Individualized Education Plan
Sample Scholar capstone project.
Shared with permission.
This Individualized Education Plan (IEP) webpage demonstrates my knowledge of U.S. public school educational protocols (C1) for an IEP and a 504 Plan. This knowledge influences the interpreting services and professional interactions I take part in within the school (C3 and C6) and how I collaborate with the IEP team (C4) in the service provision of Deaf and hard of hearing students.
School Interpreting Series (SIS) Standards
SIS Competency 1
Analyze educational laws, state regulations, and school protocols that influence U.S. public educational systems and structures, ultimately impacting deaf and hard of hearing students and the support provided by educational professionals. (Knowledge)
SIS Competency 3
Enact the roles and responsibilities of a school interpreter as a Related Service Provider guided by the educational plan that supports the deaf and hard of hearing student’s needs and under the guidance of assigned school personnel. (Knowledge & Skill)
SIS Competency 4
Collaborate with educational professionals, respecting the collective contribution of the different roles and responsibilities in schools, serving the unique educational needs of each deaf and hard of hearing student. (Knowledge & Skill)
SIS Competency 6
Implement decision-making as a Related Service Provider that is based on educational, professional, and ethical frameworks. (Skill)
This page includes a demonstration of Individual Education Plan for:
This page also includes an overarching reflection and references.
This webpage includes a demonstration of my competence regarding the Individualized Education Plan (IEP). The main topics analyze the history of both the IEP (connected to the Individuals with Disabilities Education Act (IDEA)) and the 504 plan (connected to the Rehabilitation Act), the details of each plan, and how they are implemented in preK-12 public schools in the U.S. I discuss key take-aways in comparing and contrasting IEPs and 504 plans. Information on the role of the interpreter and collaborating as a member of the IEP team are addressed in IEP and the Interpreter's Contribution. I cover the importance of assessments to the IEP process and give an example tied to a case study. My learning on the IEP is summarized in an overarching reflection about what I learned and how it can be applied to my work as a school interpreter.
Individualized Education Plan (IEP)
An IEP is a plan for a student with a disability who receives special education in a public school setting and needs additional support/accommodations in order to be successful in an academic environment. The student is evaluated, then an IEP document is crafted by the educational team. The educational team includes the student’s general education teacher, special education teacher, related service providers, the student’s parents, and the student (when appropriate), and a school administrator or district representative (more information can be found under Roles and Responsibilities). The IEP lays out specific and measurable progress goals for the student to meet throughout the academic year.
The IEP was established as part of IDEA and is administered through the United States Department of Education (Individuals with Disabilities Education Act [IDEA], 2004). Disabled students who attend public schools in the U.S. and are between the ages of 3-18 are eligible for services under IDEA. These students must have one of fourteen defined disabilities, demonstrate that they are behind on meeting standards for their grade-level, and have a proven need for specialized education (Idaho Special Education Support & Technical Assistance, 2022). For Deaf and hard-of-hearing (DHH) students, IEPs support their access to communication in the classroom and address any gaps in language or prior knowledge. Individual goals are established to meet the needs of each student. School interpreters should, ideally, be involved in IEP meetings with the educational team (IDEA, 2004). Interpreters work closely with students on a daily basis and can contribute information regarding the student’s communication needs. Knowing the student’s IEP goals is also helpful for interpreters; how an interpreter works with the student may change depending on the student’s goals. For example, if a student has an IEP goal to increase their autonomy, the interpreter might scale down their role as a tutor and encourage the student to ask the teacher or their classmates for help instead.
IEP & the Interpreter's Contribution
While educational interpreters are listed as related service service providers under IDEA, school administrators and teachers are not always aware of the benefits interpreters provide to IEP meetings. The following PowerPoint presentation describes IEPs for DHH students and how the work of educational interpreters adjusts based on a student's IEP goals. I also cover strategies the interpreter can use when working with administrators and teacher to define their role and contributions as a related service provider. The second half of the presentation applies these strategies to a case study involving a DHH student and their educational team. This presentation was conducted in ASL.
Video Language: ASL
This presentation involved the application of all four of the SIS Competencies at the top of the page. I covered general information, then applied that information to a specific situation I'm likely to encounter as an interpreter in a K-12 school setting. I learned how IDEA impacts a specific student through a case study, putting myself in the interpreter's shoes and visualizing the various elements in play. Prep work included research of the laws that impact DHH students, related service providers, and strategies for supporting a student's IEP goals. I now have a deeper understanding of what to expect out of the IEP process and how to articulate what the interpreter can contribute to the team during and after the meeting in support of the student's communication needs. I'll use these skills as a working interpreter to be an asset to the educational team.
