504 Plan vs IEP: Which is Right for Your Child?
A comprehensive comparison to help you understand the differences and choose the best educational support for your child's unique needs.
Quick Comparison Overview
| Aspect | 504 Plan | IEP |
|---|---|---|
| Legal Foundation | Section 504 of Rehabilitation Act | IDEA (Individuals with Disabilities Education Act) |
| Purpose | Remove barriers, ensure equal access | Provide specialized instruction and services |
| Eligibility | Has disability that limits major life activity | Has disability and needs special education |
| Services | Accommodations and modifications | Special education, related services, accommodations |
| Goals | Not required | Annual measurable goals required |
| Review Frequency | Annually (recommended) | Annually (required) |
Understanding 504 Plans
A 504 Plan is a legal document that outlines accommodations and modifications to ensure students with disabilities can access the general education curriculum on equal footing with their peers.
- Based on Section 504 of the Rehabilitation Act
- Civil rights law preventing discrimination
- Focuses on access and accommodation
- Available through age 21 or graduation
To qualify for a 504 Plan, a student must have a physical or mental impairment that substantially limits one or more major life activities.
Major Life Activities Include:
- • Learning
- • Reading
- • Concentrating
- • Thinking
- • Communicating
- • Walking
Common Conditions:
- • ADHD
- • Diabetes
- • Food allergies
- • Anxiety disorders
Testing Accommodations
- • Extended time
- • Quiet testing environment
- • Read-aloud tests
- • Alternative test formats
- • Frequent breaks
Classroom Accommodations
- • Preferential seating
- • Written instructions
- • Movement breaks
- • Reduced assignments
- • Visual aids
Behavioral Supports
- • Check-in/check-out system
- • Positive behavior plan
- • Counseling services
- • Crisis intervention plan
- • Social skills support
Understanding IEPs
An Individualized Education Program (IEP) is a legal document that outlines specialized instruction and services for students with disabilities who need more than accommodations to succeed.
- Protected under IDEA legislation
- Provides specialized instruction
- Includes measurable annual goals
- Available through age 21
Students must have one of 13 specific disability categories under IDEA and need special education services to make progress in school.
13 IDEA Categories:
- • Autism Spectrum Disorder
- • Specific Learning Disability
- • Speech or Language Impairment
- • Intellectual Disability
- • Emotional Disturbance
- • Multiple Disabilities
- • And 7 others...
Required Components
- Present levels of performance
- Annual measurable goals
- Special education services
- Related services (speech, OT, PT)
- Accommodations and modifications
Additional Elements
- Least restrictive environment
- Assessment participation
- Transition planning (age 16+)
- Progress monitoring
- Behavior intervention plan (if needed)
Key Differences Explained
504 Plan Rights
- • Civil rights protection from discrimination
- • Equal access to programs and activities
- • Grievance procedures for violations
- • Due process for disputes
IEP Rights
- • Free appropriate public education (FAPE)
- • Detailed procedural safeguards
- • Independent educational evaluation rights
- • Prior written notice for changes
- • Mediation and due process hearings
504 Plan Services
- Accommodations: Changes in how student accesses learning
- Modifications: Changes in what student is expected to learn
- Environmental changes: Seating, lighting, noise reduction
- Assistive technology: Tools to help access curriculum
- Related services: Limited to what's needed for access
IEP Services
- Special education: Specially designed instruction
- Related services: Speech, OT, PT, counseling, etc.
- Supplementary aids: Support in general education
- Accommodations: Same as 504, but more comprehensive
- Behavior support: Formal behavior intervention plans
- Transition services: Post-secondary planning
504 Plan Team
- Parent/guardian
- General education teacher
- School administrator
- Person knowledgeable about child
- Meetings: As needed, annually recommended
IEP Team
- Parent/guardian
- Special education teacher
- General education teacher
- School psychologist/evaluator
- District representative
- Meetings: Annually required, more if needed
How to Choose: Decision Framework
Does your child have a documented disability?
This could be medical, psychological, or educational diagnosis that impacts learning or school participation.
If YES: Continue to step 2.
Does the disability significantly impact educational performance?
Consider academic progress, behavior, social skills, and ability to access the general curriculum.
If SIGNIFICANT impact: Continue to step 3.
Does your child need specialized instruction to make progress?
Think about whether accommodations alone are sufficient, or if your child needs specially designed teaching methods.
If specialized instruction needed: IEP likely appropriate.
- ADHD: Student needs extended time, movement breaks, preferential seating
- Diabetes: Student needs snack breaks, testing accommodations during blood sugar issues
- Anxiety: Student needs quiet testing space, counselor check-ins
- Food Allergies: Student needs safe lunch environment, emergency action plan
- Autism: Student needs social skills instruction, sensory supports, structured environment
- Learning Disability: Student needs specialized reading/math instruction
- Speech Delay: Student needs speech therapy, communication supports
- Intellectual Disability: Student needs modified curriculum, life skills instruction
Transitioning Between Plans
When to Consider Transition:
- • Accommodations aren't sufficient for progress
- • Child needs specialized instruction
- • Academic gaps are widening despite supports
- • Child would benefit from related services
- • Behavioral needs require formal intervention
How to Make the Transition:
- • Request comprehensive evaluation for special education
- • Gather data showing lack of progress with current supports
- • Document specific areas where specialized instruction is needed
- • Work with school team to develop evaluation plan
When This Might Happen:
- • Child no longer needs specialized instruction
- • Academic performance has improved significantly
- • Child can access curriculum with accommodations only
- • IEP goals have been mastered
Important Considerations:
- • Ensure child won't lose necessary supports
- • Consider whether progress was due to IEP services
- • Plan for monitoring after transition
- • Understand you can request return to IEP if needed
Important Note About Transitions
Any transition between 504 Plans and IEPs should be data-driven and made in the best interest of the child. Don't let schools pressure you into transitions based on convenience or resources. Always consider what level of support your child actually needs to be successful.
Your Next Steps
- 1 Contact your school's 504 coordinator
Usually the school counselor or assistant principal
- 2 Submit a written request
Include your concerns and supporting documentation
- 3 Attend the 504 meeting
Discuss your child's needs and appropriate accommodations
- 4 Review and sign the plan
Ensure it addresses your child's specific needs
- 1 Request a special education evaluation
Submit in writing to school or district special education office
- 2 Participate in the evaluation process
Provide input and attend meetings as needed
- 3 Attend eligibility meeting
Review evaluation results and determine eligibility
- 4 Develop the IEP
Work with team to create goals and services
Frequently Asked Questions
Ready to Get the Right Support for Your Child?
Understanding the difference between 504 Plans and IEPs is the first step. Now take action to get your child the support they need.