IEP, IHP, and Section 504 Primer for New School Nurses

Abstract

Three types of documents and their frequently used acronyms play a vital role in ensuring that students with disabilities have the planning, services, and accommodations necessary to facilitate attendance and success in the school setting. Federal and state laws, as well as state nurse practice acts, govern the process and eligibility of students for these services. School nurses play a vital role in these processes, and new school nurses benefit from a comparison of the terms along with a historical explanation of the acronyms.

A Multidisciplinary Pediatric Neurology Clinic for Systematic Follow-up of Children with Neurologic Sequelae of COVID-19

“…This information is provided in a letter to assist with development of an individualized education plan for school. 20 A referral to physical therapy is placed to assist with return to activity for patients experiencing physical fatigue. Patients with respiratory and cardiac complaints or evidence of cardiopulmonary involvement on examination are referred to respective subspecialities for evaluation.…”

“…For younger patients, we substituted the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-5) 16 Coding subtest, which similarly measures psychomotor speed Wechsler Intelligence Scale for Children, Fifth Edition (WISC-5), 17 is provided in a letter to assist with development of an individualized education plan for school. 20 A referral to physical therapy is placed to assist with return to activity for patients experiencing physical fatigue. Patients with respiratory and cardiac complaints or evidence of cardiopulmonary involvement on examination are referred to respective subspecialities for evaluation.…”

After the Visit: An Overview of Government and Community Programs Supporting Children with Medical Complexity

“…An IEP is a formal educational plan that outlines the scholastic support services that a child will receive, the educational setting in which the child will receive them, and the child’s specific learning goals. To be eligible for an IEP, a child must be classified as having one or more of the following: autism, hearing impairment, vision impairment, intellectual disability, traumatic brain injury, specific learning disability, speech or language impairment, emotional disturbance, orthopedic impairment, multiple disabilities, or other health impairment (that interferes with a student’s ability to learn) [3,9]. Most CMC will be eligible for an IEP.…”

“…Most CMC will be eligible for an IEP. Children with disabilities who do not meet these criteria may be eligible for a 504 plan [9]. Similar to an IEP, a 504 plan is a legal document that outlines a child’s educational supports.…”

Promoting emotional wellness in children with cystic fibrosis, Part I: Child and family resilience

“…Under these plans, federal law requires public schools to provide accommodations for medical and developmental needs of individual children that impact their ability to access the curriculum. These plans entail either: (a) formal academic adjustments specifically designed to meet the needs of a child with a disability (“other health impairment” is often the qualifying category in the case of the IEP for children with CF), or (b) provision of accommodations necessary for a child with a chronic illness to attend and fully engage in school and prevention of discrimination related to their special healthcare needs (504 Plan) 85,86 . It is beneficial for CF teams to proactively discuss IEPs and 504 Plans with parents before when children start school.…”