This Veterans Day, we’re proud to recognize Tabitha, an Army veteran who served for 20 years and now brings that same dedication to supporting her son at Fello. 

Tabitha served in the U.S. Army from 1993 to 2013, achieving the rank of E-6. She was drawn to the military by a desire to be part of something bigger than herself, and that sense of purpose continues to guide her today. 

Now a mom of six, Tabitha works as a Direct Support Professional (DSP) at Fello, where she’s found a new mission that hits even closer to home: supporting her 30-year-old son through Self-Directed Services.  

A New Mission 

When her son aged out of the programs at Kennedy Krieger, a social worker shared options for continued support. Fello immediately stood out.  

“Fello was well known and the most popular,” said Tabitha. What really caught her attention was Fello’s approach to inclusion: “They were diverse, as far as different people they supported, and the people who work there.” 

Valuing diversity mattered to Tabitha. In the military, she served alongside people from many backgrounds and experiences and knew that diversity strengthens a team and helps build understanding. Tabitha recognized that same commitment to inclusion at Fello and knew it was an organization worth exploring.  

What began as a search for the right support for her son became an opportunity for her, too. Inspired by Fello’s mission and the people she met, Tabitha joined Fello as a DSP. Now, Tabitha gets to do something she genuinely loves.  

“I like to go to different places and do activities with my son,” she said. “I get to help him be a member of society and experience life.”  

Service, Duty, Respect 

When asked how her military experience shows up in her work, Tabitha shared three words: service, duty, respect. 

For Tabitha, duty is all about following through no matter what. “When you start a job, you finish the job,” she said. “Even though the person may be going through something, you make sure they are okay.”  

For Tabitha, this has always meant putting the person first. This approach aligns closely with Fello’s mission to provide person-centered support that honors each person’s needs, choices, and experiences. 

The Army also taught her how to support people during difficult moments and how to show up for people in meaningful ways. “In the military, we had people going through different circumstances that often made them feel unheard,” said Tabitha. “I became their counselor, friend, boss, and confidante.” 

Tabitha learned to be flexible, to understand what may trigger someone, and to really listen. “Everything isn’t just black and white. You have to figure out the root of the problem and put time into that person to know what’s going on.” 

Those 20 years of service shaped how she supports others today. “Without my military experience, I would have started from scratch. I would have had to learn a lot more basics in communication,” she said.  

Instead, Tabitha came to Fello with the patience and understanding needed to support her son and others. 

More Than Just a Job 

There’s something else Tabitha found at Fello that reminds her of her military days: a sense of genuine care and loyalty.

“Fello shows they really do care. It’s not just a job,” she says. “I have a lot of love and respect for Fello, and I love the way they do things.” 

This Veterans Day, we honor Tabitha and all veterans who continue to serve their communities every day. Service does not stop with a uniform. It grows into new forms of leadership, purpose, and connection.  

Your vote is your voice, and every voice deserves to be heard. For Maryland voters with disabilities, accessible voting is about more than convenience—it’s about inclusion and self-determination. This guide covers what you need to know about voting access in Maryland, including your rights, available accommodations, accessible ballot options, and trusted election resources.

At Fello, we believe every person deserves the opportunity to participate fully in the decisions that shape their community.

Why Voting Matters for People with Disabilities

Your Voice Shapes Your World

Every decision made by elected officials affects the daily lives of people with disabilities—health care, transportation, disability services, housing, and more.

When you vote, you’re not just casting a ballot—you’re making sure your experience is seen, heard, and valued in the policies that shape your life and your community.

Turning Votes into Change

Voting shows what matters to communities. It determines how resources are allocated, rights are protected, how accessible public transit is funded, and how programs supporting independence and inclusion are maintained.

Your vote turns personal experience into public impact.

Visibility That Matters

When people with disabilities show up at the polls, it sends a powerful message—that accessibility, equity, and inclusion matter.

High turnout amplifies advocacy, helps break down systemic barriers, and reminds leaders that every voice counts.

Federal Protections & Rights for Voting with a Disability

Accessible voting in Maryland is built on a strong foundation of federal protections that ensure every voter can participate fully, privately, and independently.

These laws make it clear that accessibility isn’t optional—it’s a right.

