Individualized Education Plan
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 Individualized Education Plan for:​
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Individualized Education Plan
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IEP Assessments [To be added INTR 433]
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Decision-Making in Action [To be added INTR 432]
​This webpage includes a demonstration of my competence within Individualized Education Plans and 504 plans through the explanation of how each plan provides support to students, the legal requirements of each plan, and how each plan can specifically benefit Deaf and hard of hearing (DHH) students. Additionally, I report on the implications of these plans for school interpreters and which team members are included in the creation and enforcement of these plans. Finally, I report on the three main takeaways regarding the differences in the plans that I found during my research. The page concludes with an overarching reflection about my experience in learning and creating this page.
Individualized Education Plan (IEP)
An IEP is a written document established by the education team to guide the accommodations for a student eligible for special education services. It is reviewed at least annually but can be adjusted at any time. IEPs should state the student's current academic abilities and the measurable annual goals for the student. Specific accommodations that the student will receive and how the school district will measure progress are also included. An IEP should also outline the modifications to general education and whether or not the student will participate in alternative forms of the state assessments. As the student gets older, plans for post-secondary services also become part of the meetings (Washington Office, n.d.).
IEPs were first used in school systems after the passage of the Education for All Handicapped Children Act (EHA) in 1975. The EHA legally required public schools to allow students with disabilities to attend school in the least restrictive environment. Before this, many students with disabilities were not able to get an education at a public school. In 1990, the EHA became the Individuals with Disabilities Education Act (IDEA). With the passage of IDEA, the IEP process was further refined to include required parental approval for the program (Education Alternatives, 2024).
IEPs are important because they promote the creation of quality education plans for students with disabilities. They promote collaboration between general education teachers, special education teachers, parents, and students to decide the best approach to the student's education. This collaboration is beneficial because it allows parents to get an idea of how the student is behaving at school and teachers to know what the student is doing at home. If teachers discover at school a way that the student learns best, that can be integrated into the student's home life and used by the parents when completing homework. Additionally, the IEP provides legal protection for the student's educational rights (DeLussey, 2020).
Legal protection is one of the biggest benefits for a Deaf or hard of hearing (DHH) student. It provides the legal requirement that DHH students are to receive accommodations, such as interpreters, captioning, assisted listening devices, and CART services. This means that they will have visual access to their education. Additionally, it provides goals that the education team is required to work toward that provide the opportunity for a quality education for DHH students. When done effectively, this means that DHH students can be set up for success rather than just being passed through each grade level (U.S., n.d.a).
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School interpreters must be aware of the IEPs of the DHH students that they are working with. The IEP will include important information about the student's language preferences and the goals that have been set by the education team. The interpreter can keep these goals in mind when working with the student. For example, if a goal of the IEP is for the student to gain independence and self-advocacy, the interpreter could support this by helping the student determine what their language preferences are depending on each subject. Additionally, the interpreter can be part of the IEP meetings and provide appropriate reporting for the interpreter to give (Holt, 2024).
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For DHH students, members of the IEP team include parents/caretakers, the student, the Teacher of the Deaf or Special Education teacher, an administrator, a school psychologist or specialist to interpret evaluation data, and related service providers such as Speech-Language Pathologists, Audiologists, and School Interpreters. All of these members must work together to create and execute the IEP and provide the most effective education for the student possible (PSI Project, 2023).
IEP & The Interpreter's Contribution
Building on the introductory knowledge we obtained about IEPs this fall in INTR 430, this activity allowed me to dig deeper into the components of an IEP and apply what I have learned to a case study involving a 3rd grade student named Rosie. Rosie uses hearing aids and experiences difficulties with expressive language; she primarily communicates using pointing and gesturing. An upcoming IEP meeting may discuss whether or not Rosie's IEP truly should continue to include a school interpreter. Rosie has shown a positive response to working with an interpreter, as well as other interventions provided by members of the IEP team (Guardino et al., 2018).
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The presentation below includes an overview of the components of an IEP, including an example of what an IEP could look like in Washington state, and more background information regarding Rosie's case is provided. Then it includes a description of how members of the IEP team and their goals for Rosie could impact the school interpreter, and concludes with suggestions for how a school interpreter may prepare for the IEP meeting. To view the presentation, please see the video below.
To view the slide deck individually, please click here.
Having the opportunity to apply my learning to a case study was a great experience because it helped solidify what I have learned to this point. Before this presentation, I had read a lot about IEPs and understood their function and the role that school interpreters played on the IEP team, but I hadn't yet had the opportunity to apply that knowledge. Having a safe place to explore how I might approach the case study helped me to connect the dots and create a greater understanding and appreciation for the complexities and purpose of the IEP process, as well as the goals and roles of each of the members on the IEP team. In the same way that people say it helps to put a face to a name, it helped to put a student and a scenario to the information.
