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An Individualized Education Program (IEP) is designed for students who qualify for special education under the Individuals with Disabilities Education Act (IDEA).

An IEP provides an individualized plan for helping a child access and benefit from their education. Depending on the child’s needs, it may include:

• Specialized academic instruction
• Reading, writing, or math support
• Speech and language services
• Occupational therapy
• Behavioral supports
• Counseling or other related services when appropriate
• Assistive technology
• Classroom accommodations
• Individualized academic goals

An IEP isn’t simply a list of things a child is struggling with. It should identify the child’s needs, establish measurable goals, explain the services and supports they will receive, and outline how progress will be monitored.

A Section 504 Plan provides accommodations and other supports for students with disabilities who need them to have meaningful access to their education.

A child may qualify for a 504 Plan even if they do not qualify for an IEP.

Depending on the child’s needs, accommodations could include:

• Extra time on assignments or tests
• Preferential seating
• Breaks during the school day
• Reduced-distraction testing
• Organizational support
• Access to specific classroom tools or technology
• Health-related accommodations
• Other supports that help the student access school

One important point for caregivers: a child does not necessarily need a formal medical diagnosis before a school can consider whether the child has a disability under Section 504. Schools must evaluate students when they need or are believed to need special education or related services because of a disability.

Think of it this way:

• An IEP provides special education and related services for students who meet IDEA’s eligibility requirements. An IEP is designed around the child’s specific educational needs and may include specialized instruction, individualized goals, related services, accommodations, and other supports.
• A 504 Plan provides accommodations and other services needed for a student with a disability to have meaningful access to their education. These accommodations can help remove barriers that may make it difficult for the child to learn, participate, or fully engage in the classroom.

While both plans are designed to support students with disabilities, they serve different purposes and have different eligibility requirements. A child who does not qualify for an IEP may still qualify for a 504 Plan, depending on their individual circumstances and needs.

The right option depends on the child’s individual needs, evaluation results, and how their disability affects their ability to access and participate in school. You don’t have to determine whether your child needs an IEP or a 504 Plan before talking to the school.

Your job is to raise your concerns, share what you’re seeing, and ask the school to help determine what support is appropriate. If you’re noticing academic, behavioral, emotional, developmental, or other challenges that are affecting your child’s education, don’t be afraid to start the conversation.

Pay attention to changes such as:

• Declining grades
• Difficulty reading, writing, or completing assignments
• Trouble concentrating or following directions
• Frequent emotional outbursts
• Withdrawal or isolation
• Difficulty managing frustration
• Problems interacting with peers
• Frequent school avoidance
• Significant changes in behavior
• Taking much longer than expected to complete schoolwork

For children in kinship care, it’s also important to consider the transition they may be experiencing. A change in caregivers, home, school, routines, or family circumstances can affect how a child behaves and learns.

That doesn’t automatically mean a child has a disability. But if their needs are affecting their ability to participate in school, it is worth starting a conversation.

Before meeting with the school, take some time to document the specific concerns you’re noticing. You don’t need a formal report or complicated tracking system; a notebook, phone notes, or a simple document can work.

Keeping a record can help you identify patterns and give teachers and school staff a clearer picture of what your child is experiencing. It can also help you remember important details during meetings, especially when there are multiple concerns to discuss.

Write down:

• What you’re noticing: Describe the academic, behavioral, emotional, or social concern as specifically as possible.
• How often it happens: Note whether it happens occasionally, several times a week, or almost every day.
• When it happens: Is it during a particular subject, time of day, assignment, or situation?
• What teachers have reported: Keep emails, notes, progress reports, or other communication from the school.
• What interventions have already been tried: For example, tutoring, additional classroom support, seating changes, breaks, or behavior strategies.
• Whether those interventions helped: Note what improved, what didn’t, and how long the support was provided.
• How the issue is affecting the child’s education: Consider grades, attendance, participation, completing assignments, relationships with peers, or ability to remain engaged in class.

Specific information is much more helpful than simply saying, “Something isn’t right.” For example, instead of saying, “My child is having trouble with reading.” You might say, “My child has been struggling to complete reading assignments for the past six weeks, and their teacher has reported similar difficulties during independent reading.”

That gives the school something concrete to discuss and investigate. It also helps shift the conversation from general concerns to specific needs and potential solutions. Remember, you’re not trying to prove that your child has a disability. You’re documenting what you’re seeing so you can work with the school to better understand what your child needs.

Start with the child’s teacher, but don’t be afraid to involve the appropriate school administrator, special education staff, counselor, or support team.

