Special Education Law

The Individuals with Disabilities Education Act, or IDEA, is a law that makes sure children with disabilities (ages 3–21) get a free and appropriate education that fits their individual learning needs. This support is provided through special education services.

To learn more about how Illinois schools support students through intervention and special education, visit:

Section 504 is a federal law that protects the rights of students with disabilities. It makes sure that students with a disability have equal access to education and are not discriminated against in any school program or activity that receives federal funding.

Students who qualify for Section 504 may receive accommodations or modifications to help them succeed in school.

Who qualifies for a 504 Plan?

A student may qualify if they:

• Have a physical or mental impairment that significantly limits one or more major life activities (such as learning, walking, seeing, hearing, or concentrating),

• Have a record of such an impairment, or

• Are regarded as having such an impairment.

This includes both visible and hidden disabilities, such as ADHD, diabetes, epilepsy, anxiety, asthma, or chronic illnesses.

How to request a 504 evaluation

If you believe your child may have a disability that affects their learning or daily school activities, you can request a 504 evaluation by contacting your child’s teacher or the Department of Student Services.
Your child’s school team will meet with you to review your concerns and decide if your child qualifies for a 504 Plan.

TYPES OF MEETINGS

English Learners with IEPS

School districts must provide EL students with disabilities with both the language assistance and disability-related services to which they are entitled under Federal law. Districts must also inform a parent of an EL student with an individualized education program (IEP) how the language instruction education program meets the objectives of the child’s IEP.

Not speaking English is not a disability. An EL student’s limited proficiency in the English language must not be used as the only reason for a referral for special education evaluation.

An EL student suspected of having a disability should be evaluated in his or her home/native language, in a way that is nondiscriminatory with respect to the student’s culture.

School districts are required to provide an interpreter to participate in all IEP meetings to assist parents whose home/native language is other than English (unless the parents have clearly indicated that English is the language spoken at home and the language to be used in school correspondence).​

To learn more about English Learners with IEPS, visit: