what is 504 plan in education

Hundreds of teachers in limbo after spike in pink slips

Beyond a bed: What this L.A. home offers young adults experiencing homelessness

Plagued by delays and errors, California’s colleges navigate FAFSA fiasco

Patrick Acuña’s journey from prison to UC Irvine | Video

Family reunited after four years separated by Trump-era immigration policy

School choice advocate, CTA opponent Lance Christensen would be a very different state superintendent

Black teachers: How to recruit them and make them stay

Lessons in higher education: California and beyond

Keeping California public university options open

Superintendents: Well-paid and walking away

The debt to degree connection

College in prison: How earning a degree can lead to a new life

Getting California kids to read: What will it take?

May 14, 2024

April 24, 2024

Is dual admission a solution to California’s broken transfer system?

March 21, 2024

Raising the curtain on Prop 28: Can arts education help transform California schools?

Quick Guides

Parents’ guide to 504 plans and IEPs: What they are and how they’re different

Carolyn Jones

March 29, 2022.

Each year, a greater percentage of students in California qualify for special education. Last year, about 13% of students in California’s K-12 public schools received individualized services for special needs, up from about 10% in the early 2000s. Navigating the special education landscape can be daunting for parents trying to get the best education for their children. Here’s a guide to Individualized Education Programs, 504 plans and other aspects of special education.

What is an IEP?

An IEP is an individualized education program , an educational road map for children with disabilities. Required by the federal Individuals with Disabilities Education Act , an IEP is a regularly updated document that outlines goals and milestones for students based on their unique abilities. IEPs are created by teachers, parents, school administrators, other school staff such as psychologists, and sometimes students themselves. All students in special education have IEPs.

In California, about 800,000 students, or 13%, have IEPs. Students with IEPs can have autism, intellectual disabilities, orthopedic impairments, brain injuries, deafness, vision impairments, speech or language impairments or other disabilities that require specialized help with school.

What is a 504 plan?

“504 plan” refers to section 504 of the U.S. Rehabilitation Act of 1973 , which states that any organization, including a school, that receives federal money cannot discriminate against people with disabilities. At schools, this can mean that students with learning disabilities, for example, can get extra time to take tests or finish homework, sit near the front of the classroom, or use textbooks in formats they can understand, such as audiobooks. A team of teachers, specialists and parents determines what accommodations a student receives under their 504 plan.

In general, the goal of a 504 plan is to accommodate students with disabilities in general education classrooms. About 85,100 students in California, or about 1.5%, have 504 plans, according to the Department of Education’s Office of Civil Rights .

What’s the difference?

A 504 plan is geared toward ensuring a student has equitable access to a learning environment. An IEP focuses on educational benefits, and often includes direct services such as speech or occupational therapy. Both are free. Some students have both, and some just have one or the other. 504 plans are typically available to students with a broader range of disabilities, including attention deficit disorders. IEPs are available to students with one 13 specific criteria such as orthopedic impairments or intellectual disabilities.

What’s the advantage to having a 504 or IEP?

IEPs or 504 plans can help a student with disabilities – from minor learning disabilities to profound physical, emotional or intellectual impairments – succeed in school and beyond.

Special education services can include physical, occupational, speech or behavioral therapy; one-on-one help from a tutor or aide; or instruction from special education teachers who are trained to work with students with unique needs.

Students in special education may spend the majority of their day in general education classrooms and can receive their specialized services there, or they may spend their entire day in a special ed classroom, depending on their needs. Most school districts try to include disabled students in classes with their nondisabled peers as much as possible, in accordance with federal law.

A 504 plan can help a student thrive in a general education classroom with minimal disruption in their education, and it can be tailored to each education environment, such as art class or P.E., that the student experiences throughout the day.

How do I know if my child needs a 504 or IEP?

Schools will evaluate a student to determine whether they qualify for an IEP or 504 plan. Parents can pay for private evaluations, although schools aren’t required to adopt recommendations that come from private reports.

To get an IEP plan, a student’s disability must interfere with their ability to fully benefit from the general education curriculum, meaning that they need specialized instruction. To get a 504 plan, a student’s disability must hinder their ability to learn in a general education classroom without accommodations.

What if I disagree with the school’s decision?

If a school decides a child is not eligible for an IEP plan but parents believe the child should have one, or if a parent disagrees with the services a school is providing, there are many options to resolve disagreements. Special Education Local Plan Areas have staff specially trained to resolve disputes and help families communicate with schools. Parents can also talk to an advocacy group such as Support for Families of Children with Disabilities , Disability Rights Education and Defense Fund , Fiesta Educativa or other groups that help parents navigate the special education system in California.

How can I learn more?

The California Department of Education’s special education division includes information about parents’ rights, data collection, policies and other information for families, teachers and students. School districts, county offices of education and Special Education Local Area Plans , which oversee special education in multiple school districts, can also provide help for parents. The California Department of Developmental Services and the California Department of Health Care Services , both state agencies, and Disability Rights California , a nonprofit advocacy group, also have resources for children, families and adults with disabilities. The SELPA Administrators of California also offers a host of resources for parents.

To get more reports like this one, click here to sign up for EdSource’s no-cost daily email on latest developments in education.

Share Article

Comments (5)

Leave a comment, your email address will not be published. required fields are marked * *.

Click here to cancel reply.

XHTML: You can use these tags: <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <s> <strike> <strong>

Comments Policy

We welcome your comments. All comments are moderated for civility, relevance and other considerations. Click here for EdSource's Comments Policy .

Deanna Keith 7 months ago 7 months ago

Hello, per my Childs IEP part of the accomidations are to re-take a test. However, his school is saying that it is up to the teachers choice to allow a re-test and they are protected by: California Ed Code law 49066. However, this code does not mention children with IEPs.

Bob Virden 11 months ago 11 months ago

Can a special education student be suspended without an I.E.P.?

Michelle Harris 1 year ago 1 year ago

PASEN is a nonprofit that helps parents who are lost and struggling in the special education system. We have run a national FB group, IEP/504 Support &Assistance, for over 6 years assisting parents. We have over 20k members. People are welcome to join for free advice and guidance.

