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As a result, state public education programs became subject to federal non-discrimination requirements. However, Section 504 only requires that the school in question develop a "plan" (often called a "504 Plan") for the child, unlike an Individualized Education Program, or IEP, which tends to generate a more in-depth, actionable document. [20]
A 504 plan is different and less detailed than an Individualized Education Program (IEPs). [7] Section 504 supports rights for students for needs outside of the school day, such as extracurricular activities, sports, and after-school care, because Section 504 prohibits discrimination on the basis of disability.
Right to request independent educational evaluations at public expense, For parents who disagree with the school's decisions, IDEA outlines the following dispute resolution guidelines: [21] "Stay Put" rights (If parents disagree with the school's decision, the student can stay put while the parents and school go through dispute resolution.)
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If appropriate, the child may also participate in IEP team meetings. If the student is over fourteen, they should be invited to become a part of the IEP team. Additionally, when the student is sixteen years of age, a statement of post-secondary goals and a plan for providing what the student needs to make a successful transition is required. [6]
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Parents are supposed to be equal participants in this process as well as others that are knowledgeable about the child, the meaning of the data collected through the evaluation, and all placement options. The student's plan, to include the above items, is recorded in a written Individualized Education Program (IEP). The child's placement is ...
Twice-exceptional students have a unique profile of significant strengths and weaknesses – they are gifted and talented and also meet the criteria for an Individualized Education Program (IEP) or a Section 504 plan. Twice-exceptional students access accelerated and enriched instruction with appropriate support and services at their local ...