The first major step came in 1984 with the Voting Accessibility for the Elderly and Handicapped Act (VAEHA). This law requires that all registration facilities and polling places for federal elections be accessible to people with disabilities. It also prevents states from asking voters with disabilities to provide medical proof in order to vote via absentee ballot—a critical step toward fairness and dignity at the ballot box.

In 2002, the Help America Vote Act (HAVA) strengthened these protections. HAVA requires every polling place in federal elections to have at least one accessible voting system, like a ballot-marking device. These tools allow voters with disabilities to cast their ballots privately and independently, using features like audio guidance, large print, or alternative input methods.

The Americans with Disabilities Act (ADA), Title II, extends these protections to all state and local government services, including elections. That means polling places must provide reasonable accommodations, like ramps, clear signage, and accessible layouts, so that every voter can enter, navigate, and cast their ballot without unnecessary barriers.

Section 504 of the Rehabilitation Act and other civil rights laws reinforce these protections by prohibiting discrimination in any program or activity that receives federal funding, including elections.

Together, these laws form the backbone of accessible voting in the United States, ensuring that people with disabilities have the same opportunity to participate in democracy as everyone else.

Take Action: Ready to make your voice heard? Federal law guarantees your right to accessible voting. Plan ahead by checking your voter registration or requesting a mail-in ballot to make sure your experience at the polls is smooth and empowering.

Maryland State Accessible Voting Laws & Policies

In Maryland, accessible voting isn’t just a priority—it’s the law. The Maryland State Board of Elections ensures that all early voting centers are fully accessible, and that every polling place offers an accessible ballot marking device (BMD). These devices include features like audio guidance, large print, high-contrast displays, and assistive input options, making it easier for voters with disabilities to cast their ballots independently and privately.

For voters with print disabilities, the state also provides an online accessible ballot marking tool. This tool allows voters to mark their ballots digitally, then print and mail them back, ensuring accessibility extends to those voting from home or remotely.

Voting Rights for People Under Guardianship

Maryland protects the voting rights of people under guardianship. A person can be disqualified from voting only if a court determines, by clear and convincing evidence, that they are unable to communicate a desire to vote—even with reasonable accommodations.

For example, a person who uses an assistive device or gestures to indicate their voting choices still retains their right to vote. Only if a court finds that a person cannot express their intent to participate in any way would that right be removed.

Continued Commitment to Access

Recent legislation, like the Accessible and Expedited Voting Act (SB 66), reinforces Maryland’s dedication to accessible voting. The law encourages local election boards to adopt procedures that make voting faster and more supportive for older adults and people with disabilities, ensuring that every Marylander has a fair and accessible opportunity to make their voice heard.

Accessible Voting Options in Maryland

Voting at the Polls

Every polling place and early voting center must provide a ballot marking device (BMD), like the ExpressVote system. These machines include a range of accessibility features: audio ballots through a headset, keypad navigation, high-contrast and large-print displays, adjustable screens, and support for assistive input devices like sip-and-puff systems.

Your Rights to Assistance

Voters may bring a trusted person—a friend, family member, or Direct Support Professional—to help mark their ballot. That helper signs a Voter Assistance Form, confirming they’re providing support, not influencing choices.

Accommodations at Polling Places

Election officials are required to provide reasonable accommodations such as ramps, seating, adjusted paths, and reachable voting equipment. Poll workers are trained to assist with BMDs and explain features like audio ballots or alternative input methods.

If Your Polling Place is Inaccessible

 If a polling place isn’t accessible, voters can request curbside voting, be reassigned to an alternate accessible location, or vote early or by mail.

Voting by Mail

Any registered voter can request a mail-in ballot. For people who find it difficult to mark a paper ballot, the state offers an online accessible ballot marking tool. This tool allows voters to make their selections electronically using assistive technology, print their completed ballot, and then return it just like any other mail-in ballot.

How to Request a Mail-in Ballot

Any registered Maryland voter can request a mail-in ballot, no special reason required. You can request one:

• Online through the Maryland Voter Services portal
• By mail, phone, or in person at your local board of elections

No medical certificate or proof of disability is ever required. Both Maryland law and federal law, including the VAEHA, protect this right.

Returning Your Mail-in Ballot

Once completed, mail-in ballots can be returned in one of three secure ways:

• By mail (must be postmarked by Election Day)
• By placing them in an official drop box
• By hand-delivering them to your local board of elections

Ballots cannot be returned electronically by email or fax to ensure ballot security and consistency in the voting process.

