Understanding the Difference Between a 504 Plan and an IEP

Navigating the educational landscape for children with unique needs can be challenging for parents. Two common supports available in U.S. schools are a 504 Plan and an Individualized Education Plan (IEP). Both plans help students with diverse abilities succeed academically, but they serve different purposes and offer varying levels of support. Understanding the distinctions between a 504 Plan and an IEP is essential in advocating for your child’s educational needs. This blog post will explain the differences and help you determine which plan might be best for your child.

What is a 504 Plan?

A 504 Plan is developed under Section 504 of the Rehabilitation Act of 1973, a civil rights law that prohibits discrimination against individuals with disabilities. The primary aim of a 504 is to ensure that a student with disabilities has equal access to their education. It provides an avenue for the formal documentation of specific accommodations needed to support a student’s participation in the general education curriculum without significantly altering it.

Determining Eligibility for a 504 Plan:

• Students with any disability that significantly impacts one or more major life activities, including learning, may qualify for a 504 Plan.  Parents can provide the school with documentation and information regarding a student’s specific disability and needs.  They can also make a formal request for an initial 504 meeting.  The school will then convene the Committee on 504 to determine if the student qualifies for a 504 plan.
• If the school determines eligibility, the Committee on 504 will collaborate with the parents to develop a 504 Plan that meets the student’s needs.

Key Features of a 504 Plan:

• Accommodations: A 504 plan includes specific accommodations that will be put in place to ‘level the playing field.’  Examples of accommodations can include: extended time on tests, preferential/modified seating, access to movement breaks, or modified assignments.
• Flexibility: The parent or school can request to reconvene the committee as needed to make changes in order to support the student’s evolving needs. It focuses on removing barriers and providing equal access.
• Evaluation Process: The evaluation for a 504 Plan can be less formal and does not require a specific process or timeline. Although, it still involves assessment and documentation of the student’s disability and needs.

What is an IEP?

An IEP is a plan developed under the Individuals with Disabilities Education Act (IDEA), a federal law that ensures students with disabilities receive special education services tailored to their unique needs. An IEP offers more intensive support and targets students who need modifications to instruction or curriculum and accommodations.

Determining Eligibility for an IEP:

• Either the school team or parents can refer a student for evaluation under the Committee on Special Education (CSE) to determine if a student meets eligibility for support through special education. 
• Parents must first consent to evaluation.  Following this consent, the school has a certain period of time to complete formal evaluations in all suspected areas of disability. The evaluations will assess areas such as cognitive, social, behavioral, adaptive, academic, speech, and motor development. After completing evaluations, the parents and school team will convene as a Committee for the initial eligibility meeting.
• Eligibility is based on the presence of a specific disability requiring the support of special education. 

Key Features of an IEP:

• Classification:   If the student is deemed eligible, the meeting will also include determining the most appropriate disability classification, which is largely dictated by the nature of their educational needs. Under IDEA, there are 13 possible disability categories. These include: Autism; Emotional disturbance (ED); Other Health Impairment (OHI); Specific Learning Disability; and Speech or language impairment, among others. 
• Accommodations/Modifications:  This section is similar to that outlined in the 504 plan but can also include modified instruction (e.g. pre/post teaching or modeling of initial skills, etc.).
• Specialized Instruction: An IEP includes not only accommodations but also a special education program to support the student’s progress in learning. This can range in degree of restrictiveness from consultant teacher services to a daily resource room to a full day special class (e.g., self-contained).
• Specific Goals: An IEP also formalizes specific goals to be monitored in each area of need.  This can include educational and executive functioning goals addressed through the special education teacher. This can also include goals in other domains such as social-emotional, motor, daily living skills or speech and language. Which, in turn, may warrant the need for related services such as speech therapy or occupational therapy.
• Team Collaboration: The IEP is developed by a multidisciplinary team. This includes the student’s parents, teachers, a special education coordinator, and other relevant professionals. The team reviews and updates it at least annually.
• Detailed Documentation: The IEP contains detailed information about the student’s current levels of performance across domains, goals, progress measurement, and the specific services to be provided.
• Formal Evaluation Process: The evaluation process for an IEP is more formal and extensive. It includes standardized testing, observations, and input from various professionals.

Key Differences Between a 504 Plan and an IEP

• Legal Basis: A 504 Plan falls under the Rehabilitation Act of 1973, while an IEP is covered by IDEA.
• Scope and Intensity: A 504 Plan provides accommodations to access the general education curriculum, while an IEP offers both accommodations and specialized instruction tailored to the student’s individual needs.
• Eligibility Requirements: The criteria for an IEP are more specific and stringent, requiring a disability that significantly impacts educational performance. A 504 Plan has broader eligibility criteria.
• Development and Review: An IEP requires a detailed, collaborative process involving multiple professionals and formal annual reviews. A 504 Plan is generally less formal, with fewer procedural requirements.

How to Know Whether a 504 or an IEP is Right for Your Child

Choosing between a 504 Plan and an IEP depends on the nature and extent of your child’s needs. If your child primarily needs accommodations to access the general curriculum, such as extended time on tests, preferential seating, use of assistive technology, organizational aids, accessible classroom materials, or access to breaks, a 504 Plan might be sufficient. However, if your child requires specialized instruction and related services, such as reading intervention programs, intensive mathematics or writing instruction, behavioral interventions, functional life skills, speech and language instruction, social skills training, or executive function coaching, an IEP is likely more appropriate.

Understanding the differences between a 504 Plan and an IEP is essential to advocate effectively for your child’s educational needs. Both plans support students with disabilities but differ in scope, intensity, and eligibility. By working closely with your child’s school and educational professionals, you can determine the best approach to help your child succeed academically and thrive in their learning environment.

At Upshur Bren Psychology Group, our team has resources to help you navigate the world of academic accommodations. We offer options for both group and individual support. If you want to learn how we can support your parenting journey, click here to schedule a complimentary consultation call and discover the best services for you.