Alicia Clemente 2 years ago 2 years ago

Thank you for your story. My grandson was recently removed from his IEP because according to the school he has met all his educational goals (Kinder student) but my daughter has shared in the past meetings that he clearly needs support with emotional and social skills. My grandson has been bullied since school started. He tries to make friends but it's very difficult because he knows he is different and so do the … Read More

Thank you for your story. My grandson was recently removed from his IEP because according to the school he has met all his educational goals (Kinder student) but my daughter has shared in the past meetings that he clearly needs support with emotional and social skills. My grandson has been bullied since school started. He tries to make friends but it’s very difficult because he knows he is different and so do the other students. The incidents will make you cry.

The 504 plan was discussed in Feb. 2022 but it hasn’t begun and her request to be put back on the IEP March 2022 was declined. Is this legal?

Beth 2 years ago 2 years ago

Hi Alicia. I don’t know the answer to your question. I do know that schools will try to get away with whatever they can if you don’t know the EdCode. I went through this too. This site and their books helped me calmly “fight back” by simply stating the laws they were violating. After that, they didn’t want to mess with me. https://www.wrightslaw.com/ Good Luck!

EdSource Special Reports

Amid Israel-Hamas war, colleges draw lines on faculty free speech

The conflict in Gaza has rekindled efforts to control controversy and conversation on campuses. The UC system could be the latest to weigh in.

Dissent, no funding yet for statewide teacher training in math and reading

A bill sponsored by State Superintendent Tony Thurmond would provide math and reading training for all teachers. But money is scarce, and some English language advocates have problems with phonics.

Undoing overreliance on part-time faculty could reverse decline of California Community Colleges

Investing in a unified faculty model would remedy the California Community College system that is currently struggling to bring back the millions of students who have been pushed out of their colleges.

Dual admission programs a tool for addressing state’s transfer challenges, panel says

Panelists discussed dual admission as a solution for easing the longstanding challenges in California’s transfer system.

EdSource in your inbox!

Stay ahead of the latest developments on education in California and nationally from early childhood to college and beyond. Sign up for EdSource’s no-cost daily email.

Stay informed with our daily newsletter

• Trying to Conceive
• Signs & Symptoms
• Pregnancy Tests
• Fertility Testing
• Fertility Treatment
• Weeks & Trimesters
• Staying Healthy
• Preparing for Baby
• Complications & Concerns
• Pregnancy Loss
• Breastfeeding
• School-Aged Kids
• Raising Kids
• Personal Stories
• Everyday Wellness
• Safety & First Aid
• Immunizations
• Food & Nutrition
• Active Play
• Pregnancy Products
• Nursery & Sleep Products
• Nursing & Feeding Products
• Clothing & Accessories
• Toys & Gifts
• Ovulation Calculator
• Pregnancy Due Date Calculator
• How to Talk About Postpartum Depression
• Editorial Process
• Meet Our Review Board

504 Plans for Students With Disabilities

For Children Who Need Accommodations in the Classroom

Hero Images / Getty Images

Eligibility

504 plans vs. ieps, establishing a 504 plan.

• What's Included

A 504 plan is intended for disabled children who do not need or qualify for special education but could benefit from accommodations and/or specialized help in school. These plans identify accommodations a disabled child needs to fully participate in the classroom and set up ways to help the child succeed. Learn more about 504 plans, how to qualify for one, how to apply, and how it may help your child succeed in school.

What Is a 504 Plan?

Section 504 of the Rehabilitation Act of 1973 guarantees certain rights to people with disabilities. Named for this legislation, a 504 plan is a plan developed at the school level to customize a student's learning environment to meet their specific needs.

The Basics of a 504 Plan

Essentially, the Rehabilitation Act and the  Americans With Disabilities Act (ADA) ban discrimination against people with physical, mental, and learning disabilities. The purpose of 504 plans is to make classrooms accessible and ensure that no person with a disability is excluded from participating in federally funded programs, including elementary, secondary, or post-secondary schooling.

The goal of a 504 plan is to remove obstacles and allow students with disabilities to participate freely in public education or schools that receive public funding. 504 plans seek to level the playing field so those students can safely pursue the same opportunities as everyone else.

Section 504 states , "No otherwise qualified individual with a disability in the United States...shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance."

Section 504 mandates that public school districts offer a "free appropriate public education" (FAPE) to eligible disabled students in their constituencies. When it comes to 504 plans, it doesn't matter the nature of the disability or how much support a student needs, but depending on the student's disabilities, an individualized education plan (IEP) may be more appropriate to support their learning.

504 plan accommodations are designed so that a student can learn in a classroom environment for the entire day and participate in school just as they would if they were a non-disabled child, rather than being taught in separate special education classrooms. Each 504 plan and its listed accommodations will be uniquely suited to the individual student's needs.

The students defined as disabled by Section 504 of the Rehabilitation Act who are eligible to receive services are broader than for students eligible for IEPs and encompass all disabilities. Section 504 does not specifically list which disabilities are included.

The included disabilities are usually limited to those with long-term disabilities and chronic illnesses, such as attention deficit and hyperactivity disorder (ADHD) and celiac disease. Some impermanent disabilities, for example a student recovering from an accident, may qualify in the short-term.

Children who benefit from 504 plans are those who are able to learn at the same pace as their non-disabled peers if they are provided appropriate accommodations. This means that a child diagnosed with an intellectual disability will most likely need an IEP while a child with diabetes or asthma might require a 504. Other disabilities, such as ADHD, dyslexia, or autism spectrum disorder (ASD), could be candidates for a 504 or an IEP depending on the specifics of the child's condition.

According to the U.S. Department of Education, a child with a disability is defined as a person who:

• Has a physical or mental impairment that substantially limits a major life activity;
• Has a record of such an impairment;
• Is regarded as having such an impairment.

Eligibility for a 504 plan is not defined by specific medical conditions. Instead, it is intentionally left as a broad statement of possible physical and mental impairments so that each school can determine eligibility on the basis of an individual case.

"Major life activities" include a variety of functions required in daily life, from seeing or hearing to concentrating, communicating, physical movement, and learning. The Department of Education also includes "major bodily functions" as life activities, so children with respiratory, bowel or bladder, immune, and other physical conditions can be protected under the law.

A 504 plan spells out the modifications and accommodations that will be needed for the student to have an opportunity to perform at the same level as their peers. These may include such things as wheelchair ramps, blood sugar monitoring, an extra set of textbooks , home instruction, extra time for homework or tests, extra check-ins from teachers, or access to electronic devices (such as laptops equipped with voice-to-text features).