Need Help Printing Your Ballot?

If you’re unable to print your ballot at home, contact your local board of elections as soon as possible—they may be able to mail you a pre-printed ballot or offer other accommodations. Since options vary by county, it’s best to reach out directly to confirm what’s available in your area.

Where to Find Official, Up-to-Date Voter Information

The Maryland State Board of Elections is the central hub for accessibility guidance, voter registration, polling place locations, and election tools. For additional state-level guidance on voting rights and accessible procedures, the U.S. Vote Foundation’s Maryland Voters with Disabilities Guide offers practical tips and instructions.

Disability Rights Maryland provides advocacy, resources, and a hotline to report any accessibility challenges at the polls. National hotlines like Election Protection (1-866-OUR-VOTE) are also available to help voters experiencing discrimination, malfunctioning equipment, or other issues.

For general election dates, deadlines, and candidate information, Vote411 Maryland and Ballotpedia are reliable, nonpartisan sources.

Finally, check your local county website for updates on polling place changes, email alerts, or newsletters from disability advocacy groups. These local notifications can help you plan ahead and ensure your vote is counted.

By using these resources, Maryland voters with disabilities can confidently navigate the voting process, knowing they have the tools and support needed.

Next Steps for Success on Election Day

Here’s what you can do right now to ensure success on election day:

• Check your voter registration status at the Maryland State Board of Elections website
• Request a mail-in ballot if voting from home is more accessible for you
• Locate your polling place and confirm it has accessible features
• Know your rights and don’t hesitate to ask for accommodations
• Report problems by calling 1-866-OUR-VOTE if you experience barriers

If you or someone you know has a disability, use the tools and protections available — and insist on access. If you have any questions or concerns, reach out to Rylie Shewbridge, Director of Government Relations at rshewbridge@fello.org.

Stay Connected & Informed

Want to stay up to date on important legislative updates, disability rights, and community news? Connect with Fello:

• Join Our Newsletter
• Follow Fello on Facebook, Instagram, and YouTube

Keep Advocating Beyond the Ballot

Voting is just one way to make your voice heard. Fello’s Living Boldly Self-Advocacy Group empowers people with disabilities to represent themselves, share ideas, and drive meaningful change. This public group is open to anyone with a disability—you don’t need to receive Fello services to participate.

Join the next Living Boldly meeting and continue shaping the communities you want to live in.

One year ago, Port Street Commons opened its doors in Easton, Maryland, and showed our community just how beautiful, safe, and affordable housing can be when it is about fostering community. What began as a vision to create a unique, mixed-use space has grown into a real community where families find stability, neighbors connect, and everyone belongs.

Port Street Commons is just the beginning of how Fello Communities is rethinking what home can look like.

In the next episode of our Fello Thinking Differently podcast, Ross Benincasa, Senior Vice President of Community Development, shares how Fello approaches housing development differently—leading with people first.

A Year of New Beginnings

When Chelsea and her husband Jeff learned they’d won a spot in the Port Street Commons lottery, the news came with tears of joy. They were among more than 200 applicants who applied within 24 hours of the lottery opening—all seeking the same thing: a safe, stable home for their families.

“Life before moving to Port Street Commons with our two children was extremely uncertain,” Chelsea shared. “Rent prices always seem to increase and you never know when your landlord will implement life-altering changes.” Their previous landlord had been trying to sell the home they rented, leaving their future in limbo.

Chelsea and Jeff were the first family Fello called to announce the lottery results.

“You could hear the tears of joy on the phone,” recalled Keenan Troxler, Assistant Director of Property Operations at Fello Communities. “Move-in day was the first time they really saw the space they would be living in. Seeing their faces and joy as they crossed the threshold was truly rewarding.”

Today, Chelsea describes their life at Port Street Commons as “security in every sense of the word.”

More Than Just a Landlord

What makes Port Street Commons truly special is how Fello supports residents, proving they are more than just a landlord.

“I was blown away when Fello reached out and wanted to provide both our children’s school supplies,” Chelsea said. “Not too many people can say that about their landlord.”

Over the past year, Port Street Commons has shown it isn’t just a new development—it’s an ongoing commitment to the people who live there.

