Special Needs 1 - Developing an Individualized Plan

In looking at the two Individualized Education Plans, it is obvious that Plan B is the preferred plan.  You can tell almost from the very beginning of the 504 that B is the preferred plan.  Plans A and B both begin with describing the student’s disability, but plan B also gives a short synopsis of what her teachers have reported about her.  It states in addition to the description of her disability that she is a hardworking student who is determined to overcome challenges that she faces.  This extra insight into the student’s work habits is beneficial when determining the appropriate accommodation. 

Plan B gives much more detail about the accommodations that the student needs.  The percent of extended time on tests is specified.  The amount of extended time on assignments is given.  The expectation for reduced coursework is specific.  The check for understanding is specifically laid out as a weekly check in via phone, email or synchronous session.  Also, it is stated that she should be given the option to respond orally so that it is less strain on her eyes.  It is important that any individualized education plan be as specific and detailed as possible. 

For Plan B the only thing that might suggest is to add in how the student/parent should complete the expectation and how often it should occur.  If these things are not specified in the 504, then no one will not the guidelines for how it should be done and there will be no documentation to hold anyone accountable. 

There were several reasons that I did not choose Plan A as the best example of an individualized education plan.  There were not very many details associated with the accommodations that were being requests.  All stakeholders need to know the exact details of how they re to carry out the accommodations.  If things are not specified then chances are, every teacher will handle them differently.  An effective IEP/504 plan will have precise details and give direct guidelines.