Educational Success for Your Students - and You
A teacher’s role in the IEP, 504 plan, and/or ADA process is to:
- participate in any meetings in which IEP, 504 plan, or ADA auxiliary aids and services may be discussed.
- be ready to supply pertinent data and documentation, such as test scores, discipline referrals, and observational information.
- implement the provisions of the IEP, 504 plan, or ADA auxiliary aids and services accommodations that apply to the classroom or school environment.
Individuals with Disabilities Education Act (IDEA)
IDEA requires schools to develop an Individualized Education Program (IEP) for the child. This is a written description of the special education and related services needed to help the child access the general education curriculum as well as extracurricular activities.
Section 504 of the Rehabilitation Act of 1973 (504 Plan)
504 plans support a wide range of accommodations that may include preferential seating, amplification, interpreting, notetaking, captioning, and/or others in order to assist the student in accessing educational programming. Accommodations may be implemented and monitored by a case manager.
Americans with Disabilities Act of 1990 (ADA)
Under the ADA, schools must provide auxiliary aids and services, such as qualified interpreters, captioning, and assistive listening devices, to ensure communications with deaf and hard of hearing individuals are as effective as communications with others. Teachers should work with principals to ensure students have complete access to educational programming.
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