There is often some confusion regarding the differences between a 504 plan and an individualized education plan (IEP). While both tools are intended to help children with disabilities learn with adaptations to their needs, they take different approaches. A 504 plan is intended for children with a wide range of disabilities who are, nevertheless, able to participate and succeed in a general education classroom.

An IEP, on the other hand, is intended for children with a specific set of diagnoses who require special education services , which may include alterations to the academic instruction and expectations. A 504 plan may include just one or two accommodations (a peanut-free environment, for example) or several. An IEP is a legal document that includes objectives, goals, accommodations, and a description of an agreed-upon educational setting.

Before parents can obtain a 504 plan to accommodate their child, they need to go through the often lengthy process of getting a 504 plan approved and implemented. Sometimes, the 504 plan is proposed by the school for a child that they see could use a little extra help. Parents can also request a 504 plan if they see a need or if a diagnosis or life event occurs that may impact their child's learning abilities.

The first step is to contact your child's teacher, principal, and/or counselor with your concerns and to request your child be evaluated for a 504 plan. You'll often want to get an official disability diagnosis from a pediatrician that you can share with the school, as well.

Then, the school will follow their protocols, which usually involve assessing your child, documenting your child's disability, and establishing a plan based on those findings. Often, testing or other evaluation tools are used to determine the best supports for each child, as well as to establish eligibility.

Teachers may suggest testing and evaluation but parents can also request it. The school can consider diagnoses from doctors, test results, academic performance, as well as comments from teachers, parents, and others to determine if the child has a disability that necessitates a 504 plan and which accommodations will be the most helpful (and feasible).

School districts typically have a coordinator who handles IEP and/or 504 plans. It's also common for a team to be established to develop the plan. This may include the student's teacher, principal, counselor, and/or parents. Often, multiple meetings take place to confirm your child's eligibility and then to create and monitor the plan.

There is no requirement that a 504 plan be written and what is typically provided varies by the school district. However, the vast majority of schools do write up the plans as a protection for themselves as well as the student to ensure everyone is on the same page. As a parent, it's a good idea to request that your school provides a written and signed 504 plan. 

What's Included

The actual format of the 504 plan will depend upon your school. If they do not have one, you can download or create your own form and/or ask that the plan be put into writing, as noted above. Within the 504 plan, you and the school will list specific accommodations or requirements that will make it possible for your child to succeed in a general education program.

Unlike an IEP, a 504 will not include academic goals, benchmarks, or measurements—or the funds to back-up these supports. The plan will be tailored to your child's specific needs and have provisions to measure and document your child's progress in the classroom each school year.

Examples of Accommodations

Accommodations may include the following:

• Placing a child at the front of the classroom or other optimal seating
• Providing a child with an allergen-free environment
• Providing a child with extra time or a quiet space for taking a test or doing homework
• Providing a child with technology to support particular needs (such as voice-to-text technology or text-to-speech aides)
• Providing a reduction in homework
• Providing a tutor after school to help with assignments
• Requiring teachers and aides to receive training relating to your child's particular disability (such as CPR training or watching instructional videos about ADHD)

A Word From Verywell

A 504 plan can be a beneficial tool that helps your child receive instruction inside the classroom. It can make a significant difference in their academic experience while also supporting their social-emotional development by keeping them in the classroom with their peers. If you think your child may benefit from accommodations due to their disability, ask about getting a 504 plan at your school.

U.S. Department of Education.  Disability Discrimination: Overview of the Laws .

U.S. Department of Education. Disability Discrimination .

U.S. Department of Education.  Know Your Rights: Students with ADHD .

U.S. Department of Education Office of Civil Rights. Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools .

Office for Civil Rights. Parent and educator resource guide to Section 504 in public elementary and secondary schools . U.S. Department of Education.

By Terri Mauro Terri Mauro is the author of "50 Ways to Support Your Child's Special Education" and contributor to the Parenting Roundabout podcast.

• Type 2 Diabetes
• Heart Disease
• Digestive Health
• Multiple Sclerosis
• Diet & Nutrition
• Supplements
• Health Insurance
• Public Health
• Patient Rights
• Caregivers & Loved Ones
• End of Life Concerns
• Health News
• Thyroid Test Analyzer
• Doctor Discussion Guides
• Hemoglobin A1c Test Analyzer
• Lipid Test Analyzer
• Complete Blood Count (CBC) Analyzer
• What to Buy
• Editorial Process
• Meet Our Medical Expert Board

What Is a 504 Plan?

A 504 plan is part of an antidiscrimination law in the United States. It helps provide resources for children with disabilities. Students with a mental health or physical disability that impacts their ability to carry out activities of daily living can qualify for this plan. It is provided at no extra cost to families.

The plan covers accommodations or services the school can offer to help remove barriers so the child can continue going to school. Examples of accommodations include a health plan from the school nurse, modified textbooks, an adjusted class schedule, ramps or elevators , and more. 

This article reviews who qualifies for a 504, how it is developed, what it covers, and what to expect.

Fat Camera / Getty Images

Differences Between a 504 Plan and an IEP

The 504 and the individual education plan (IEP) are both designed to help support a child with disabilities at no cost to families. However, the 504 comes from an antidiscrimination law (the Rehabilitation Act of 1973) and the IEP falls under the special education law (the Individuals with Disabilities Education Act). Here are a few key differences:

• Eligibility : The 504 covers a wider variety of disabilities than the IEP. A 504 provides accommodations for a child with disabilities to overcome barriers at school. An IEP is more appropriate for a child who is falling behind academically.
• Evaluation : The 504 evaluation process is less formal than the IEP.
• Family notification and consent : Both plans require notification from parents or guardians before a change, meeting, or evaluation. Both also require consent. The IEP states that these must be in writing.
• Review requirements : An IEP has to be reviewed yearly and reevaluated every three years. Most states follow these same guidelines for the 504, but they can vary by state.
• Who creates it : The 504 is less specific about mandatory team members. 
• Written document : The IEP has to be a written document, while the 504 does not.
• What’s in it: The 504 states what parties provide services and who ensures the plan is carried out. An IEP is more specific about a child’s performance, goals, and timing of services.

Who Needs a 504 Plan?

A 504 plan is intended for a child with a physical or mental health disability that impacts their daily activities. This includes physical disabilities that affect a child's ability to stand, walk, breathe, or eat. It could also involve an inability to communicate, concentrate, or read.  

