It’s September, a month into the school year. This is when routines have started to settle, and each day feels a little more familiar. For some children, this newfound comfort might mean that the initial “honeymoon phase” is starting to fade.
As the academic and social demands increase, so too does the sensory input, which can be overwhelming for some children. Your child may be having difficulty filtering or processing this external information, which may lead to noticeable behaviors such as fatigue, frustration, or inattention.
Our team here at Empower Kids Therapy wants to remind you that these signs do not necessarily mean steps backward. It is indeed an indication that your child’s needs require additional support within the classroom setting. And this is where formal plans, such as an IEP or 504 could be beneficial. Whether you are familiar or learning, the terminology and process can be intimidating, so we want to provide the information we can to best support in advocating for your child
The Simple Difference Between IEPs and 504 Plans
You are not alone if you struggle to understand the difference between these two. Generally speaking, both are formal plans designed to support children in the classroom, but the requirements vary.
An IEP is a written plan for students in need of specialized instruction in the teaching curriculum. It includes individualized goals, measurable outcomes, and relatable services (speech or audiology services, occupational or physical therapy, counseling). This plan is a bit more intensive support and is based around a diagnosis/disability that directly impacts a student’s learning.
A 504 Plan in contrast, does not change what a child is learning, but instead the environment. It is intended to allow for accommodations for the child to effectively grasp the curriculum and enhance overall academic performance. Examples of some of these accommodations may include: instructional supports (extra time, simplified instructions, teacher notes); environmental (preferential seating, fidgets, wobble seats, headphones); organization (checklist, extra transition time); emotional support (movement, water, calm corner, reward system).
Here’s the thing: Not every child qualifies for an IEP, and the requirements are pretty strict. But if your child doesn’t qualify for an IEP, you can still advocate for a 504 Plan. And that’s where having the right support makes all the difference.
You’re the Most Important Person on Your Child’s Team
Whether it’s an IEP team (which includes multiple school professionals) or a 504 team (usually the teacher, principal, and you), remember this: You know your child better than anyone else. That makes you their best advocate.
I’ve seen too many parents feel intimidated in these meetings, surrounded by professionals using educational jargon. But you have equal participation and an equal voice. Your insights about your child are invaluable.
How to Advocate Like You Mean It
Instead of saying general things like “My child needs sensory breaks,” get specific:
- Instead of “My child has difficulty with directions,” you should try “I have noticed at home when I give directions, he/she does not process what I am asking. My child has shown improvement in this area when visual cues (checklist) are provided.”
- “My child’s ability to focus decreases after 20 minutes without movement.”
- “My child processes multi-step directions better with visual cues like a checklist.”
- “My child needs verbal reminders before transitions.”
The goal is to be clear, specific, and solution-focused. You’re not just pointing out problems, you’re sharing what you know works for your child.
How Pediatric Occupational Therapy Supports the IEP and 504 Process
Before the process: We help identify your child’s specific sensory, motor, and emotional needs through a comprehensive evaluation. We document what strategies work so you have concrete examples to share with the school team.
During meetings: We can provide detailed reports that clearly outline your child’s occupational therapy needs for the classroom. We also help you prepare by practicing how to articulate your child’s needs in school-friendly terms.
After the plan is in place: We work with you to ensure the accommodations are actually helping your child succeed and suggest adjustments when needed. We can also provide ongoing occupational therapy services to complement school supports. Practicing the foundational skills needed to accomplish the task without accommodations.. we want to prepare for the future!
Track What Works at Home
Start documenting what you notice:
- What time of day does your child focus best?
- What helps them calm down after a meltdown?
- What makes transitions easier?
- Which environments feel overwhelming?
This information is gold when you’re advocating for accommodations.
You Don’t Have to Navigate This Alone
Advocating for your child shouldn’t feel like going to battle. When you understand your child’s needs and can articulate them clearly, these conversations become collaborative rather than confrontational.
Remember: Your child deserves the best support…not just what’s easy to provide. You’re not asking for special treatment; you’re asking for what your child needs to succeed.
If you’re feeling overwhelmed by this process or unsure about your child’s specific needs, we’re here to help. Sometimes, having a professional perspective and specific strategies makes all the difference in getting your child the support they deserve.
Ready to get clarity on your child’s needs? Book a consultation call to learn how we can support your child through occupational therapy in Orlando, FL and give you the confidence to advocate effectively. Because when you know what your child needs and how to ask for it, everything changes.
Click here to book a call with us!
