

Your role at the meeting

Parents often feel overwhelmed when they attend an IEP meeting because so many people are there. The time goes by quickly, and you may feel rushed. Education jargon can be hard to understand, yet you're supposed to be a full participant in the meeting. Here are some ideas that may help to reduce your anxiety, increase your participation, and facilitate the process.

Communicate regularly with school staff so that you'll have an idea of what the teachers may say at the meeting.

Prepare your thoughts before the meeting by writing down the important points you want to make about your child. If you'd like, ask to have your information included in your child's IEP.

Take someone with you to serve as your support system. If a spouse or family member can't attend, ask a trusted friend to go with you. If you decide to bring a friend or advocate, you should inform the school so they are aware of whom you're bringing. Be prepared for them to question who the person is and why you have decided to include them in the meeting. The school should tell you if they have a specific policy on other attendees at the IEP meeting.

Ask questions if you don't understand the terms being used. If necessary, arrange to meet with individuals after the meeting to review their statements or reports.

Try to stay focused and positive. If anyone becomes frustrated or angry, ask to have the meeting continued at another date. It's hard to develop an IEP when emotions have taken over the process.

Remember that you can sign to show you participated in the meeting, but you don't have to agree to the goals or services at the meeting. You can take the IEP home to review, get input, and return later.

What happens next

Written parent permission is necessary before the IEP can go into effect. If you agree with only parts of the IEP, let the school know so services can begin for your child. Once you sign the first IEP, you have granted your permission for the school to provide ongoing special education services for your child.

Although you may change your mind after signing the IEP and withdraw your permission, you should be aware that this action may have legal implications. (Consult with an advocate before taking this action.) Write a letter to the school that tells why you've changed your mind and which parts of the IEP you disagree with. Most likely, the school will want to hold another IEP meeting to discuss your concerns.

The IEP is reviewed at least once a year. However, if you or the teacher believe that your child isn't learning or making progress or has achieved the goals sooner than expected, a meeting may be scheduled to revise the IEP. If you feel that an IEP review meeting is needed, put your request in writing and send it to the school and/or district administrator.

Work collaboratively with the staff responsible for your child's IEP. Ask what you can do to reinforce skills at home.

Visit Understood.org for a collection of resources on how to make sure your child's IEP is working .

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You asked to have your child evaluated for special education services. Now it's time for the IEP meeting, but you're not sure what to expect. What's in an IEP? How can you prepare for the meeting? The IEP, Individualized Education Program, is a written document that's developed for each public school child who is eligible for special education.

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Obsessive- Compulsive Disorder Treatment Strategies 

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Obsessive- Compulsive Disorder Treatment Strategies 

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This website is using a security service to protect itself from online attacks. The action you just performed triggered the security solution. There are several actions that could trigger this block including submitting a certain word or phrase, a SQL command or malformed data.

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To Write Love on Her Arms is a non-profit movement dedicated to presenting hope and finding help for people struggling with depression, addiction, self-injury, and suicide.

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TWLOHA is a non-profit movement dedicated to presenting hope and finding help for people struggling with depression, addiction, self-injury, and suicide.

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Individuals with Disabilities Education Act

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The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

The IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 8 million (as of school year 2022-23) eligible infants, toddlers, children, and youth with disabilities.

Infants and toddlers, birth through age 2, with disabilities and their families receive early intervention services under IDEA Part C. Children and youth ages 3 through 21 receive special education and related services under IDEA Part B.

Additionally, the IDEA authorizes:

Formula grants to states to support special education and related services and early intervention services.

Discretionary grants to state educational agencies, institutions of higher education, and other nonprofit organizations to support research, demonstrations, technical assistance and dissemination, technology development, personnel preparation and development, and parent-training and -information centers.

Congress reauthorized the IDEA in 2004 and most recently amended the IDEA through Public Law 114-95, the Every Student Succeeds Act, in December 2015.

In the law, Congress states:

Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.

Other Laws for Children with Disabilities

The U.S. Department of Education's Office for Civil Rights (OCR) provides additional resources of interest for individuals with disabilities and their families.

OCR does not enforce the IDEA; however, OCR does enforce the Rehabilitation Act of 1973, Section 504 and Americans with Disabilities Act of 1990, Title II rights of IDEA-eligible students with disabilities.

To learn more, visit the OCR's Frequently Asked Questions About Section 504 and the Education of Children with Disabilities.

Visit OCR's website for additional resources.

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About IDEA - Individuals with Disabilities Education Act

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The IDEA is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

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Please enjoy the resources provided through my padlet.

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Continue to work hard, but always make time for family and friends.

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My goal is to become an educated and resourceful High School Guidance Counselor.