IEPs vs. 504 Plan: What’s the Difference?

If your child has academic, emotional, or behavioral challenges they may benefit from supports in the classroom. There are two options for support for your child in the classroom: an individualized education program (IEP) or accommodations through a 504 plan. This article includes a discussion of what an IEP and 504 plan are, how they’re different, and considerations for what maybe best for your child.

Receiving Support in the Classroom

Many children in a general education classroom are able to succeed academically, emotionally, and behaviorally. However, a percentage of students in each classroom often struggle. Once a child is identified as having a challenge in the school setting, they may begin to receive interventions by school personnel through a system referred to as the multi-tiered system of support (MTSS). If interventions continue to not be effective, then an evaluation may take place to assess for the child’s specific strengths and weaknesses, culminating in a meeting to discuss whether the child qualifies as needing an individualized education program (IEP) or accommodations through a section 504 plan.

What is an Individualized Education Program (IEP)?  

An IEP is provided to students with disabilities to meet their unique needs through special education and related services, which may or may not include adapting academic expectations. IEPs are provided under the Individuals with Disabilities Education Act (IDEA), which guarantees children with free and appropriate public education (FAPE) in the least restricted environment (LRE) that allows the child to thrive. For example, a child who would do well in the general education classroom, but needs extra support in reading, will be able to stay in the classroom with their peers for most of the day and spend a small portion in a pull-out classroom receiving extra services for reading. The general classroom, with a small portion in a different room receiving support, is the least restrictive environment that the student will thrive in. However, some students may need more intensive supports and special education in another classroom the majority of the day and be in general settings for specific classes, such as gym or art.

There are thirteen categories in which a child could qualify for an IEP: Autism Spectrum Disorder (ASD), Deaf-Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment (OHI), Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury (TBI), or Visual Impairment (including Blindness). There are specific criteria to qualify for services, which may or may not include a mental health diagnosis.

A child is evaluated by the school to determine their academic, emotional, and/or behavioral needs to assess whether the child is in one of the aforementioned categories and what supports are needed. Then, a team of school personnel and the caregivers of the child collaborate on goals based on the child’s ability and establish ways to assess for progress.

Once a child is evaluated, determined to qualify for an IEP, and is within one of these categories, the IEP is created and the plan implemented. The student is reevaluated every 3 years to assess if they are still eligible for an IEP. The IEP itself is reviewed annually to assess the child’s progress and adjust their goals. However, parents have the right to request a meeting at any time if they have a concern, such as if services are not being implemented by the school or they suspect progress is not being made.   

What is a Section 504 Plan?

A Section 504 plan may be provided thanks to the Rehabilitation Act of 1973. Individuals with a 504 plan may have any disability, rather than being limited to one of the thirteen categories highlighted in IDEA. “Disability” is often defined as being limited in one or more basic life activities, such as learning, caring for oneself, and many others. Therefore, if a student does not meet eligibility for an IEP, they may still be allowed accommodations through a 504 plan.

A 504 plan allows accommodations, supports, or services within the school or work environment. The goal of a 504 is to reduce barriers in the environment in order to allow for student success. Common accommodations in the school setting include extra time on assignments or tests, testing in a different location, preferential seating in the classroom, adjusting furniture in the room to accommodate a wheelchair, other assistive devices used in the classroom, and many more based on the student’s need.

Key Similarities Between and IEP and 504 Plan

Both an IEP and 504 plan are provided by the school, free of charge to families. Both require an evaluation to assess if a child meets criteria for having a disability and/or one of the thirteen categories specified within IDEA. Parents can have their child evaluated by an outside expert, such as a psychologist, in order to be diagnosed with a mental health or behavioral disability. Some schools may complete their own comprehensive evaluation of the child, as well. Parents must provide consent in the prior to evaluation and service provision for both an IEP and 504.

Key Differences Between an IEP and 504 Plan

Some key differences in a 504 plan is that it does not need to be in writing, although many schools may elect do so. As highlighted earlier, accommodations in a 504 plan are meant to support the child and remove any barriers without creating specialized instruction or adapting expectations. 504 plans increase the child’s access to learning, whereas IEPs may adapt academic requirements and provide additional services and special education based on the child’s needs. Another key difference is where the plans hold power: the IEP applies in the K-12 setting only and a 504 plan can be applied in the academic setting (K-12 and college level) and in the workplace environment, in certain circumstances, as it was created to reduce discrimination for children and adults with disabilities.

What do I do now?

As a parent, it is understandable to want the best services, support, and accommodations for your child. While not all children will need an IEP and/or 504 plan, there are several avenues to explore for those who do. Ultimately, IEPs are helpful for students with significant challenges, who fall into one of the 13 categories of IDEA, and require special education services. 504 plans are best for students who have a disability and require accommodations or assistive technology to reach their potential in the classroom. If you feel like your child may be eligible for additional support and requires an evaluation, you must request a formal evaluation in writing. Further guidance on how to do so and this process in Michigan can be found here.

For more information on IEPs and 504 plans, you can use this website or buy our pre-recorded webinar describing IEPs, 504 plans, and special education here.