This particular artifact demonstrates proficiency in the 6th SIS Competency as it shows consideration for the educational, professional, and ethical aspects of decision making as a Related Service Provider. In doing this presentation, I was reminded how important it will be for me to approach coworkers and IEP team members with curiosity, as we will all have the same goal in mind. We will all want what is best for the students, even if we have different ideas of how to get there. Each team member will have their own expertise, but it will be important to work to understand perspectives other than our own so that the most effective solutions are found. I am looking forward to not only bringing my skills and my knowledge to the IEP teams that I will work with one day, but also humility and an eagerness to collaborate so that students have IEPs that are thoughtful and supportive.
IEP Assessments [To Be Added INTR 433]
[Add introductory paragraph summarizing the role assessments play in IEPs. Generally outline at least two types of assessments to support their influence on IEPs.]
[Summarize your PARC assessments of a preschooler. This summary should be report-like as if it was something you would share during an IEP meeting. Add your actual PARC assessments and source videos as click-able supplemental information.]
[Add clarify or additional information you feel is relevant to understanding the PARC as an assessment tool and/or in comparison to the other assessments outlined in the introductory paragraph.]
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[Add specific reflection: Explain how this artifact demonstrates the associated SIS Competencies and how it contributes to your future or current work as a school interpreter.]
504 Plan
A 504 plan provides accommodations for students who need general education more accessible, but don't qualify for special education services through an IEP. 504 plans are made so that students who need extra support can still learn alongside their peers. They can include accommodations such as extended time for test taking, receiving extra materials for the lesson, and the ability to move to a quieter environment for tests and individual work. For a student to receive accommodations through a 504 plan, there is no need for a formal evaluation or for a plan to be written down in any required way (Understood, n.d.).
​504 plans are put into law through Section 504 of the Rehabilitation Act of 1973. In the act, schools that receive federal funding must provide for all students regardless of disability, a free and appropriate public education (U.S., n.d.b). 504s are important because they provide legal protection for the education of students who do not qualify for special education services. Some students have disabilities that do not require them to receive specialized education outside of the general classroom. 504 plans provide support and accommodations to make learning in the general education classroom more accessible. 504 plans can provide accommodations for DHH students that include an interpreter and CART services even if they do not need to receive support in a special education classroom. This allows DHH students to learn alongside their peers while still receiving the support they need for an accessible education. If a DHH student has a 504 plan, it can provide the interpreters with more information on how best to support the student. Especially if the student has additional disabilities such as ADHD, it can help the school interpreter determine an interpreting approach that is best for the student (Understood, n.d.). ​​504 plans require fewer team members to create. The team includes the student, the parents/caregivers, general education and special education teachers, and the school principal (Understood, 2023).
Key Comparisons of IEPs and 504 Plans
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.
#1: Goals and Progress
For IEPs, annual goals must be measured and progress must be tracked. IEPs must also state the present level of skills and performance at the time the plan is written. 504 plans don't have the same requirement as they usually don't track progress or annual goals. This creates a difference in the way that the plans are created and executed (Understood, 2023). This informs my work as a school interpreter because it gives me an awareness of the different requirements for each plan so I can better understand my role. For example, in working with a student with an IEP, I may be asked to assist in tracking progress on specific goals. With a 504 plan, that is likely not required. Additionally, understanding this difference allows me to be a better and more informed team member. I can participate in the education of students who have each of these plans and understand what my requirements are as a member of the educational team.
#2: General Education or Special Education?
An IEP is for students who have disabilities and have needs that require special education outside of the general education classroom. This includes providing any services and special instruction needed to provide the student with support and access to their education. A 504 plan's goal is to provide support and accommodation for students with disabilities so that they can continue to learn alongside their peers in general education classrooms. Of course, a student with an IEP can still be in general education classrooms with their peers, but a student on a 504 plan would not be provided specialized instruction outside of the general education classroom (Understood, 2023). This informs my work as the interpreter because depending on which plan a student is on and the information in said plan, I can gauge the kind of support the student will need. I would need to approach interpreting for a student on an IEP with a learning disability differently than I would if I were working with a student on a 504 plan with needs for additional time when completing work.
