Ana Zieleniewski ’26

The Individualized Education Program (IEP) and 504 plans are accommodations, set in place by law, that students may receive if they need more support to access the general education system. Although some plans have different requirements than others, students can be assessed or evaluated by a professional if they feel they need more academic support. The evaluation covers developmental and academic functioning, including cognitive abilities, social and emotional status, speech and language. If a student is eligible for an IEP or 504 plan, the request is evaluated and if it is approved, it is then implemented by their school system. The accommodations the student needs are given to them, and their progress is tracked.
There are various categories for which you may be eligible for an IEP, and each of those categories has its requirements. A background demonstrating that the student cannot access the general education curriculum because of a learning disability, cognitive impairment or other type of impairment is required to be eligible for one. According to a 2022–2023 National Center of Education Statistics research, 7.5 million students aged 3 to 21 received special education and/or related services under the Individuals with Disabilities Education Act, which is equal to 15 percent of all students enrolled in public schools.
According to Grosse Pointe South counselor Nick Bernbeck, students can assess if they need a lEP or 504 plan by considering their ability to focus in class, take notes and follow along. Bernbeck recommends students to have an open communication with their parents and counselor about their difficulties and needs.
“If a parent had a student who was struggling, it would be about figuring out what is the struggle, and how do we address that struggle,” Bernbeck said. “Are they taking advantage of everything Grosse Pointe South has to offer, such as free tutoring after school from professors [or] meeting with teachers outside of school, and how are they studying?”
One student who chose to remain anonymous shared how their IEP impacts their school schedule, and how it overall helps their development as a student.
“It allows me to use my time better, stay organized and work on things I might need more time for,” The anonymous source said. “I never feel rushed or behind in any of my classes.”
In the LRC (Learning Resources Class) room, students can receive help accomplishing activities, have unique standards to fulfill and areas to work on, with the end objective being to help students learn how to manage their time effectively.
“I’ve learned how to plan my day and use my time better,” The anonymous source said. “I also learned how to focus on one thing at a time and not get distracted. “There are about eight kids in my LRC hour, and everyone works quietly, and we help each other when needed.”
South special education social worker Alexa Peake highlights several strategies that can be used prior to requesting a lEP. These interventions include tutoring, behavior contracts and ways of assisting students who may not have a formal plan. Conferences with parents, kids and teachers are all part of the process. The purpose is to address the student’s requirements using a variety of tactics before considering a formal lEP.
“Once there’s kind of a pattern of like a student struggling in school, like academically, or socially or whatever it is, there’s a long list of interventions that could be implemented,” Peake said. “There could be some tutoring interventions going to the Blue Devil Learning Center. It could be something as simple as working out a behavior contract of sorts.”
Peake discusses the process once a student has been evaluated by a professional. Parents can contact the counselor with their exam results to learn more about special education or an IEP. A 504 plan is offered as an alternative to an IEP since it provides adjustments without requiring special education certification. The itinerary from assessment to implementation in the student’s learning begins with a professional or cognitive evaluation, which takes approximately 30 days to complete. If a student is declared eligible for special education, an IEP is implemented the next day. If ineligible, a 504 plan or other assistance may be considered.
“There are different teams for many types of accommodations,” Peake said. “Everyone is different, so their help is highly individualized. We definitely do our best to try to support everyone, whether it’s through an lEP 504 or just through some other support..”
Peake wants to clear up misconceptions regarding lEPs, highlighting that they are intended for students with moderate to severe needs rather than those with slight concerns. It is critical that people understand the nature of special education and the resources it provides. The purpose is to give learners the necessary support to succeed.
“I would recommend stressing that not everyone can get one,” Peake said. “It has to be for people with moderate to severe needs.”