While it is possible for a child could have both an IEP and a 504, it’s unusual for them to have both. In general, an IEP plan is for a child falling behind academically. However, it can include many of the resources a 504 plan includes. 

A 504 is available for children with disabilities who don’t qualify for special education. These children may have a disability that needs assistance, but they are not struggling to keep up with their learning or schoolwork.

Do Children With Chronic Illnesses Qualify?

Children with chronic illnesses such as asthma, cerebral palsy , spina bifida , and more often qualify for a 504 plan. 

What Is in a 504 Plan?

The 504 is a section of a civil rights law called the Rehabilitation Act of 1973. It helps stop discrimination against those with disabilities. A 504 is a proposal for how the school plans to help remove barriers for a child with a disability.

Making adaptations to the physical environment is one way the school can help. This includes accommodations within a regular classroom or in a special education classroom.

For example, they may allow children with attention deficit hyperactivity disorder (ADHD) to sit in front of the class or take a test in a quiet space. For children with chronic illnesses such as diabetes (condition in which the pancreas doesn't produce enough insulin or the body doesn’t respond normally to insulin), the plan would allow them to see the school nurse several times a day. They could have their blood sugar checked, receive insulin , or have a snack to help with their blood sugar while there.

Further adaptations that could be in a 504 plan include:

• Modified textbooks 
• Audio-visual aids
• Adjusted class schedule
• Verbal testing
• Physical or occupational therapy

Example of a 504 Plan

The following is an example of a 504 plan for a child who needs a wheelchair to help with mobility. They also have some trouble using eating or writing utensils. This student does not require special education or an IEP as they learn and retain information well.

Here are a few possible accommodations the school could take to help this child succeed:

• School nurse gives or monitors medication
• Technology assistance, such as voice-to-text tools for doing homework
• Provide handouts or notes in advance
• Ramps and elevators
• Assistance carrying books
• Extra books that can stay at the child's home
• Help with their lunch tray 
• Special eating or writing utensils
• Physical therapy
• Educating students and teachers about their condition

The Evaluation Process

The request for a 504 usually comes from a parent, caregiver, or teacher (with parent approval). Once the request is made, the evaluation of eligibility is determined by a section 504 team. The 504 assessment is not as formal or lengthy as an IEP plan.

Team members include those who know the student and understand the evaluation criteria. Information that could be used includes:

• Medical records
• School records
• Classroom observations
• Test scores
• Behavioral records
• Sample school work

This information helps the team understand the mental or physical impairment that is causing difficulty for the child. The team decides if the disability limits one or more activities of daily living and the degree of limitation. 

What to Expect

If you are a parent or guardian of a child who is being evaluated for a 504 plan, reach out to the school if you would like to be more involved. While most schools will send you an invitation to the meeting, they are not required by law to do so. 

Make notes about what you would like to share during the meeting. This helps give the team a better picture of your child's strengths, weaknesses, interests, and personality. 

Once a plan is in place, you can stay involved by keeping copies of the plan and reports of how your child is progressing. Communicate any questions or concerns you might have regarding the plan or your child’s progress.

A 504 plan is part of an antidiscrimination civil rights law called the Rehabilitation Act of 1973. This plan provides resources for students who have a mental or physical disability that impacts their ability to perform activities of daily living. A 504 is provided at no extra cost to families. 

While it is similar to an IEP plan, the 504 covers a wider range of eligible disabilities. The evaluation process is thorough, but it is less formal than the IEP. 

The 504 plan involves accommodations or services the school can offer to help remove barriers so a student can receive their education. Accommodations might include extra textbooks to keep at home, help with mobility, sitting at the front of the classroom, an adjusted class schedule, ramps or elevators, and more. 

A Word From Verywell 

As a parent or guardian, it can be overwhelming to ensure your child is receiving support to overcome barriers related to their disability. A 504 is intended to help and works best if you are involved since you know your child better than anyone else. If you don’t think accommodations are helping, or you think they need new or different ones, don’t be shy about reaching out to the team.

Frequently Asked Questions

Children qualify for a 504 when they have one or more mental or physical disabilities that makes it difficult for them to complete daily activities.

The 504 is covered under an antidiscrimination law, while the IEP falls under a special education law. An IEP is typically for children who are falling behind academically. A 504 helps children with disabilities overcome barriers that affect their ability to attend school and receive an education. 

The 504 is designed for students with a physical or mental disability that causes problems in one or more daily activity functions. This includes education in a regular classroom with accommodations or in a special education classroom. 

U.S. Department of Education Office of Civil Rights. Frequently Asked Questions About Section 504 and the Education of Children with Disabilities.

Nemours Foundation/KidsHealth.org. 504 Education Plans.

Cystic Fibrosis Foundation. Individualized Education Programs (IEPs) and 504 Plans.

Nemours Kids Health. 504 education plans .

State of Utah School System. Examples of disabilities and accommodations .

Pennsylvania State Education Association. 504 accommodations guide .

By Brandi Jones, MSN-ED RN-BC Jones is a registered nurse and freelance health writer with more than two decades of healthcare experience.

504 Plan Versus IEP: A Guide for Parents

There are two major tools educators use to help children with learning differences, and parents should know the difference.

Getty Images

The purpose of an IEP depends on a student’s needs. The process starts with a meeting with school officials to determine whether a child is eligible. If they qualify, parents and educators develop a detailed written description of a child’s educational program.

Children who require academic accommodations will most likely have them met through one of two ways: a 504 plan or an Individualized Education Program, commonly referred to as an IEP .

While both plans are federal laws and offer formal support for students with disabilities, there are some key differences.

A 504 plan generally encompasses health-related accommodations, and it may include but isn't limited to learning disabilities . An IEP may include the same accommodations as a 504 plan, but its primary function is to support students with learning disabilities through tailored instruction that involves a special education teacher providing learning strategies.

“It’s best for parents to figure out what their kids’ strengths and challenges are, what they need and how to get it,” says Rich Weinfeld, executive director of Weinfeld Education Group, which helps families navigate special education . “Getting it could be through a 504 plan, it could be through an IEP, or it could be neither. They are different vehicles, and each one is appropriate in certain situations.”

Weinfeld, who has written several books on education for children with learning differences, uses several questions to help parents navigate the system and request support for their children.