#3: Plan Construction
For an IEP, it is required that the plan has various elements addressed in writing in order for it to satisfy legal requirements. These items include related services that will be provided, how often the service will be provided, accommodations that will be made to the student's learning environment, assistive technology, modifications that will be made to course content for the student, and how the student will be integrated into general education classrooms and activities at the school. A 504 plan does not require any kind of formal written document. Generally, 504 plans include accommodations and any assistive technology that will be used. Additionally, a 504 plan names a person who is in charge of making sure the plan is being followed. Other things that might be included but are less common would be any services provided by the school (like an interpreter) or any modifications to course content. There are a lot more rigid rules for IEP plans when it comes to their construction and there is a difference in the content that is required to be included (Understood, 2023). This is helpful for me to know as an interpreter because it helps to clarify my role on the education team. In any scenario, it is best if the interpreter is an active part of this team, but there seems to be more structure around interpreters which team members are to be included in IEP meetings. When it comes to 504 plans, I may need to advocate more for interpreter involvement when it is necessary and appropriate. Additionally, it will be important for me as the interpreter to understand that an IEP has content requirements that I will need to know and integrate into my practice while a 504 plan may not have as much structure. If the 504 plan itself does not provide enough information for me to provide an accessible interpretation, I will need to be sure to remain in communication with other members of the team to be sure that the student's needs are being met.
Overarching Reflection
Fall 2024: After completing this page, I have a much more comprehensive view of the differences and purposes of IEPs versus 504 plans. I have a better idea of how one plan may better serve a particular student and what I will be required to know as the interpreter assisting in the implementation of these plans. I am more comfortable knowing the legal implications of each plan and how I play into following those requirements for the student's education. This shows proficiency in the 1st SIS competency. Additionally, I better understand how my role as a related service provider contributes to the creation and implementation of these plans. In understanding my role, I will be better prepared to be an active and productive member of the education team. This demonstrates proficiency in the 6th SIS competency.
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The completion of this page also reminds me that each student I work with will have their own needs. I will not be able to approach the work in a "one size fits all" manner as this would be a great disservice to the students. I will need to use information from the IEPs and 504 plans to help me determine the best approach to interpreting for each student. This is a great responsibility, but also a challenge that I am looking forward to rising to. Each student is an individual who will look at the world and their education differently and it will be a gift to be able to have a part in making their education more accessible. It can be overwhelming at times as I am learning so much related to the practice of interpreting and trying to improve my technical skills, but it is important to remind myself that truly effective work adapts to meet the needs of each student and consumer I work with. I look forward to implementing this into my practice more and more as I gain more skills throughout the rest of the program.
Spring 2025: The addition of The IEP and The School Interpreter presentation this semester was incredibly beneficial in tying the learning that I began in INTR 430 to the concepts that I continued to build on throughout this semester. It is encouraging to begin to see how my understanding has already grown with just the first two classes in the SIS concentration. Completing this project has motivated me to continue thinking about how I can be a supportive and productive member of the IEP teams I am a part of in the future. Consistent collaboration with a team is one of the reasons why I was drawn to school interpreting in the first place, so I am looking forward to seeing more progress and growth of my skills in this area.
References
Education Alternatives. (2024, April 2). History of the individualized education program (IEP). https://easchools.org/history-of-the-individualized-education-
program-iep/#:~:text=IEP%20was%20first%20introduced%20into,to%20attend%20school%20at%20all.
DeLussey, S. (2020, August 5). Why are IEPs Important? The Intentional IEP. https://www.theintentionaliep.com/why-ieps-important/
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Guardino, C., Beal, J. S., Cannon, J. E., Voss, J., & Bergeron, J. P. (2018). Case studies in Deaf education: Inquiry, application, and resources. Gallaudet University
Press. https://doi.org/10.2307/j.ctv2rr3g0g
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Holt, G. (2024, July 11). The role of interpretation and translation in IEP and 504 plans. https://www.languageline.com/blog/the-role-of-interpretation-and-
translation-in-iep-and-504-plans
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OpenAI. (2025). Images generated by ChatGPT [AI-generated image]. Not publicly available.
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PSI Project. (2023, Fall). IEP team. [Google Slides]. University of Northern Colorado.
https://docs.google.com/presentation/d/1D8LgZJcpGY5SLdIyN6heOdSFTExklolG1Afi5ZvPYmM/edit#slide=id.p
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Understood. (2023). The difference between IEPS and 504 plans. https://www.understood.org/en/articles/the-difference-between-ieps-and-504-plans
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Understood. (n.d.). What is a 504 plan? https://www.understood.org/en/articles/what-is-a-504-plan
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U.S. Department of Education. (n.d.a). Deaf students education services. https://www.ed.gov/about/offices/list/ocr/docs/hq9806.html
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U.S. Department of Education. (n.d.b). Protecting students with disabilities. https://www.ed.gov/laws-and-policy/individuals-disabilities/protecting-students-
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Washington Office of Superintendent of Public Instruction. (n.d.). Individualized education program (IEP). https://ospi.k12.wa.us/student-success/special-
education/family-engagement-and-guidance/individualized-education-program-iep
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