“When it comes to housing, more often than not developers are thinking about bricks and mortar and spreadsheets,” said Ross Benincasa, Senior Vice President of Community Development. “At Fello we lead with the tenant. What is the problem we’re trying to solve? How can we utilize the things we’re good at to help tenants in need?”

That philosophy comes to life in how Fello’s team supports residents year-round. Keenan Troxler and his team see themselves as more than just landlords—they’re partners in helping residents build stability, independence, and a sense of belonging. Whether it’s connecting people with resources, checking in during tough times, or celebrating milestones together, their approach is rooted in community.

“We don’t believe you can have safety and the ability to work on other needs in your life if you don’t know you have a safe, well-cared-for place to go home to,” Ross explained. “That is something we really pride ourselves on—making sure we are doing our part to make sure our tenants have what they need to be successful. This means being responsive and proactive to meet and anticipate people’s needs.”

A Catalyst for Community Growth

Port Street Commons was the first completed project on Port Street, supporting Easton’s broader goal of revitalizing the Port Street Corridor. It demonstrates what’s possible when mission-driven development meets community needs, creating infrastructure that serves everyone while addressing critical housing shortages.

The partnerships formed this year—with local service providers, nonprofits, and community organizations—have strengthened the resources and connections available to residents and neighbors alike.

Affordable Housing Without Compromise

Port Street Commons shows that affordability can go hand-in-hand with high-quality design, comfort, and community-centered living. Thoughtful layouts, modern finishes, and shared spaces that foster connection prove that housing can be both affordable and dignified.

The Residences at Port Street Commons include nine affordable housing units for people earning up to 65% of the Area Median Income (AMI). Two units are fully accessible, and one is dedicated to building housing security for people transitioning out of homelessness through a partnership with the Talbot Interfaith Shelter.

But affordability doesn’t mean cutting corners. Every unit features energy-efficient appliances, in-unit laundry, free WiFi and water, 24/7 emergency maintenance, and access to EV chargers. Families with children benefit from the on-site playground, and the building also includes a Community Hub that local nonprofits can rent for programs and gatherings.

These aren’t just amenities—they’re the building blocks of stability and dignity that every family deserves.

Looking Ahead

As Port Street Commons enters its second year, Fello remains committed to deepening community engagement and expanding resident programming. More events are planned for the holidays and throughout the year, creating opportunities for neighbors to connect and celebrate together.

For families like Chelsea and Jeff’s, Port Street Commons has become more than an address. It’s a launching point for stronger lives, a place where children can grow up with stability, and a community where everyone belongs. That’s the vision Fello set out to create one year ago—and it’s just the beginning.

We’re celebrating the people who bring Fello’s mission to life—the voices speaking up for change, the hands showing up to serve, and the partners working with us. Giving back isn’t just a seasonal tradition at Fello; it’s part of everything we do.

Here’s a look at how our community is creating change and building a more inclusive world, one act of service at a time.

A Community of Doers

At Fello, the people we support are active in creating positive change, demonstrating every day that inclusion strengthens communities when everyone has the chance to contribute. This year, Living Boldly—Fello’s self-advocacy group—hosted its first annual Volunteer Day, where people with disabilities joined in service projects across the region.

But creating positive change isn’t just about volunteering—it also means showing up when and where your community needs you. When disability funding faced cuts earlier this year, Fello advocates traveled to Annapolis to make their voices heard. Speaking from lived experience, their participation in these conversations drives meaningful change that benefits entire communities.

Dominique Palmer, Advocacy Specialist for Fello’s Living Boldly, emphasized the importance of self-advocacy:

“Sometimes people without disabilities try to tell our stories for us. But we need to be the ones to tell our stories about how we experience things as a person with a disability. If we let others tell our stories for us takes away our power.”

Leading Through Service

Fello employees bring the organization’s mission to life both on the job and in the community, using their expertise and passion to advance inclusion and equity in ways that uplift the community and amplify every voice.

Many serve on nonprofit boards or volunteer with organizations aligned with their values. Their commitment reflects a deep understanding that building strong communities requires showing up and applying their skills where they can have the greatest impact.

Catie Comer, Director of Strategic Communications, has served on the board of the Anne Arundel County Literacy Council for nearly five years, where she brings her expertise in storytelling and community engagement to advance literacy access.