IEP Assessments
Assessments are typically conducted prior to a student's IEP meeting. The goal is to assess where a student is in their development before the team meets to discuss what accommodations the student may need. There are many different types of assessments that can be used. Common categories of assessment include cognitive ability, educational/academic achievement, behavior and mental health, functional capacity in the school environment, and speech/language needs. Other assessments focus on types of academic progress such as literacy.
One assessment specific to Deaf and hard of hearing students is the PARC: Placement and Readiness Checklists for Students Who Are Deaf and Hard of Hearing. The PARC was created for educational teams to use in preparation for IEP meetings and making decisions about accommodations and placement in general education classrooms (Johnson, 2011). The PARC is conducted in two parts that measure a student's academic readiness to participate in the classroom. The first part is a series of focused checklists, and the second part is a placement checklist that considers the student's readiness for the classroom through other variables such as the school culture, the physical accessibility of the classroom, the teacher's style and approach, and how the DHH student's needs match with those variables. Either part can be updated whenever there are changes in the learning environment or when the student's needs change.
In SIS course Child Development for School Interpreting, I was given a case study with a focus on a DHH preschooler and asked to complete a PARC assessment for her as completely as possible with the information available. If I were the interpreter who was going to work with the student, Jo, this is what I would submit to the educational team for review prior to the IEP meeting:
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Jo is Deaf and new to the school district. She will join Mrs. Chan's kindergarten class (general education classroom). It is anticipated Jo will be the only Deaf student in the class. Jo's native language is ASL and she has a language-rich environment at home through Deaf family members. She does not use any assistive hearing technology (i.e.: hearing aids or cochlear implants). Amplification through FM systems would not be useful with this student. She is linguistically and socially on par with her peers. No behavioral concerns were initially indicated.
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Jo is learning English as a second language alongside ASL. She does not require any additional IEP related and support services at this time. She will need to be scheduled with the Teacher of the Deaf and exposed to Deaf/hard of hearing role models as often as available.
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The physical environment of the classroom is conducive to learning: the room is a standard size for a classroom and is adequately lit. There is some ambient noise that comes in from the window and ventilation system. Noise is minimized through some carpeting/rugs on the floor.
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There is one classroom teacher, Mrs. Chan, and 18 students. Jo is the only DHH student, which means the primary language and communication methods for the classroom will be spoken English. A sign language interpreter is an appropriate accommodation for Jo to utilize to access communication in the classroom and around the school. Mrs. Chan exhibits good enunciation, pace of speaking, and animated facial expressions. She engages the students in the lesson using several techniques such as call-and-response, repetition, visual cues, and manipulatives. The teacher is open to having a DHH student in her classroom and collaborating with an interpreter.
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Jo is friendly, inquisitive, asks questions, and engages with those in her environment.
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My initial PARC assessment is available for review:
Supplemental Source Information
Jo: Signing Sample
Mrs. Chan's Classroom
The IEP analysis satisfies the criteria for SIS Competencies 3, 4, and 6. As the interpreter, I am a related service provider and member of the educational team. I took my knowledge of what I knew of the student's personal profile and the educational environment to complete a communication assessment. The assessment was provided to the other members of the educational team prior to the IEP meeting so accommodations and communication goals could be formulated for the student. This demonstrates professional and ethical decision-making skills and collaboration with the educational team to meet the individual needs of the student. As an educational interpreter, I will be responsible for working with the team and making recommendations on communication needs for the students I work with. This assignment gave me good practice in learning about a student, applying what I learned to a PARC assessment, then relaying that information in a professional manner. When I start working, I will consult with the lead interpreter/other interpreters on the team to see what their processes are before undertaking an assessment on my own. Each school/district has its own culture and ways of doing things. I know what needs to happen and I will learn how to implement that within the processes already in place.
Video Language: ASL with English subtitles
Decision-Making in Action
The IEP assessment scenario involving Jo extended into what happens next in the process. This demonstrates the decisions I chose to make as Jo's interpreter with the information that was available to me. As the interpreter, I received an email from a school administrator asking me to interpret Jo's ("JHS") upcoming IEP meeting.
