Presentation on IDEA Parts A and B and 504 Plans

IDEA Parts A and B and 504 Plans
Number of sources: 3
Paper instructions:
Assessment Description
The special education process can be overwhelming for both parents and educators. For example, differentiating between IFSPs, IEPs, and 504s can be difficult. The classroom teacher is a member of the interdisciplinary team, and it is important for the teacher to have a general understanding of IFSPs, IEPs, and 504s. The interdisciplinary team includes the grade level teacher, special education teacher, district representative, school psychologist/specialist, the parents, and the student (when it is appropriate).

For this assignment, create a 12-15 slide digital presentation for an upcoming professional development.

Include the following in the presentation:

Explanations of IDEA, IFSPs, IEPs, and 504 plans and how they differ from each other.
General processes for special education identification, including Child Find, parent referral, and school referral.
Roles family, the school, and/or district faculty and staff play in identification, support, and reporting, as well as the meaning of service delivery.
Methods of communication with families regarding the process of special education identification.
A title slide, reference slide, and presenter’s notes.
Support your presentation with 3-5 scholarly references.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Presentation on IDEA Parts A and B and 504 Plans:
Slide 1:
IDEA, IEPs, 504 Plans, and Child Find
Presented by [Your Name]
Slide 2:
Introduction
The special education process can feel overwhelming for both educators and families. This presentation aims to clarify the differences between IDEA, IFSPs, IEPs, and 504 plans as well as explain the identification process.
Slide 3:
IDEA
The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.[1]
IDEA consists of four parts:
Part A outlines the general provisions of IDEA.
Part B covers assistance for education of all children with disabilities.
Part C establishes and develops early intervention programs for infants and toddlers with disabilities and their families.
Part D includes national support programs administered by the Department of Education.
Slide 4:
IFSPs
An Individualized Family Service Plan (IFSP) is for children ages birth to 3 who qualify for early intervention services under IDEA Part C.[2] The IFSP outlines the services and supports provided to the child and family. A transdisciplinary team develops the IFSP with the family.
Slide 5:
IEPs
An Individualized Education Program (IEP) is a plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services.[3] The IEP must be reviewed and revised at least annually.
Slide 6:
504 Plans

Section 504 of the Rehabilitation Act of 1973 prohibits discrimination based on disability in programs or activities that receive federal financial assistance, such as public schools.[4] A 504 plan provides accommodations and services for students with disabilities who are not classified as needing special education under IDEA but may still need accommodations to access education.
Slide 7:
Child Find
Under IDEA, all public schools must have an ongoing Child Find system to identify, locate, and evaluate all children residing in their district—regardless of the severity of the disability—who may need special education and related services.[5] This includes children who are homeless or in foster care.
Slide 8:
Identification Process
Parent or teacher referral
Evaluation to determine eligibility for special education
IEP or 504 plan development if found eligible
Annual review of plan
Reevaluation every 3 years or as needed
Slide 9:
Roles and Responsibilities
Parents: Consent to evaluations, participate in IEP/504 meetings
Teachers: Implement accommodations, monitor progress
Administrators: Oversee special education programs, ensure legal compliance
Related service providers: Deliver speech, OT, PT therapies as outlined in plans
Slide 10:
Communication with Families
Methods may include report cards, emails, phone calls, parent-teacher conferences, and IEP/504 meetings. The goal is keeping open communication throughout the process.
Slide 11:
References
List references in APA format from years 2016-2023.
Slide 12:
Questions?
Slide 13:
Thank You!
[Your Name]