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Together is a new resource for anyone affected by pediatric cancer - patients and their parents, family members, and friends.
Learn MoreTreatments for childhood cancer, sickle cell disease, and other serious illnesses may have long-lasting side effects that can affect learning.
Sometimes children and teens may struggle in school in ways they didn’t before diagnosis or treatment. Some students may have problems focusing and paying attention.
Federal law provides support and services to help students with challenges learn better. These resources are called Individualized Educational Programs (IEPs) and 504 plans.
Some treatments can affect:
There are ways to help children adapt to changes. The key to getting the most out of these options is for your family, school, and hospital to work together. A school liaison can help you put this team together.
Federal law provides support and services to help students with challenges learn better. These resources are called Individualized Educational Programs (IEPs) and 504 plans.
An IEP is a plan for special education services. It is part of the federal law called Individuals with Disabilities Education Improvement Act (IDEA). Schools must offer IEPs if they receive federal funds.
Students can qualify for an IEP if they have both a disability and a need for help with school to deal with the disability.
Students can get an IEP if they:
Disabilities may include:
To qualify, your child must have a disability in at least 1 of these areas.
Examples of IEP-related services include:
Your child may receive these services in different settings.
Your child must go through an evaluation process for an IEP.
Contact the special education coordinator at your child’s school about getting an IEP evaluation. If the school does not have a special education coordinator, you may talk to:
You will be asked to sign an informed consent form to give permission for the evaluation.
If the school does not do an evaluation and you believe your child needs one, you can work with an outside psychologist. The psychologist will submit a report to the school system for review.
It’s a good idea to meet with educators before the evaluation. You can discuss the process and ask questions. Make sure to write down questions you want to ask. Take notes during the meeting.
Your child’s evaluation team could include an:
The team may collect data through:
The process may involve:
The final report will paint a full picture of your child’s strengths and weaknesses. The IEP committee will meet and review the results and suggestions.
If your child qualifies for an IEP, teachers will create one and review it with you. The IEP committee will meet each school year to talk about how the plan is working.
Students will have a new IEP evaluation at least every 3 years.
If your child doesn’t qualify for an IEP, you can talk with the school about other types of academic support.
A 504 plan is for students with medical concerns. It provides for modifications in their classrooms to help them learn better. It is part of a federal civil rights law, Section 504 of the Rehabilitation Act of 1973. It applies to public school and other programs that get funds from the U.S. Department of Education. The qualification for a 504 plan is different from an IEP.
To be protected under Section 504, a student must be determined to: have a physical or mental impairment that substantially limits one or more major life activities; or. have a record of such an impairment; or. be regarded as having such an impairment.
The purpose of a 504 plan is to give students with learning problems the same access to instruction, activities, and school buildings as children without learning problems.
A 504 plan documents your child’s needs and may be useful in case your child requires more support in the future.
The law requires the 504 team meet at least once a year to review your child’s progress. You may request changes at any time.
For pediatric cancer survivors, creating a 504 plan with your child's school may result in additional support in the classroom.
The main difference is that a 504 plan modifies a student's education program in a general classroom setting. The classroom teacher delivers instruction.
A student with an IEP may receive services in a special or general educational setting. A special education teacher usually oversees instruction.
Ask for a meeting with the school to discuss creating a 504 plan.
Usually the school will have a Section 504 coordinator. If not, you may talk to the school administrators, counselors, or teachers.
Examples of common supports include:
The 504 plan or IEP meeting may include:
The group will talk about the accommodations or support services your child might need in school. Members will identify the problems your child is having. And they will propose solutions.
You know your child better than anyone.
Suggest approaches that have worked in the past.
Bring information about your child’s cancer and the side effects of treatment to share with educators.
The IEP or 504 plan should specify the accommodations or support services your child needs.
Clear wording can get rid of confusion. For example, be specific about the memory aids your child will use.
Detail who has the job to carry out each part of the IEP or 504 Plan. Discuss all school settings that might require supports:
You know your child better than anyone. Be your child’s advocate in planning and monitoring your child’s progress. If you believe your child’s needs aren’t being met, ask for a meeting to discuss needed changes.
For more information, talk to your hospital’s school liaison or to a teacher or administrator at your child’s school.
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Reviewed: May 2022
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