IEP AND SECTION 504 BOOK SUMMARY 1
IEP And Section 504 Book Summary
Breana Pair
Liberty University
EDSP 522: Special Education and Disability Law
Dr. Higdon
January 26th, 2025
IEP AND SECTION 504 BOOK SUMMARY 2
Introduction
IEP and Section 504 Team Meetings…and the Law is a comprehensive, quick-reference
guide designed to help readers easily understand the differences between an IEP (Individualized
Education Plan) and a Section 504 meeting. The author, Freedman, organizes these differences
into a structured seven-section outline, with each section broken down into individual chapters
for clarity. The first and second sections detail the purpose and objectives of both IEP and
Section 504 meetings, providing a clear foundation. Sections three and four delve into the
similarities and differences between these two types of meetings, helping readers grasp the
nuances. Section five offers practical advice on key aspects, including who should attend, when
and where the meetings should be held, and how to run them effectively. Finally, in the seventh
section, Freedman shares valuable insights into the best practices for conducting both IEP and
Section 504 meetings, ensuring that all legal and procedural requirements are met.
Section 1
In the first section of the book, Freedman addresses the question, “What is the purpose of
an IEP meeting?” She defines the purpose as follows: “(An IEP meeting) provides rights to both
the student and parents through the IDEA’s two prongs of rights – for students and for parents”
(Freedman, 2020, p. 7). She then explains that the IEP team’s job when writing an IEP is to
ensure that the IEP is tailored to the students’ needs and that they are provided with a Free
Appropriate Public Education (FAPE). After outlining the purpose for the student, Freedman
discusses the role of the parent in the IEP meeting. She emphasizes that the parent’s presence is
crucial to ensure they have the opportunity to participate in the development of their child’s IEP
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plan. Freedman spends the remainder of the section breaking down FAPE for the reader. She
explains what each letter of the abbreviation stands for in detail and provides court cases to
illustrate both correct and incorrect applications of FAPE across various schools in the U.S.
Section 2
Freedman is brief yet clear in discussing the purpose of a 504 meeting in Section Two.
She explains that the 504 meeting is "part of regular education" and that "504 plans are designed
to provide eligible students with disabilities the same opportunities to access, participate, and
learn as their nondisabled peers" (Freedman, 2020, p. 24). She then goes on to provide examples
of what a person could include when writing 504 plans. Some of these examples that she lists are
accommodations for the student, specific services or therapies, and even considerations
regarding the student's school placement. After outlining what a 504 meeting entails, Freedman
notes that, despite the term "meeting," the process is more akin to a 504 group or committee. She
further emphasizes that a 504 plan is an opportunity for students, underscoring that these plans
should be written to provide "equal opportunities to that of average nondisabled peers"
(Freedman, 2020, p. 25).
Section 3
Section three of the book helps the reader begin to fully understand the similarities
between an IEP and a 504 meeting. The first similarity discussed is that, in both types of
meetings, the teams will only provide services that are legally required. They will not provide
more services than needed, but they will also ensure that they do not provide too few services.
Other similarities include the fact that both types of meetings are held in groups and involve
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team decisions. However, not everyone is required to come to the same agreement on the matters
being discussed. This often happens because, as Freedman points out, both IEP and 504 meetings
are designed to provide what a student needs, not necessarily what their parents might want. As
Freedman states under point five of this section, "(An) IEP or 504 plan is the district's plan for
the child to receive FAPE—not a compromise document" (Freedman, 2020, p. 32). Freedman
then reiterates this point by highlighting another similarity: educators are considered the experts
in the meetings, and the parents are there to provide input. She connects this idea to the final
similarities of the two meetings, reminding readers that as experts, they must be knowledgeable
about inclusion, stay focused on the purpose of the meeting, ensure that the parents are
comfortable and fully understand what is happening, and, finally, make sure that the language
used is easily understood by the parents.
Section 4
The difference between IEP (IndividualizedGEducationGProgram) meetings and 504
meetings is discussed in the fourth section of the text. In this section, Freedman clearly outlines
the distinctions between the two in a very straightforward manner. She explains that IEPs are
governed by the Individuals with Disabilities Education Act (IDEA), whereas 504 meetings are
based on what she describes as “a much looser law” (Freedman, 2020, p. 52). Freedman then
compares the two types of meetings by emphasizing the strict guidelines and regulations that
accompany all IEP meetings. She highlights how these meetings are mandated to follow specific
rules regarding who must attend, when the meetings should occur, and how the process should
unfold. In contrast, she notes that 504 meetings are less structured, with each school district
developing its own policies and practices, as she states: “every school district develops its own
policies and practices” (Freedman, 2020, p. 52).