My reply included the school administrator (referred to below as Mr. Jones instead of CM Bernard in error), the school principal, and the district's interpreting supervisor. I considered the role of the interpreter as well as the importance of building relationships with the clients. In this scenario, I have not yet started working with the student and I am new to working at that school, so I would have limited information to offer. There hasn't been enough time to establish myself or build trust with my colleagues. I haven't met with the student or her parent in person yet either. Under the circumstances, I decided the best course of action would be to interpret the initial IEP meeting. However, I did not want to set the expectation that I would interpret for every IEP meeting because that would preclude me from participating as a related service provider. I explained that to the administrator and asked that another interpreter be invited for future IEP meetings.
I proceeded under the assumption the school administrator worked at the district level and wasn't based directly in the student's building. Even though the principal was included on my email response, I felt it was important to sit down with them for a brief meeting face-to-face. I explained the role of the interpreter in IEP meetings and what my goals were for participating in future meetings. I also mentioned that I work as the interpreter for everyone who encounters the student during her day and that the communication flows both ways. I thanked the principal for his time. The meeting offered the principal a chance to ask me questions and for us to begin to build our professional relationship.
Video Language: English
Jo's case study offered me the chance to analyze a scenario from prep through to applicable action. I synthesized learning from across courses into an approach that I felt would be best for everyone involved. There were many variables to weigh which required knowledge of the student, her background and language influences, laws and regulations, interpersonal communications, and how to work and learn from others. I also needed to assert myself and have confidence in my knowledge about these difference aspects to advocate both for myself in my role as the interpreter and for the student and her language needs. In my previous work experience as an administrative assistant, I worked with college presidents and vice presidents, department heads, managers, medical clinic patients and staff, and more. I have good soft skills and can work well with people in different levels of an organization. One thing I have not had experience in is advocating for myself and others as an expert in my field. I feel confident in my responses here, and I will work hard to utilize my new skill set as the "language expert" effectively as an educational interpreter.
504 Plan
While many DHH students qualify for the accommodations offered under IDEA like Jo, there is a second option for those students who don't meet all the criteria. A 504 plan is created by a school educational team that allows any student with a disability the accommodations or modifications necessary in order to be successful in an academic setting. In contrast to IEPs, 504 plans do not require students to have a specific disability in order to be eligible, and the student does not receive special education services. 504 plans can be requested by the student’s parents, teacher, or anyone from the IEP team. The governance of 504 plans is much looser than with an IEP. There is no set standard for what a 504 should include: it’s up to the school and the individuals requesting accommodations what information is included.
In the United States, any student with a disability is guaranteed access to a free appropriate public education (FAPE), a legal right mandated by Section 504 of the Rehabilitation Act of 1973 (U.S. Department of Education, 2023). The Rehabilitation Act is a civil rights law that protects disabled students from discrimination (Understood, n.d.). 504 plans are important because they provide access and accommodations to a group of students that may otherwise fall through the gaps. Some DHH students do not require special education services, but they may still need accommodations in order to access classroom content equally with their peers. 504 plans provide for interpreters, note-takers, captioning options, test administration adjustments, and more. Interpreters working with DHH students on a 504 plan should be aware of the requested accommodations. For example, a student with bi-lateral cochlear implants may rely on their hearing first and the interpreter second for missed information. The interpreter should be aware so they can match how they interpret to the expectations of the consumer, in this case, the student.
The educational team that supports students on a 504 plan is less structured than that of an IEP team. School districts have a 504 coordinator who can set up a meeting (Understood, n.d.). Attendees can include the 504 coordinator, teachers, related service providers (if applicable), the student themselves, and the student’s parents. While school coordinators are not required to invite parents to 504 meetings, they often do as the parents offer a valuable perspective on their child and their needs.
Key Comparisons of IEPs and 504 Plans
It can be confusing when the criteria for IEPs and 504 plans seem so similar. A great resource comparing IEPs with 504 Plans is a chart created by Understood (2023), a nonprofit providing resources and supports to diverse learners. I will highlight my 3 key takeaways when comparing IEPs and 504 Plans based on their comparison chart.
#1: Eligibility
IEPs and 504 plans have the same goals: to help preK-12 students with disabilities navigate barriers to their education so they can experience a free appropriate public education as required by law. The two plans differ in who is eligible for services.
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IEP: administered under IDEA and require students to have one of 14 designated disabilities which severely impact their ability to participate in a public school education. They must also receive special education services and have an evaluation prior to meeting with the IEP team and developing specialized goals.