“Literacy is the foundation for so much,” says Catie. “It opens doors to opportunity, independence, and connection. When people can read, they can explore new ideas and work toward their goals. They’re not just taking part in the world around them—they’re improving their lives.”

Megan Lyle, Senior Vice President of Administration and General Counsel, channels her passion for equity into her board service with the Anne Arundel County Food Bank.

“Access to healthy, nutritious food is a fundamental human right. It shapes not only our health, but also our ability to learn and grow,” Megan shares. “Growing up, I was deeply involved in food drives and local initiatives that provided meals to people in need, and I’ve seen firsthand how consistent access to good food can change lives.”

Fello’s own board members play a vital role in advancing the organization’s mission and shaping strategies that build more inclusive communities. Their leadership keeps us grounded in our mission while guiding thoughtful growth and embracing new opportunities to strengthen inclusion across every community we serve.

“Serving on Fello’s board is about more than governance—it’s about being part of a movement that’s expanding what inclusion looks like in real life,” says Steve Smollon. “Every decision we make helps open doors for people with disabilities to live more independently and be part of the communities they choose.”

Through the dedication of board members like Steve, Fello can amplify its impact, connect with community partners, and strengthen programs that empower people with disabilities to thrive.

Partners Who Serve

Fello’s work is strengthened by corporate partners who support our mission in different, meaningful ways—through financial contributions, volunteer service, in-kind expertise, and hands-on projects that touch the community.

Our general contracting partner, BGC G&G, has long been a champion for inclusion, donating services and materials, supporting families through Holiday Giving, and even contributing to the water feature at Port Street Commons that celebrates Maryland’s Eastern Shore heritage.

“Over the years, we’ve been proud to partner with Fello because we believe communities are stronger when everyone can be a part of them,” says Ben Harries, owner of BGC G&G. “Our team is proud to contribute to an organization that creates real opportunities for connection and independence in the community.”

CallTrackingMetrics, headquartered in Millersville, MD, brings both time and resources to Fello’s programs. Since 2022, they’ve sponsored 15 children annually through Holiday Giving, with team members volunteering each year to help sort and prepare gifts.

“CallTrackingMetrics supports and volunteers with Fello because we believe inclusion and accessibility strengthens every community, and Fello embodies that ethic,” explains Sean Nidecker, Enterprise Solutions at CallTrackingMetrics. “We get to see that our team is helping to advance opportunities for independence and creativity—values that reflect our own commitment to being community driven and making a positive impact beyond the workplace.”

In addition to time and resources, partners like idfive support Fello through in-kind contributions, helping communicate its mission, expand awareness, and engage the community through marketing, design, and communications expertise. Their work amplifies Fello’s impact, ensuring more people learn about and can access our programs.

Caitlin Currey of idfive shares, “At idfive, we’re drawn to organizations that lead with heart and purpose—and Fello does that in every possible way. Supporting their work through in-kind strategy and creative services allows us to live our own mission to amplify good. Every project we touch with Fello is a reminder that inclusion and belonging aren’t abstract ideas—they’re something we help build together.”

Gratitude in Action

As we enter this season of thanks, we’re grateful for every person who contributes to Fello’s mission of building inclusive, connected communities. Whether through volunteering, advocacy, board service, or partnership, each act of giving back strengthens our community and moves us closer to a world where everyone has the opportunity to live, work, and contribute. Thank you for being part of this movement—for showing up, for contributing your time and talents, and for believing that together we can create communities where everyone belongs.

Each year, a committee of dedicated Fello employees reviews applications from families who have children with disabilities across Maryland—families actively seeking the therapies, equipment, and experiences that will help their children thrive. 

Behind every application is research, planning, and the worry that comes with high costs for opportunities that could make a real difference in a child’s life.  

Families who have children with disabilities face real barriers: insurance often doesn’t cover specialized therapies, adaptive equipment, or educational and recreational opportunities, leaving many of these critical supports out of reach. 

That’s why Fello created the Family Fund—to help families access the tools, experiences, and resources that allow children to live more fully and independently.  

This year, thanks to the generosity of our community, the Family Fund raised $113,600, supporting 96 families across Maryland. That’s 96 children gaining confidence, parents breathing a little easier, and families saying “yes” to something they once thought wasn’t possible. 