• Does my child have a disability that is impacting their education in any way, including academically (reading, writing, math) or functionally (executive skills, social skills, coping skills)?
• Does my child only need accommodations that provide equitable access to instruction, such as preferential seating or extended time on tests? If yes, request a 504 plan in writing.
• Does my child also need to be taught strategies and skills to make progress in school? If yes, request an IEP in writing.

Stephanie Taylor, vice president of clinical innovation at PresenceLearning, which provides services related to special education, describes how a 504 plan and an IEP may be used to help students with different needs. “Let’s say you have two students, both with ADHD and a reading disability,” she wrote in an email. “Does the diagnosis negatively impact their education and does it require specialized instruction? Student A is in the fifth grade but reading at a second-grade reading level. ... Because they are not at grade level, they would need specially designed instruction in reading to get caught up. That’s a clear case for an IEP.”

The other student has a similar diagnosis but may present a different scenario when it comes to support.

“This student is reading at grade level, but their behaviors are negatively impacting their ability to stay in the classroom,” Taylor says. “Maybe they are disruptive, or have trouble completing the entire assignment at once. ... Student B doesn’t need specialized instruction in reading. She may need accommodations or modifications such as chunking assignments, frequent breaks or even a behavior plan. For that student, a 504 would certainly meet their needs."

Both plans are legally binding, meaning teachers, schools and school districts must follow them as written. If they aren't in compliance, parents can file complaints, which could lead to lawsuits in extreme cases, experts say.

In public schools, written requests begin the process of evaluation and start the clock on decisions that require a timely response from educators.

Here's what parents and students should know about the process of creating a 504 plan and an IEP.

Named after Section 504 of the Rehabilitation Act of 1973, a federal civil rights law, 504 plans are designed to eliminate discrimination in programs that receive federal funds, such as public school districts. A 504 plan also provides equal access to education for people with disabilities, focusing on accommodations like the ability to leave the classroom or additional time to take a test. It falls under anti-discrimination laws and is usually much less involved than an IEP.

A 504 plan is designed to "level the playing field so that students can have a day similar to every child that doesn’t have whatever that diagnosis is," says Allison Slone, a special education teacher at Rowan County High School in Kentucky. The plan lists the accommodations and services that a student needs to succeed in a general education classroom.

Who Is Eligible?

Any student with a documented physical or mental impairment that is prohibiting a major life activity likely qualifies for a 504, Taylor says. Examples of federally defined "major life activities" include caring for one's self, performing manual tasks, eating, sleeping, walking, seeing, hearing, breathing, communicating, reading, thinking, concentrating and learning.

Parents must provide documentation, which can include a medical diagnosis or doctor's note.

Who Creates It?

The responsibility for creating a 504 plan varies across states, school districts and schools. Many schools have a 504 coordinator or a federal programs office that oversees plan creation and implementation.

If schools don't have either, 504 plans are typically created in a meeting that includes the student and parents, a school counselor and a general education teacher. In some cases, a school principal or other administrator may participate.

In most cases, special education teachers are not part of the setup process. Forms for a 504 plan are typically much shorter than for an IEP.

What's in It?

A 504 plan may require classroom and testing accommodations, such as large-print copies of a test or a printed copy of spoken directions, and the settings for which those accommodations must be made. If students have medically related accommodations – such as a diabetic student needing to take insulin at a certain time or a student who suffers from seizures needing to take medicine or leave the classroom for any reason – those would be noted in a 504 plan.

The names of those implementing the plan, such as teachers and counselors, are generally included in the plan, as are any contributing medical diagnoses.

IEP was created by special education law to provide equal access for people with disabilities. The law protects the rights of students with disabilities to receive a public school education, specifically a “free and appropriate education” in the least restrictive environment, or where they will learn best in order to meet the goals in their plan.

Each state has its own guidelines, but if a child can make academic progress in a general education setting with support, educators often favor that path.

The goal of the IEP is to ensure students are progressing educationally and is more structured and specific than a 504 plan, requiring documentation of measurable growth.

The IEP process is based on eligibility requirements established by the Individuals with Disabilities Education Act , or IDEA. To be eligible, a child must fit under at least one of 13 disability categories listed in the act. A disability must significantly and adversely affect a child’s ability to achieve academically.

“That’s where the line gets a little blurry sometimes, because that’s where a child with ADHD or some other kind of medical issue might have special education," Stone says. "If a child just needs the modifications, then they will likely only need a 504 plan. The difference is that a child with an IEP needs some instruction on how to handle their disability, or strategies that we could teach them to help them cope with their disability.”

If a child can make academic progress in a general education setting with support, educators generally favor that path. But if not, a resource class with a special education teacher is usually the next best option. Each state also has its own guidelines.

Depending on the category, a student needs a medical diagnosis to qualify for an IEP, Stone says. Students in Kentucky are reevaluated every three years, which means they must be diagnosed again by a doctor to qualify.

“If it’s a learning disability, a mild mental disability, autism or a behavior disorder, then that does not require any medical diagnosis,” she says. “That is testing we do in-house within the district to determine if they qualify for what the state requires to get them an IEP for that disability.”

The purpose of an IEP depends on a student’s needs. The process starts with a meeting with school officials to determine whether a child is eligible. If so, parents and educators develop a detailed written description of the child’s educational program.

Creating an IEP requires a team. By law, it must include a person qualified to administer and interpret the assessments, a parent or guardian, a general education teacher, special education teacher and an administrator, Taylor says.

The process for evaluating a student for an IEP and creating one is generally much more involved. Special education teachers often spend several hours preparing paperwork, depending on the categories a student falls under and what is needed in their IEP, Stone says.

IEPs are reevaluated every year and must be done before the date of the previous year to be in compliance, she says.

IEPs are lengthy documents that include information about a student's least restrictive environment, their medical and/or academic accommodations, modifications, services, goals, objectives and present levels of performance, Taylor says.

As the document is created, parents and teachers discuss the child’s strengths, health and current performance. They establish goals and identify any need for assistive technology or accommodations, including supports for teachers and assessments to track everything.

How a student will participate in standardized testing, state testing and other assessments are noted in the IEP, as is information on how and to what extent a student will participate in general education classrooms, Gregg says.

Social and behavioral data may also be included in an IEP.

Resources for Parents

Whatever the path to support, experts say parents can be strong advocates for their children and should work with educators to find the right solution.

