School and Community
School will look different for every child in the CAPE program, since each child’s needs are unique. Whenever possible, we encourage children to attend school or a day program. Going to school helps children socialize, learn, and spend time outside the home. Our team is here to support you in deciding which program is the best fit for your child.
School services
Children who use ventilators can attend school regularly. By law, the school must provide an accessible environment for your child, known as the Least Restrictive Environment (LRE). The school is also responsible for providing transportation to and from school.
You or your child’s hospital social worker can reach out to the school to begin the process. The school will then determine if your child qualifies for an Individualized Education Plan (IEP) or a 504 Plan, which are the two main ways children receive support at school.
IEP vs. 504 Plan: What’s the difference?
| Feature | IEP (Individualized Education Plan) | 504 Plan |
| Purpose | Provides specialized instruction and related services | Provides accommodation to help a child access learning |
| Who Qualifies | Children who meet criteria for special education under IDEA (Individuals with Disabilities Education Act) | Children with a disability that impacts learning but who may not need special education |
| Services/Supports | Specialized teaching, therapies (PT, OT, speech), nursing, counseling, and more | Classroom accommodation (extra time on tests, breaks, seating changes, ability to leave class when needed) |
| Legal Basis | IDEA (federal special education law) | Section 504 of the Rehabilitation Act (civil rights law) |
| Plan Content | Includes learning goals, services, and progress tracking | Lists accommodations and supports to remove barriers |
| Evaluation Process | Full evaluation by the school; eligibility meeting required | School team review; often simpler process than IEP |
| Parental Role | Parents are part of the IEP team and must approve the plan | Parents are included but not always part of a formal “team” |
| Enforcement | Legally binding; schools must provide all services in the IEP | Legally binding; school must provide listed accommodations |
| Review | Reviewed at least once a year; re-evaluation every 3 years | Reviewed periodically, often once a year |