What is The Family Fund? 

The Family Fund is more than a grant program—it’s a lifeline. Created by Fello in 2017, it helps families of children with disabilities access the therapies, equipment, and experiences that can make the biggest difference in their child’s life. 

The Family Fund supports what matters most for each child—whether that’s specialized therapies, assistive technology, adaptive equipment, inclusive summer camps, or other opportunities that foster growth, learning, and independence. Many of these essential supports and resources are not covered by insurance, leaving families with significant out-of-pocket costs and creating financial barriers to the care and experiences their children need.  

Each application is carefully reviewed by a committee of Fello employees, and every dollar awarded goes directly to the programs, tools, or experiences that help children thrive—bridging the gap between what’s covered and what’s possible. 

Because of You, Children and Families Are Thriving 

Because of the generosity of our community, the Family Fund continues to transform the lives of children and families across Maryland.  

In 2025, the Family Fund awarded a record-breaking $113,600 to 96 families—our largest distribution ever. That includes 62 fully-funded grants and 34 partially funded grants, each representing a child whose life is brighter and a family whose burden is lighter. 

Since its start, the Family Fund has awarded $382,000 in grants, but the real measure of success isn’t in dollars—it’s in the dozens of stories we hear every year about the impact made on families in Maryland. 

Here’s what families are saying: 

“You have blessed my family not just in this moment but for years to come. The surgery that my daughter had will essentially affect her whole life. She has greater movement, more comfort, and better stability.” 

“This program—and your support—has reminded us that our child’s challenges don’t define her, and that our family is worthy of joy, growth, and support. Thanks to the Family Fund, riding has become a joyful, healing experience not just for our child, but for our family.” 

“Your donations are not taken lightly and are the light we need when navigating such hard times with a medically complex child and an insurance who wants to deny everything.” 

To see more stories of impact, check out Because of You, where parents share the full stories of how this grant has changed their children’s lives.  

Looking Ahead 

The demand for resources like the Family Fund continues to grow, which shows that the need in our communities is real and ongoing.  

As we look ahead to next year’s Family Fund cycle, which closes on January 15th, we invite you to be part of creating more of these transformative moments for Maryland families by making a gift today. 

Targeted Interventions, 504 Plans, and IEPs Explained for Parents

The school year may have just started, but signs that your child needs extra support can appear quickly.  

Teachers might express concerns about reading or other subjects, homework may become a nightly struggle, or your child might come home frustrated, saying they “just don’t get it.” 

When this happens, many parents wonder how to get help—but the process can feel overwhelming.  

The good news is that schools offer several ways to support students, and you don’t have to navigate it alone.  

Understanding the difference between targeted interventions, 504 plans, and Individual Education Programs (IEPs) can help you advocate for your child and work effectively with their school team. 

Understanding Your Child’s Support Options in School

Targeted Interventions

These are often the first steps when teachers notice a student needs extra support. They can include additional teaching strategies or small group instruction that happen within the general education setting. Your child might work with a reading specialist twice a week, join a small math group, or participate in “lunch bunch” social skills activities.  

These supports can be incredibly effective and don’t require formal documentation or meetings.  

The key thing to understand is that receiving targeted interventions doesn’t mean there’s something wrong—targeted interventions are a way to give students specific support when there is an area of classroom performance that the school wants to address. This simply means that the school is being proactive about meeting the students’ needs.  

504 Plans

These plans are designed for students who have a diagnosed condition that makes learning more challenging, but who don’t need specialized instruction.  

These plans are governed by the Americans with Disabilities Act (ADA) and focus on removing barriers to learning. The student can understand and learn the material being taught; they just need accommodations to participate fully in their education. 

IEPs (Individualized Education Programs)

IEPs are for students who need specialized instruction due to a disability that impacts their ability to learn.  

Students with IEPs require teaching methods, materials, or approaches that are different from what is typically used in general education classrooms.  

This is governed by the Individuals with Disabilities Education Act (IDEA) and provides comprehensive support from birth through age 21. 