“Parents can think, ‘What is the goal here?’” Taylor says. “Parents can become educated on what the potential outcomes are, and what the different routes are to get to where they want to go. If a school doesn’t ask them that, I think they should ask the school. That’s a good thing.”

For parents who want to learn more about support available for children with learning differences, here are some resources:

• The National Center for Learning Disabilities has information and resources on 504 Plans, IEPs and applicable laws.
• The U.S. Department of Education has an FAQ on the federal law that governs 504 Plans.
• Understood , a nonprofit dedicated to providing parents with credible information about learning differences, offers a comparative analysis of 504 Plans and IEPs.

Searching for a school? Explore our K-12 directory .

Best States for Early Education

Tags: education , K-12 education , elementary school , parenting , students

2024 Best Colleges

Search for your perfect fit with the U.S. News rankings of colleges and universities.

Popular Stories

Best Colleges

College Admissions Playbook

You May Also Like

Choosing a high school: what to consider.

Cole Claybourn April 23, 2024

Metro Areas With Top-Ranked High Schools

A.R. Cabral April 23, 2024

States With Highest Test Scores

Sarah Wood April 23, 2024

Map: Top 100 Public High Schools

Sarah Wood and Cole Claybourn April 23, 2024

U.S. News Releases High School Rankings

See the 2024 Best Public High Schools

Joshua Welling April 22, 2024

Explore the 2024 Best STEM High Schools

Nathan Hellman April 22, 2024

Ways Students Can Spend Spring Break

Anayat Durrani March 6, 2024

Attending an Online High School

Cole Claybourn Feb. 20, 2024

How to Perform Well on SAT, ACT Test Day

Cole Claybourn Feb. 13, 2024

Health Issues

Ieps and 504 plans: a guide for parents.

By: Rajapillai Pillai, MD, PhD & Jacqueline M. Branch, MD, FAAP

As a parent, you know your child best. If you have concerns about how your child talks, acts, moves, plays or learns, don't wait to raise them. Acting early can make a huge difference in your child's success in school and life.

What is early intervention?

For babies and young children, this may mean getting early intervention services and supports for developmental delays or disabilities. Starting at age 3, a child's developmental services transition from early intervention to the school system. This process can feel overwhelming, especially for children with special health care needs and developmental disabilities.

Sometimes, we discover that a child needs services and support after they start school.

Parents and caregivers have a lot of influence. You can advocate for your child and help them get the support they need. We hope that the following information will help make the process easier.

What's the difference between an IEP and a 504 plan?

The Individuals with Disabilities Education Act (IDEA) requires that all individuals can obtain a free and appropriate education. The Individualized Education Program (IEP) and 504 plan help ensure that all children are able to receive this, regardless of physical or mental disability.

An IEP is a formal plan that involves specialized instruction, supportive services and measurable goals. These goals are reviewed on a yearly basis, and regular progress reports are required. For example, specialized instruction may include a smaller classroom size or classroom accommodations. Supportive services may include speech/language therapy, physical therapy, occupational therapy, specialized transportation or mental health counseling.

A 504 plan provides educational accommodations to students who have a physical or mental impairment that substantially limits a major life activity such as eating, sleeping, standing, lifting, concentrating or communicating. This does not necessarily include regular progress reports or reviews of goals. But a 504 plan may include increased time on exams, breaks during physical education, reduced length of assignments or unlimited bathroom access. Basically, the purpose of a 504 plan is to remove barriers to learning and ensure equal access for all students in school.

Know Your Support Structures:

Ieps and 504 plans explained.

Every child who receives special education services must have a written document known as an IEP. It outlines your child's goals, education, services and other resources that the school district will provide.

Special education: how your pediatrician can help your child get services they need

Parents who feel their child might benefit from special education services should request an IEP evaluation in writing. Your pediatrician can help draft a letter of this request. Parents should work with personnel from their child's early intervention program to help with this transition. You can begin this process when your child turns 2 years old.

The IEP is written after a formal evaluation by the school. During the evaluation, current performance levels are established and documented. To be eligible for special education services, your child must meet the criteria for one of 13 eligibility categories, and the disability must adversely affect their educational performance.

Every IEP should have several key pieces of information, including:

Your child's current levels of performance

Measurable goals for the school year

When reports about your child's progress will be provided

How well your child is able to function in school

How your child will be included with peers with typical development

How your child will be assessed on statewide and district-wide tests

The IEP should include dates when services will begin, locations and how long they will last. The IEP should also discuss what will be done when your child's needs change. It also may outline whether your child gets related services, such as special transportation, speech therapy , occupational therapy or counseling. If your child also qualifies for services when school is not in session, the IEP should include which interventions they will receive.

The IEP is written by a team made up of:

the child's parents

regular education teacher

special education teacher

psychologists

school administrator

other school personnel

The First IEP or 504 meeting: tips for parents

The first IEP or 504 Plan meeting can be an emotional time for parents and school staff. Before the meeting, look over education laws and what interventions may be offered based on your child's needs.

A meeting to discuss the IEP must be held within 30 days after a school determines that a child needs special education services. Parents may invite anyone to this meeting, including personnel such as an advocate or the child's case manager from the early intervention program. The IEP is evaluated at least every year to determine whether goals are being met and may be adjusted if your child's needs change.

What if your child's IEP or 504 plan isn't working?

Regular progress reviews are required as part of a child's IEP. If you feel that their plan is not working, a good first step is often to speak to their teacher and support staff directly to make sure all parts of the IEP are being followed appropriately. You also have the right to request a formal meeting to review their IEP.

A 504 plan does not provide the same process to formally review a child's progress. But many of the same steps can be taken. Parents and caregivers can discuss their child's education and behavior with their teachers, therapists, school nurse and 504 coordinator. You can also request a meeting, though the school is not legally required to convene as they are for an IEP.

Your child's pediatrician is another good resource to ask for advice or to write a letter of support. The pediatrician does not decide what accommodations a child receives. But their input can help give the IEP or 504 team a better understanding of your child's condition.

How to request or adjust an IEP or 504 Plan

To request services:.

Find out who your school's IEP or 504 coordinator is.

Submit a formal written request to the coordinator. Be specific about your concerns! Include any documentation that may support your child's needs and include the date. You may need to follow up on this request.