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Section 5
The fifth section that Freeman discusses is one of the most important in the text. In this
section, she provides a detailed explanation of the who, when, where, why, and how of IEP
meetings. She includes an easy-to-read chart outlining the team composition for an IEP meeting,
which serves as a quick reference to double-check when sending out invites. Freeman then
emphasizes the importance of parental attendance and explains how to handle situations in which
a parent may not want to participate in the IEP writing process.
After discussing the various individuals who should attend an IEP meeting, Freeman
turns to the topic of parental consent, explaining its significance. She notes that "parental consent
is required before a child’s initial placement" (Freeman, 2020, p. 61) and provides a chart to
clarify exactly what consent entails.
Another key topic in section five is how IEP goals should be formatted. Freeman
suggests using the SMART method when writing goals for students. The SMART method is
described as: S – Specific, M – Measurable, A – Action words, R – Realistic, and T – Time-
specific (Freeman, 2020, p. 65).
After explaining the SMART method, Freeman outlines how these concepts come
together during the team meeting. She breaks the process down into eight practical steps,
offering tips on what should and shouldn’t happen both before and during the IEP meeting.
Section 6
Following section five's description of IEP meetings, section six provides information
about 504 team meetings and how they should be structured. In this section, Freedman begins by
explaining who should be part of the group that holds a 504 meeting. She states that the team
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should be knowledgeable about three key factors: knowing the student, having the ability to
evaluate data, and having the expertise to share available resources to assist the student. After
outlining these details, Freedman explains how to determine who qualifies as a disabled person
and how the team should decide whether a 504 plan is necessary. She uses a baseball analogy to
illustrate this, stating that “to be eligible for a 504 plan, a student needs to run the bases and get
‘home’” (Freedman, 2020, p. 84). She then elaborates on what it means for the student to reach
each base, noting that only students who make it “home” are eligible for a 504 plan. Section Six
concludes with a breakdown of the five key attributes of 504 plans, followed by an explanation
of the “No’s” in the 504 process, detailing what should never be done when writing a 504 plan.
Section 7
Freedman's final and seventh section discusses best practices for both IEP and 504
meetings. She presents these practices in an easy-to-understand format, outlining the main points
with letters to highlight key ideas for the reader. The first good practice she addresses is the
importance of preparation when planning for either type of meeting. The next practice involves
understanding and avoiding "cringe words." Some examples of "cringe words" that she mentions
include: "We don’t have that type of therapy here," "I’m not a psychologist, but I think Tom is
depressed," and she advises against using the word "never," suggesting instead, "We’ll consider
it" (Freedman, 2020, p. 91). Other topics she covers include how to develop and follow an
agenda, the chairperson’s responsibilities during the meeting, and tips for presenting oneself
appropriately in these settings. She concludes the section by describing what a successful
meeting should look like and offering practical advice for handling situations when things don’t
go as planned.
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Christian Perspective Gained
IEP and 504 meetings are deeply rooted in the law and provide an outline that helps one
understand exactly what to do and what not to do when holding meetings. However, the most
important thing to remember during this process is not just what the law teaches us, but also what
the Bible instructs. In Luke 16:31, we are commanded by God, “And as you wish that others
would do to you, do so to them.” Freedman mentions several times in the text how one should
treat other people when holding either type of meeting, and this point is echoed by God when He
encourages us as believers to, “Do unto others as you would have them do unto you” (Matthew
7:12). We are compelled by biblical scripture to treat others with love and kindness and to ensure
that we are being fair and just when holding meetings and discussing such topics as education
and educational supports with others.
Conclusion
IEP and Section 504 Team Meetings…and the Law written by Miriam Freedman is an
easy-to-understand book in which Freedman presents her insights into the world of both IEP and
504 meetings. In the text, she organizes the content into seven subsections, providing detailed
explanations of the key elements involved in each type of meeting. Freedman clearly outlines the
purpose of both IEP and 504 meetings, offering in-depth descriptions of their similarities and
differences. She covers the essential questions—who, when, where, why, and how—pertaining
to each different meeting type. The text then concludes with guidance that she gives on the best
practices for conducting both IEP and 504 meetings, ensuring the reader has a comprehensive
understanding of how these meetings should be approached. This accessible and informative
resource is an invaluable tool for anyone involved in the IEP and 504 meeting processes who
might have some unanswered questions concerning both types of meetings.