Type of Support	What It Is	Who It’s For	Examples of Support Provided
Targeted Intervention	Short-term, school-based support designed to help students who are struggling academically or behaviorally before a formal plan is needed.	Students who are falling behind in specific areas (like reading or math) but who may not have a diagnosed disability.	• Work with a reading specialist • Join a small math group • Participate in “lunch bunch” for social skills
504 Plan	A formal plan that ensures students with disabilities have equal access to learning under Section 504 of the Rehabilitation Act of 1973.	Students with a physical or mental impairment that limits one or more major life activities but who do not require special education.	• Classroom accommodations such as extended test time • Preferential seating • Assistive technology • Modified assignments
Individualized Education Program (IEP)	A detailed, legally binding plan for students who qualify for special education under the Individuals with Disabilities Education Act (IDEA).	Students with a diagnosed disability that affects their educational performance and requires specialized instruction.	• Specialized instruction • Related services, like speech therapy, OT, PT • Setting goals and having progress reports

Start the Conversation with Your Child’s Teacher

The moment you notice concerns about your child’s academic progress or behavior, start by connecting with their teacher.  

This isn’t about pointing fingers or expressing frustration. Instead, approach it as the beginning of a collaborative partnership focused on your child’s success. 

During this initial conversation, ask specific questions about what the teacher is observing such as: 

• Are you noticing the same struggles I see at home?
• Are there certain times of day or subjects where my child seems to struggle the most?
• Have you already started any targeted interventions in the classroom?

Many teachers begin informal support immediately when they notice a student struggling, such as providing additional practice, changing seating arrangements, or offering different ways for students to show what they know.  

Your child’s teacher might share that they’ve already implemented several strategies. Perhaps your child is receiving small group reading instruction, working with a math specialist, or getting extra support during independent work time. These targeted interventions can be highly effective and might be exactly what your child needs.  

The important thing is to establish open communication and regular check-ins about your child’s progress.  

Remember that having this conversation doesn’t mean there’s something “wrong” with your child. When families and teachers work together, it helps everyone feel more confident and reduces anxiety about what comes next. 

Document Concerns & Gather Information

Keep simple notes about your child’s struggles, what strategies the teacher is trying, and how your child responds.

Documenting this helps you:

• Share concrete examples with school staff.
• Track whether current targeted interventions are working.
• Provide useful data if a formal evaluation is needed later.

Look for patterns:

• Are challenges specific to reading, math, or written instructions?
• Do struggles happen at certain times of day?
• Are there health or mental health conditions that might be affecting learning?

These details help the school team understand your child’s needs and determine the right support.

Allow Time for Targeted Interventions to Work

Once targeted interventions begin, give them time to work—schools typically monitor progress for several weeks or months. This allows teachers to gather meaningful data about how your child is responding.  

You should stay in touch with the teacher during this period and can ask for regular updates on progress and how the targeted interventions are going. Some schools provide formal progress reports, while others share updates through email or quick check-ins. 

If the targeted interventions are helping, celebrate the progress! Many students catch up with this level of support and don’t need further services.

Understanding the 504 & IEP Referral Process

When targeted interventions aren’t sufficient to address your child’s needs, the next step is often a formal referral for evaluation. This process begins with the school team collecting informal data about your child’s performance and the targeted interventions that have been tried already. 

The school team typically includes your child’s teacher, a school administrator, and other relevant staff members. You are also an important part of your child’s school team. 

Your team will review all available information. This might include classroom observations, grades, work samples, and information about your child’s response to targeted interventions.  

As a parent, you’ll be asked to provide input about what you’re seeing at home and any concerns you have about your child’s progress. 

This informal data collection helps the team determine whether your child might benefit from a 504 plan or whether they should be referred for IEP evaluation. The decision is based on whether your child needs accommodations or whether they require specialized instruction to make meaningful progress. 

You can request this evaluation process at any time, and you can make this request more than once if circumstances change. Schools are required to consider parent requests for evaluation, though they’re not required to automatically conduct testing just because it’s requested. 

Navigating 504 Plan Development

If the school team determines that your child has a diagnosed condition that impacts their access to education but doesn’t require specialized instruction, they may be eligible for a 504 plan. This process is typically faster and less formal than IEP development. 

A 504 plan focuses on accommodations that remove barriers to learning. These might include extended time on tests, frequent breaks, preferential seating, or modified homework assignments. The goal is to ensure your child can access the same curriculum and instruction as their peers, just with some adjustments to how it’s delivered or how they demonstrate their learning. 

