List similarities and differences between IEP, IFSP, and 504 plan.  IEP &IFSP: 5 similarities and 5 differences Similarities: 1. Both an IFSP and an IEP are designed to assist a child who is unable to perform at the same or similar levels as other children his or her age. 2. Parents signature on both indicate informed written consent to be involved in the development of both. 3. They also determine what services a child may need and what types of goals can be created to ensure that children are performing at their highest levels of ability. 4. Parents and guardians are also part of the IEP and IFSP processes. 5. Children who are given an IFSP or IEP undergo a variety of assessments to determine if they qualify for these services and what strategies need to be considered. Differences: IEP IFSP 1. Focus on the child 1. Focus on the family and parent’s role in supporting the child’s learning and development. 2. Focus on school and classroom environments, with services provided in the school setting. 2. Includes the concept of natural environments as places where learning occurs such as at home, in childcare, and so on. 3. Used in special education for children ages 3 to 21 3. Used in early intervention for children ages birth through 2 and their families 4. Involves a meeting with family to develop long-term and short-term goals for the child. 4. Involves an initial meeting with the family to offer information and resources. 5. Includes a meeting once a year 5. Includes a meeting with family every 6 months  IEP & 504: 5 similarities and 5 differences Similarities: 1. Students receive these services at no charge. 2. Both documents outline accommodations for the student that are to be made under federal law. 3. Both IEPs and 504 plans are intended to ensure that students with disabilities have equal access to education. 4. Parents can request changes to a plan at any time. 5. Services are available in all U.S. public schools. Differences: IEP 504 1. To get an IEP a child has one or more of the 13 disabilities listed in IDEA 1. To get a 504 plan a child has any disability. 2. The disability must affect the child’s educational performance or ability to learn. 2. The disability must interfere with the child’s ability to learn in a general classroom. 3. IEPs constitute a fully active special education plan for students and are renewed annually. 3. 504 plans can be utilized on an as-needed basis – for instance, physical accommodations for a student with a temporary injury. 4. It is created by an IEP team: Parents, special education teacher, general education teacher, school psychologist, a district representative… 4. It is created by a team of people who are familiar with the child and who understand the evaluation data and special services options. 5. The school is required to invite parents to meetings. 5. Meetings can be held without inviting parents, but parents must be notified if the child is referred for a 504 plan.  IFSP & 504: 5 similarities and 5 differences Similarities: 1. Are revised when the needs of the child change to need more or less help. 2. Help children reach their goals in the least restrictive environment (LRE). 3. Require individual to have a disability that does not completely obstruct normal activities. 4. Individual must have a disability but be able to complete daily or typical activities. 5. Parents play an important role in the plan. Differences: IFSP 1. It offers transition plan (from IFSP to IEP) 2. In an IFSP plan the child and family information should be included. 3. A parent or guardian’s consent is required before early intervention services can be provided. 4. Indicates the concerns and goals of the child’s family that is to be evaluated twice a year. 5. A statement of the child’s present level of physical, cognitive, and social and emotional development. 504 1. With not specific timeline, the child may receive assistance from the age of 5 and on, continuing past their public education. 2. In a 504 plan the school information should be included. 3. The 504-plan coordinator is the one approved the plan. 4. Offers assistance to any child with special needs at the Federal level and is mandated an annual evaluation. 5. Requires school to eliminate barriers that would prevent students for participate fully in programs offered in a general curriculum.