Ask questions such as:

• How is my child performing academically?
• What concerns have you noticed?
• What interventions have been tried?
• How is my child functioning socially and behaviorally?
• Are there areas where they are significantly struggling?
• Do you think an evaluation would be appropriate?
• What additional supports are available?

If you believe your child may have a disability and need special education or related services, consider making your request for an evaluation in writing.

You do not need to diagnose your child yourself. You can simply explain what you’ve observed and ask the school to evaluate whether your child may need additional support.

One question that often comes up is: “Can I actually make these requests for my child?”

Under IDEA, the definition of “parent” can include certain relatives who are acting in place of a biological or adoptive parent and live with the child, as well as individuals who are legally responsible for the child’s welfare. However, educational decision-making authority can depend on custody, guardianship, court orders, foster-care arrangements, and state law.

If you’re unsure about your authority, ask the school what documentation they need. Your caseworker, attorney, or an educational advocate may also be able to help clarify your role.

School support isn’t only about grades. A child may be doing well academically and still need help with emotional regulation, attention, behavior, communication, or other challenges that make it harder to learn and participate in the classroom.

As a kinship caregiver, you may notice changes that aren’t always obvious at school. Your child may become overwhelmed easily, shut down when frustrated, have emotional outbursts, struggle with transitions, or have difficulty concentrating. If these behaviors are happening regularly or affecting your child’s education, bring your concerns to the school team.

It’s also important to look beyond the behavior itself. Sometimes a child’s behavior is communicating that something is difficult for them. Talking with teachers and school staff can help identify patterns, understand what may be contributing to the behavior, and determine what support could help.

You’re not labeling your child as “bad.” You’re advocating for them. You’re asking an important question:

“What is making school difficult, and what support could help?”

Depending on the child’s needs and eligibility, behavioral interventions, counseling, accommodations, specialized instruction, or other classroom supports may be appropriate. The goal is to help your child feel supported and have the opportunity to learn and thrive.

If the school does not believe an evaluation or plan is necessary, don’t be afraid to ask questions. A “no” does not mean you have to end the conversation. You have the right to understand how the school reached its decision and what options may be available for your child moving forward.

Ask:

• What information was used to make that decision?
• What interventions or supports have already been tried?
• What data shows how my child is performing?
• What additional supports are available right now?
• What would need to change for my child to be reevaluated?
• What are my options if I disagree with the decision?

Whenever possible, ask for important decisions, evaluation results, and explanations in writing. Keep copies of emails, school records, meeting notes, and other communication so you have a clear record of your child’s educational needs and the steps that have been taken.

You should also familiarize yourself with the school’s procedural safeguards, which explain your rights and the steps you can take if you disagree with an evaluation, eligibility decision, or educational placement. Don’t be afraid to ask the school to explain these rights in plain language if you’re unsure what they mean.

If you continue to disagree with the school’s decision or feel your child’s needs aren’t being addressed, you don’t have to navigate the process alone. An educational advocate, disability-rights organization, legal-services provider, your child’s caseworker, or an attorney familiar with education law may be able to help you understand your options and determine the next steps.

Advocacy doesn’t always mean having all the answers. Sometimes it means knowing when to ask for help and continuing to speak up for what your child needs.

Teachers and school professionals bring valuable expertise to your child’s education. So do you.

As a kinship caregiver, you know your child in ways that others may not. You see them before and after school. You may notice changes in their mood, behavior, confidence, or ability to handle situations that aren’t always visible during the school day. You know what helps them feel safe, what frustrates them, and what has changed since coming into your care.

You don’t have to walk into a school meeting knowing every law, acronym, or answer. You simply need to be willing to ask questions, share what you’re seeing, and keep the conversation focused on what your child needs to succeed.

Advocacy doesn’t always mean disagreeing with the school or fighting for every possible service. Sometimes, it means building a partnership with teachers and school staff, asking thoughtful questions, and making sure your child’s needs are not overlooked.

So when you walk into that next meeting, remember: you belong at the table, and your perspective matters. Sometimes advocacy starts with something as simple as:

“I know my child. Something has changed. Can we talk about what they need?”

Before your next school meeting, ask yourself:

• What specific concerns am I seeing?
• What has the teacher noticed?
• What supports have already been tried?
• Have I requested an evaluation?
• Do I have the authority to make educational decisions?
• Do I understand the difference between an IEP and a 504 Plan?
• Do I have copies of my child’s school and evaluation records?
• Do I understand the proposed supports?
• How will my child’s progress be measured?
• What happens next?

Your child deserves the opportunity to learn, grow, and thrive, and sometimes getting them there means being willing to speak up, ask questions, and advocate for the support they need.