Does My Child Need a 504 Plan or IEP?

If your child needs extra support at school, you may have heard of 504 Plans and IEPs (Individualized Education Programs). Understanding how they work—and which one fits your child’s needs—can be confusing. Below, we explain what the plans are, how they help, and how to begin the process if your child might benefit from one.

Why Would a Student Need a 504 Plan or IEP?

Some students struggle with learning, attention, or physical challenges that make school more difficult. Here are some common reasons why a student might need support:

• Learning disabilities (e.g., dyslexia, dysgraphia, dyscalculia)
• ADHD
• Autism spectrum disorder
• Speech/language impairments
• Hearing or vision impairments
• Anxiety or other mental health conditions that impact learning

An IEP or 504 Plan ensures that students get the support they need to succeed—whether that’s through specialized instruction (IEP) or classroom accommodations (504).

IEP vs. 504: What’s the Difference?

Both IEPs and 504 Plans provide support for students with disabilities, but they serve different purposes and follow different rules.

	IEP	504 Plan
Who Qualifies?	Students with disabilities that affect their ability to access the general education curriculum and require specialized instruction	Students with disabilities who need accommodations to access learning but do not require specialized instruction
Law Governing It	Individuals with Disabilities Education Act (IDEA)	Section 504 of the Rehabilitation Act
What It Provides	Special education services, individualized goals, and accommodations	Classroom accommodations and modifications (e.g., extra time on tests, preferential seating)
Where Services Happen	May include general education classrooms, special education settings, or a mix of both	Always in the general education classroom
Review Process	Reviewed and updated annually with formal evaluations every three years	Reviewed periodically, usually every year, but less formal than an IEP

What Does Each Plan Provide?

IEP

An IEP is a highly structured plan for students who need specialized instruction. It includes:

• Personalized learning goals based on the student’s strengths and challenges
• Special education services, such as speech therapy, occupational therapy, or reading intervention
• Accommodations and modifications, like extra time on tests, breaking assignments into smaller parts, or assistive technology
• Progress monitoring to ensure the student is making gains

IEPs are legally binding, and schools must follow them.

504

A 504 Plan provides accommodations, but not specialized instruction. It helps students access education by removing obstacles. Some examples of accommodations include:

• Extra time on tests or assignments
• Preferential seating near the teacher
• Movement breaks during long tasks
• Access to audiobooks or a quiet testing environment

While a 504 Plan is not as detailed as an IEP, it ensures that students with disabilities have equal access to education.

Who Is Involved in the Process?

IEP Team

For an IEP, a team works together to create and review the plan, including:

• Parents (yes, you have a say in the process!)
• General education teacher
• Special education teacher
• School psychologist or evaluation specialist
• Other specialists as needed (speech therapists, occupational therapists, etc.)

504 Team

A 504 Plan is usually managed by a smaller team, which can include:

• Parents
• General education teacher
• School counselor or administrator
• In some situations, other specialists as needed (speech therapists, occupational therapists, etc.)

A 504 Plan doesn’t require as many formal meetings or specialists as an IEP.

How Does a Student Get an IEP or 504 Plan?

While students must qualify in order to receive either a 504 Plan or IEP, the process differs. Your school team will help you determine which plan you should pursue.

For an IEP:

• Request an Evaluation – A parent or teacher can request a special education evaluation
• Testing & Assessments – The school conducts formal assessments to determine if your child qualifies under IDEA
• Eligibility Meeting – If your child qualifies, the IEP team creates a plan tailored to their needs
• Implementation & Review – The IEP is reviewed at least once a year, with a full reassessment every three years

Learn more about the IEP process here.

For a 504 Plan:

• Request a Meeting – Parents or teachers can request a 504 evaluation
• Review of Needs – The school reviews medical records, teacher observations, and past work; some schools may include an evaluation
• Plan Development – If the child qualifies, the team creates a plan outlining accommodations
• Implementation & Review – The plan is shared with teachers and reviewed periodically

How Schools Handle 504 Plans Differently

Unlike IEPs, which have strict legal guidelines under IDEA, 504 Plans are more flexible. This means each school or district may handle them a bit differently. Here’s what that can look like:

• Some schools have a formal 504 team, while others rely on a school counselor or administrator to manage the process.
• Some districts require medical documentation, while others accept teacher input alone.
• The level of follow-through varies—since 504 Plans are not as legally strict as IEPs, implementation can sometimes depend on how well the school communicates the plan to teachers.
• Accommodations may differ by school, even for students with similar needs.

If your child has a 504 Plan, it’s a good idea to check in regularly with their teacher to make sure accommodations are being implemented as intended. You may also be able to request revisions to the plan before the annual/periodic review.

Advocating for Your Child

Navigating IEPs and 504 Plans can feel overwhelming, but remember: you are your child’s best advocate. If you’re unsure where to start, ask your child’s teacher about the evaluation process. The sooner support is in place, the sooner your child can gain confidence and learn in the way that is best for them!

If you or your child could use some extra support, give us a call.