School documents

The “504 plan” is a legal document that specifies all accommodations, modifications, adaptations, interventions, aids, and services provided by the child’s school that are needed to meet the student’s needs. Check the difference between modification and accommodations under accommodations vs. modifications on this site.

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The ‘504’ in the 504 plan refers to Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination on the basis of a disability and gives students with special needs a right to equal access to learning (equal opportunity to perform at the same level as their peers – basically, evening the playing field).

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The 504 meeting takes place between the school team and parent/legal guardian of the child, at least once a year to assess the 504 plan and make changes according to the needs but parents have a right to request the plan review at any time.
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​​​​Children with hearing loss typically qualify for a 504 plan because children with hearing loss are often unable to gain equal access and benefit from school programs and services, and they meets ALL three criteria (required for 504 eligibility):

1. The person has a physical or mental impairment which substantially limits one or more major life activities

2. has a record of such an impairment (or)

3. is regarded as having such an impairment.

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What may a 504 plan look like for a child with hearing loss using verbal communication? Below is an example of what it may look like (not a real 504 plan). ​​​​​​​​​​​​​​​​

IEP stands for Individualized Education Plan and is covered under the special education law, The Individuals with Disabilities Education Act (IDEA).

 

IEP is a legal written document that applies to eligible children attending public K-12 schools and outlines specific educational support and related services, including:  

• Present levels of academic achievement and functional performance

• Annual goals and short-term objectives

• Special education services, accommodations/modifications, and related services (e.g., teacher of the hearing impaired).

• Any participation in state assessments

 

IEP goals and objectives should be SMART (Specific, Measurable, Achievable, Relevant, and Time-bound) and focus on areas of disability that needs support. For children with hearing loss it could be auditory memory and vocabulary development, communication, self- advocacy, etc. Here are some examples of listening comprehension IEP goals for children with hearing loss.
 

IEP is reviewed regularly, at least once a year, or at any time a parent requests it.

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The goal of the Communication Plan for children with hearing loss is to ensure effective communication and education access to children with hearing loss in a classroom setting (K-12). 

Communication plan is aligned with IDEA so the child's individual communication needs must be be taken into account when the communication plan is created. The plan should list communication needs, opportunities for direct peer and professional interaction in their preferred mode, qualifications of the professionals providing services, physical and communication accommodations and academic options for the student.

Link to the Communication Plan in CT that needs to be provided/attached to the child's IEP.