Updated June 08, 2015.

Disabled students can thrive in an education setting if they have access to the right tools to ensure that they receive the help they need to succeed. In the United States, depending upon individual state regulations, disabled students should have a 504 plan or an IEP (Individualized Education Program) on file with the school. Individuals with an IEP are often placed in special education classes so that they can receive instruction from a teacher who has been specially trained to help them meet their education goals.

Those who have a 504 Plan may be disabled, but do not require special education classes. A 504 plan ensures that accommodations are made for certain student disabilities while they are on campus.

Individualized Education Program

In 2004, the Individuals with Disabilities Education Act required that each disabled student have an Individualized Education Program on file with their school district, and that it is updated yearly. The IEP is a road map of what a student’s needs are, as well as their abilities. It should be created with input from the student, their family and their teachers.

The IEP will provide information such as academic achievements, cognitive development and how the student is functioning. It will contain information on what the students’ needs are, and what accommodations are required for their continued success in a classroom environment. The IEP will also include transition, social and academic goals of the student.

Students who are 16 years of age or older will be required to include transition planning in their IEP.

The transition plan will include concrete steps that will help individuals plan for their exit from high school, whether it is attending vocational training, college or going directly into a job. This plan will also include independent living goals, which includes handling finances, employment and living arrangements.

504 Plan

Each state in the U.S. determines how a 504 plan is implemented in a school environment. According to section 504 of the Americans with Disabilities Act, “No otherwise qualified individual with a disability in the United States... shall, solely by reason of her or his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.” In essence, the 504 plan levels the playing field for individuals who have disabilities that don’t necessarily qualify them for special education. In order to qualify for the plan, students must:

• Have a physical or mental impairment that substantially limits one or more major life activities including learning and behavior
• Been documented as having such an impairment OR
• Be regarded as having such impairment

Education Goals and Graduation

It is important for disabled students in high school to begin thinking about their future if they will be living independently. They should discuss what they want to do after graduation, and begin planning how they will work to achieve their goals.

Some students will work towards a certificate of completion, or will work towards a high school diploma. A certificate of completion is not the same as a diploma, and students should be aware of how this may affect their goals in the workplace, or attending college. Some employers and colleges do not accept a certificate of completion in place of a diploma, and may require the student to complete a GED in its place.

Vocational Training and College

Students who want to pursue higher education may decide to attend vocational training schools or college, or in some cases, both. It is important to plan early on what the higher education choice will require for entrance, such as the certificate of completion or a diploma. Most institutions of higher learning will accept a GED in place of a diploma. Vocational training will assist students in learning a skilled trade that they can begin using right away after graduation. Vocational training may include classes as well as hands-on experience. College will prepare a student for an entry-level job in their chosen field, though further education, such as a Master’s degree, may be required along the way.

Individuals who wish to attend either vocational training or college should prepare a plan that will help them meet their higher education goals. These plans should include how they will finance their education, transportation to the institution of higher learning, housing arrangements (on or off campus), academic accommodations and what additional activities, such as adaptive sports, they want to participate in.

Plan for the Future

Disabled students who have established a plan for their future are more successful than those who are not prepared. Parents and faculty members can help these students meet their goals by following an IEP program, or by using a written set of goals to help them prepare for their future. Regularly reviewing these goals will help parents and teachers in evaluating whether a current plan is working, as well as where things need to be adjusted to keep a student on track. Transitioning to adulthood can be made easier when a student knows exactly what they need to do to reach their academic goals, whether it includes college, vocational school, or employment goals.