504 plans IEPs and informal supports questions for the school team

Begin with access and educational impact

Describe how the communication pattern affects learning, participation, assessment, attendance, relationships, basic needs, or access to school programs. Include strengths and situations where the student communicates more easily. A diagnosis can inform the discussion, but the school’s decisions are based on its evaluation and the student’s individual needs.

Questions about evaluation

What information will the school collect, from whom, and in which settings? How will the evaluation account for a student who may not speak with the evaluator? Will speech language, psychological, academic, behavioral, or other areas be considered? How will family and treating provider information be included? What are the timelines and consent steps?

Questions about the type of plan

If Section 504 is being considered, ask how the school determines whether a physical or mental impairment substantially limits a major life activity and how needed aids or services are documented. If special education eligibility is being considered, ask which evaluation questions and eligibility criteria the team will use and how specially designed instruction differs from accommodations.

For informal supports, ask whether they are written, who is responsible, how substitutes will learn them, and what happens if implementation is inconsistent. Informal help can be useful, but it should not replace a formal evaluation when one may be warranted.

Questions about implementation

Who is the point person? Which communication methods are available for instruction, assessment, safety, and daily needs? Which planned practice will occur, who will lead it, and how will it be coordinated with outside treatment? How will staff avoid surprise speaking tasks and public attention?

Questions about review and problem solving

What data will show whether the plan is providing access and supporting progress? When will the team reconvene? How can the student and family report a concern? What procedural safeguards and dispute resolution information are available?

This resource is educational and is not legal advice. Federal protections apply nationwide, while state rules and local procedures may add requirements. The school should provide information specific to the student and district.

Categories of support to discuss

The team may discuss communication access, assessment methods, participation, transitions, attendance, health and safety, staff training, planned skill practice, and coordination with outside care. A list of generic accommodations is less useful than a description of when each support applies and who will provide it.

Examples might include an agreed written method for basic needs, advance notice of oral tasks, assessment in a smaller setting, a designated staff contact, explicit instruction or therapeutic support, and a method for communicating during emergencies. Whether any example is appropriate depends on evaluation and individual need.

Documentation makes implementation possible

For each support, write the setting, response method, staff role, and review condition. General wording such as “may answer in writing” can leave unanswered questions about which classes and tasks, who will offer the option, and what happens when another method is needed. Families can ask how implementation will be monitored and how concerns will be reported and resolved.

Putting this into practice

Prepare for the meeting by pairing each concern with a classroom example and a question. For example: “During whole group discussion, the student knows the material but cannot answer when called on unexpectedly. What response method will allow the student to show knowledge now, and what planned practice will build toward the communication goal?”

Sources and further reading

• US Department of Education Section 504 FAPE Frequently Asked Questions

• US Department of Education Hidden Disabilities and Section 504

• U.S. Department of Education — Parents and Families / IDEA

Related Braverly information

Learn about selective mutism care