Discuss with your pediatrician for advice and specific recommendations. Pediatricians can help advocate for the needs of your child, including a letter of support in certain cases, though the plan will ultimately be at the discretion of the school.

To adjust an IEP or 504 Plan:

First, discuss with your child's teacher to make sure the plan is being followed.

For an IEP, you can bring up your concerns and request a change when reviewing the plan's goals. Or submit a formal request asking for a re-evaluation or change in plan. Again, be specific!

For a 504 Plan you can also request a meeting with your child's teacher or 504 coordinator or request a team meeting, though the school is not required to meet as they are with an IEP.

The process of advocating for your child to obtain and maintain an IEP or a 504 plan can feel stressful or even scary. But there are many supports and useful resources to help parents navigate the process. If you feel overwhelmed, a friend, another parent or your pediatrician or another health care professional can be a good source of perspective and advice. You are not alone in this process.

More information

• What to Do If Your Child is Falling Behind in School
• Using a Team Approach to Support & Monitor Your Child's Development
• U.S. Department of Education
• Parent Center for Information and Resources
• Family Voices Webpage

• Grades 6-12
• School Leaders

Win Big in Our Teacher Appreciation Giveaway 🎁!

What Is a 504 Plan? What Teachers and Parents Need To Know

And how is it different from an IEP?

 Has your child’s school recommended an evaluation for a 504 plan? Are you a teacher whose school counselor is recommending one for a student? You probably have questions, like what is a 504 plan? How can it help students? How do we set one up? We have the answers and resources you need here.

What is a 504 plan?

Image: Wayzata Public Schools

504 plans take their name from Section 504 of the Rehabilitation Act of 1973 . This important civil rights legislation bans discrimination due to disability. Section 504 of the act states that no one can be denied participation in a program or activity that receives federal funding based on a disability. Public schools, of course, receive federal money, so they’re bound by this law.

This means every child is entitled to a free appropriate public education (FAPE). Section 504 says schools must evaluate students who might have disabilities, at no cost to parents or families. Based on the results of that evaluation, a student may be eligible for accommodations that help them succeed in school. A 504 plan lays out those accommodations.

It’s important to note that this law also states that people don’t have rights to accommodations that “fundamentally alter” an activity. So while a 504 plan might change how a student learns, it usually doesn’t change what a student learns.

Learn more about Section 504 here.

How is a 504 plan different from an IEP?

An Individualized Education Plan (IEP) is another tool schools use to help ensure students get a free appropriate public education. IEPs are covered under a different law, though, known as the Individuals With Disabilities Education Act (IDEA) . And though they have the same basic goals as a 504 plan, these two documents are very different in a lot of ways.

To qualify for an IEP, a student must have one of 13 specific disabilities listed in the act. There are very strict rules about who participates in creating and carrying out an IEP, how they’re written, and how often they’re reviewed. States and schools receive additional funding for students with IEPs to help them meet their special needs.

504 plans have fewer restrictions and requirements, but they also offer fewer protections. Schools don’t receive any extra federal funding to help accommodate these students, but they can be penalized if they don’t help kids with 504 needs.

Learn more about the difference between IEPs and 504 plans here.

Who qualifies for a 504 plan?

Schools don’t get to decide who qualifies for an IEP, but they can determine who would benefit from a 504. Section 504 has a much broader definition of disabilities than IDEA. It protects any student with “a physical or mental impairment which substantially limits one or more major life activities.” This includes kids with difficulty concentrating, thinking, communicating, and learning, even if they haven’t been diagnosed with one of the specific IDEA disabilities.

Learn more about 504 plan eligibility here.

What’s the process for setting up a 504 plan?

Image: He’s Extraordinary

There is no legally mandated formal process for setting up a 504. States and school districts may have their own rules. Generally, though, it happens like this:

• A family or teacher suggests a student may benefit from a 504 plan.
• The student undergoes an evaluation process, which can be different for different states and schools. Schools have a 504 coordinator who oversees the process. Generally, these evaluations include a look at the child’s school records and medical records. They usually also include observations and interviews with the child, family, and teacher. There may also be other tests or requirements.
• Schools and families usually work together to create a 504 plan. But parents don’t have to consent for schools to move forward with a plan. Schools simply have to inform parents of any “significant change” in placement. (Parents do have the right to dispute the school’s decision.)

If you’re a parent who believes their child would benefit from a 504, contact the school (preferably in writing) to start the process. Teachers should talk with their administrator or school counselor about students who may benefit.

Learn more about the 504 plan process here.

What does a 504 plan include?

Image: Department of Defense Education Activity

There are no formal requirements for a 504 plan, and they look different for every child. In fact, schools aren’t even required to put them in writing, though they almost always do.

They often include:

• Specific learning accommodations or support services
• The names of the those who will provide the accommodations or services
• Details about when and how those accommodations will be given

504 accommodations will be different for every student and often involve some creative thinking on the part of schools and teachers. Here are some examples:

• Josh is a fifth grader who has trouble concentrating when the classroom is noisy. His 504 allows him to wear noise-cancelling headphones while he works independently.
• Olivia is a high school student who has difficulty reading. She is allowed to use audiobooks in her literature class instead of reading paper texts.
• Kim has severe test anxiety, which affects her grades. Her teacher allows her extra time to finish tests and sometimes offers a verbal test instead.

There are so many possible accommodations, it would be impossible to list them all here. The ultimate goal is to create a plan that helps level the playing field for kids with challenges.

Learn more about potential 504 accommodations in this PDF guide.

Where can I find out more about 504 plans?

Try these resources for parents, teachers, and schools.

• Understood: Your 504 Questions Answered
• US Department of Education: Protecting Students With Disabilities
• Differentiated Teaching: The Busy Teacher’s Guide to 504 Plans

Still have questions about using a 504 plan? Drop by the WeAreTeachers HELPLINE group on Facebook for advice.

Plus, find all of our special education resources here ..

You Might Also Like

IEP Accommodations vs. Modifications: What’s the Difference?

Plus, how to provide them in the classroom. Continue Reading

Copyright © 2024. All rights reserved. 5335 Gate Parkway, Jacksonville, FL 32256

504 vs. IEP: What’s the difference?

What’s the difference between a 504 plan and an IEP? Both are for students with disabilities, but there are some key differences.