Unlike the IEP process, a 504 plan is usually initiated when a teacher or family member recognizes that a student may need additional support and requests a 504 meeting. The school then gathers information to determine eligibility and develop the plan if appropriate.  

The 504 team will meet annually to review your child’s plan and make any necessary changes. Every three years, they’ll conduct a more comprehensive review to determine continued eligibility. As your child grows and their needs change, the accommodations can be adjusted accordingly. 

Common Accommodations in 504

These supports are designed to be seamlessly integrated into the classroom routine. It may be determined that your child would benefit from all or some of these accommodations. 

Providing directions in multiple formats

Some students learn best when information is presented in more than one way. A teacher might give verbal instructions, write them on the board, and provide a printed or digital copy. This approach can help students with learning disabilities, ADHD, or auditory processing challenges stay organized and understand expectations clearly.

Allowing the use of fidget tools

Small items like stress balls, putty, or textured objects can help students who have difficulty sitting still or focusing for long periods. For students with ADHD, autism, or sensory processing needs, fidget tools can support concentration and self-regulation without disrupting the class. 

Giving extra time for assignments

Students who process information more slowly, have fine motor challenges, or experience anxiety may benefit from extended time to complete their work. This accommodation helps ensure they can demonstrate what they’ve learned without being limited by time constraints.

The IEP Evaluation Process

If your child needs specialized instruction rather than just accommodations, the school team may recommend a special education evaluation.

This is a more comprehensive process that examines multiple areas of your child’s development and learning.

Your IEP evaluation team might include:

• A school psychologist
• Special education teacher
• Speech-language pathologist
• Occupational therapist
• Other specialists, depending on your child’s needs.

They’ll conduct various assessments to understand your child’s strengths and challenges in areas such as academics, communication, social-emotional development, and daily living skills. 

It’s crucial to understand that having a diagnosis doesn’t automatically qualify your child for an IEP. The evaluation must demonstrate that your child’s disability significantly impacts their ability to learn and that they require specialized instruction to make meaningful progress.  

Some students with diagnoses like dyslexia or ADHD might be better served through 504 plans or classroom-targeted interventions. 

The evaluation process typically takes several weeks to complete, and you’ll receive a comprehensive report detailing the findings.  

If your child is found eligible for special education services, the team will develop an IEP that outlines specific goals, services, and supports. 

Examples of Possible IEP Accommodations

Speech therapy

Speech therapy is primarily for students who have difficulty with articulation, language development, or communication skills.  

For example, a student who struggles to form certain sounds or has challenges expressing their thoughts clearly may work with a speech-language pathologist to build stronger communication skills that support both learning and social interaction. 

Modified curriculum

This can be helpful for students who learn best when academic content is adjusted to their individual level. This could mean simplifying assignments, breaking tasks into smaller steps, or focusing on essential skills rather than grade-level standards.  

A student with an intellectual disability, for instance, might follow a curriculum tailored to their learning pace while still participating in classroom activities alongside peers. 

Alternative ways of presenting information

Some students need different formats to access lessons. This might include using visual aids, audio recordings, hands-on activities, or assistive technology like text-to-speech software.  

For example, a student with a visual impairment might receive materials in large print or digital format, while a student with a learning disability might benefit from hearing instructions read aloud. 

Partnering with Your Child’s School

No matter which support path your child takes, their success depends on a strong home-school partnership. Share what works for your child, maintain open communication, and stay actively involved.  

Set a reasonable schedule for updates—weekly or bi-weekly check-ins often work well—so you stay informed without overwhelming school staff. 

Advocate for your child while respecting the expertise of teachers and specialists. The best results come when families and schools work together toward shared goals.  

Remember, support is ongoing and may change as your child grows. What works now may need to be adjusted in later grades to match your child’s development and needs. 

You Don’t Have To Do It Alone

If your child requires an IEP, you don’t have to navigate this often-overwhelming process alone.  

Fello offers programs like Project Learn and Project Learn Leadership Academy, specifically designed to support families and students through their IEP journey.  

Whether you need one-on-one coaching to review your child’s IEP and prepare for meetings or want your student to better understand and participate in their plan, these programs provide guidance, advocacy tools, and confidence every step of the way.

Learn more about Project Learn and Project Learn Leadership Academy