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504 Plan: administered through the Rehabilitation Act and are available to any student with a disability and provide accommodations or modifications needed to aid students in participating fully in their education. 504 plans are more flexible and do not require a written plan.
How school interpreters approach working with students, teachers, and school administration depends on many different factors. IEPs and 504 plans are the first step in shaping services for students with disabilities so they can fully access their public school education. Knowing which plan the student is on, and what their accommodation needs and goals are allows the interpreter to enter the classroom fully informed and able to adapt their services to the maximum benefit of all involved.
#2: Educational Team
The makeup of the educational team varies based on the student’s needs and if they are on an IEP or a 504 plan. The IEP team is more robust, structured, and certain people are required to attend. The 504 team is flexible and includes those who know the student best and understand their needs.
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IEP: the student’s parents, general education teacher(s), special education teacher(s), related service providers, school administrator/services coordinator, the student (if applicable).
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504 Plan: the student’s parents (invited but not required), general education teacher(s), special education teacher (if applicable), school administrator (principal or service coordinator).
Ideally, school interpreters would be included as a related service provider on the IEP team. Interpreters could attend a 504 plan meeting if the student is receiving interpreting services. Understanding how the teams are structured and who is included is useful knowledge for interpreters. If there are questions or concerns about the student’s communication needs, the interpreter can approach someone on the team for guidance. A student with an IEP has a more complex plan that may include audiologists, speech therapists, occupational therapists, etc., whereas a student on a 504 plan may only require minimal support that doesn’t require outside consultation.
#3: What's Included
There are big differences in what is included in IEP and 504 plans. Again, IEP plans are legally more robust that 504 plans.
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IEP: a written document that must state specific goals for the student and how those goals will be tracked; regular progress updates; the types of services the student will receive and who the service providers will be; annual review of progress and re-evaluation of services every couple of years; how the student will be included in general education classes and what accommodations or modifications they require.
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504 Plan: does not need to be a written document; details specific accommodations and who will provide that service; who is responsible for monitoring and implementing the plan.
School interpreters need to be aware of what services are included in the student’s plan and how interpreting services fit into that plan. This gives the interpreter awareness of the student’s access needs as well as awareness of the larger school system and how all the pieces fit together.
Overarching Reflection
Reflecting on my learning for this page, I realize how much I've grown since becoming an ASLEI/SIS student. Before I started the SIS course work, I had heard the term "IEP" used, but didn't understand its implications to the interpreting process. Now I have a working knowledge of the laws and processes involved in both IEP and 504 plans. It is important to know that both plans provide qualified students with options for accommodations to facilitate access to the equitable education guaranteed to them by law. I better understand how the role of the interpreter adapts depending on if the student has an IEP or a 504 plan and the accommodations for their individual needs.
While I feel my academic knowledge of this subject is enough to get me started, I have yet to see how the IEP process unfolds in a "real world" situation. Through general classroom observations with working interpreters, I’ve seen discrepancies between what we learn should happen, versus how these policies are actually approached in K-12 schools. This is a subject that I am excited to explore during my internship. To improve my understanding of the IEP process, my goal is to observe an IEP meeting and discuss the process with the interpreter(s) involved. When I start work officially, there will be an adjustment period as I learn how to find the balance and work towards the ideals that leaders in the interpreting profession advocate for. I am good at learning from others and working as a team to meet a common goal, and I am confident that I will be able to learn a school's culture while also advocating for the interpreter as a related service provider.
References
Idaho Special Education Support & Technical Assistance. (2022). Idaho IEP guidance handbook. State of Idaho Department of Education.
Individuals with Disabilities Education Act, 20 U.S.C. § 1414 (2004).
https://uscode.house.gov/view.xhtml?path=/prelim@title20/chapter33&edition=prelim
Johnson, C. D. (2011). PARC: Placement and readiness checklists. https://handsandvoices.org/pdf/PARC_2011_ReadinessChecklists.pdf
Understood. (n.d.). What is a 504 plan? https://www.understood.org/articles/what-is-a-504-plan
Understood. (2023). The difference between IEPS and 504 plans.
https://www.understood.org/en/articles/the-difference-between-ieps-and-504-plans
U.S. Department of Education. (2023). Free appropriate public education for students with disabilities: Requirements under Section 504 of the
Rehabilitation Act of 1973. Office for Civil Rights. https://www2.ed.gov/about/offices/list/ocr/docs/edlite-FAPE504.html