Does your child have a disability and need some adjustments to help them in school? If so, you may have heard about an IEP (Individualized Education Program) or a 504 Plan . These are both plans that are specific to your child and describe ways to help them learn in school.

But what’s the difference between a 504 Plan and an IEP? 

• 504 Plans describe adjustments in the school setting to remove barriers to the regular education in school
• IEPs remove barriers and also provide specialized instruction and services to help a child develop the skills that their disability makes harder to learn

Read on or jump right to the section you need:

• What laws govern them?
• Who qualifies?
• What services can they include?
• What happens after high school?
• 504 / IEP Comparison chart
• My son’s story: an example of a 504 vs IEP

504 vs. IEP: What laws govern them?

504 plans are described in section 504 of the rehabilitation act of 1973.

This is a civil rights law, and Section 504 protects the rights of people with disabilities. It ensures that they have equal access to all public services that get funding from the federal government. This includes public schools and others (like some charter schools) that get any federal funding. 

The concept is that kids in public school should have “equal access” to the regular school curriculum in the same way that ramps provide “equal access” to federal buildings. The 504 plan describes adjustments – called accommodations – in the school setting. The purpose of accommodations is to make sure that a student can learn from (“access”) all parts of the school day, despite their disability. 

A 504 Plan does not provide extra services or change the curriculum. It’s not considered “Special Education,” even though sometimes school systems manage 504 plans through the Special Education team.

IEPs are a feature of IDEA, the Individuals with Disabilities Education Act

IDEA guarantees all students the right to learn in schools that get federal funding. This includes students with disabilities. ( Early Intervention , a program for children from 0-3, comes from the same law.) 

Since the goal of IDEA is learning, not just accessing the curriculum, IEPs include specialized instruction and services , and often an adjustment of the regular school curriculum. If your child has an IEP they are getting “Special Education.” This might mean they are in a general education classroom with extra support in or out of class, or it can mean they are in a specialized classroom or even a specialized school.

Both 504 plans and IEPs are legal contracts between you and the school.

The school is required to follow them. But unfortunately, since 504s are less structured, they are too often not upheld by schools. For either a 504 or IEP, you will need to keep track of how consistently the school is doing what the document says. You should meet with the 504 or IEP team every year, but you can ask to meet anytime you need to.

504 vs. IEP: Who qualifies?

Any child with a disability that impacts their ability to learn in school should qualify for either a 504 Plan or an IEP. If the disability doesn’t require specialized services, you can usually work with the school quickly to put a 504 plan into place. For example, if a child is easily distracted they could get a 504 plan that allows them to wear headphones during independent work time, or a desk at the front of the room. But if your child may need specialized services, or if you don’t know the extent of the disability, the school will do an evaluation to see if your child qualifies. 

The criteria for disability is narrower and more specific for an IEP. IDEA lists 13 specific conditions that qualify , including autism, a learning disability and “emotional disturbance”. (Not all the terms are what we like to use, but it’s good to note that mental health challenges can qualify a child for services.) In addition to the condition, the child must also be not making progress due to the disability, and require specialized services.

If your child can make progress in school with only accommodations, then a 504 should be enough. But if they also need specialized instruction like working with an education specialist, or a speech, occupational or other therapist , they should qualify for an IEP. 

504 vs. IEP: What services can they include?

504 plans only include accommodations.

These are adjustments in the classroom environment to help a child get past barriers caused by their disability. These include equipment like a communication device, voice-to-text software, or books in Braille or online with voice output. Accommodations also can be things to reduce distractions for kids with ADHD like noise-canceling headphones, frequent breaks, or a desk in the front row.

See more examples of accommodations .

IEPs include accommodations, specialized instruction, and “related services”

Specialized instruction means working with a learning specialist , like a reading or math coach. This can be done in the classroom or a student can be “pulled out” to work with the specialist in a private room.

“Related services” are therapies to help a student with developmental skills that contribute to learning. Examples are speech therapy, occupational therapy, physical therapy or behavioral therapy.

An IEP also describes specific goals and objectives for the student’s progress, but a 504 does not.

504 vs. IEP: What happens after high school?

Neither document continues after high school. IDEA guarantees special education services until age 22 or graduation, whichever comes first. After that, the IEP is no longer in effect. Read about the transition from school to adulthood . 

Section 504 guarantees equal access beyond age 22. The 504 plan itself will not follow a student through college or technical school, but these schools (and workplaces!) are still required to provide accommodations if needed. If your child is going to college , they won’t have a 504 plan, but they can go to the school’s Disability Office and arrange for the accommodations they need. The school will usually ask for the 504 plan from high school to prove the need. Because of this, it’s wise to make sure that every accommodation your child needs stays on the 504 plan until they finish high school.

Riley’s story: an example of a 504 vs IEP

My son Riley had trouble with reading in 2nd grade. And sitting still, and focusing on his work. While his peers were choosing chapter books for their independent reading, he was still on picture books and felt self-conscious. He was an active, exuberant kid, but had trouble slowing down when he needed to. We talked with the teacher and asked for a special ed evaluation . She also suggested an ADHD evaluation, which was mainly a questionnaire filled out by teacher, doctor and parents.

The results showed that he had ADHD, dyslexia, and some fine motor coordination delays that affected his handwriting. Accommodations could support some of this, but not all of it. For example, he was allowed to use a small laptop for all his writing, and given frequent breaks and extra time to complete assignments. In addition to these supports, he also needed specialized instruction and occupational therapy (OT) in order to progress in school. That meant that he needed an IEP, not just a 504 plan.

When Riley was about to start middle school, he had his 3-year re-evaluation . It showed that he had met his goals and was making progress in school, but it was clear he still needed the accommodations. We all agreed that at this point it would be more important for him to be present in class for the whole day than to keep getting pulled out to do the reading instruction and OT. So we didn’t continue the IEP, but wrote up a 504 plan. This was a key decision-making point! We talked to the whole team and asked lots of questions. We were careful to make sure he didn’t need the support of the specialists before we let the IEP go. (It’s easier to keep it in place than to put it back later.)

As things got more complex in middle and high school, we added some new accommodations to his 504. For example, he started to get written notes for some of his classes instead of having to take his own. (Note-taking is a tough skill, even without ADHD!) He was given graphic organizers to help break down his assignments, and teachers were told to help him set deadlines for the smaller chunks. These accommodations helped him manage the schoolwork, and also helped him learn strategies for managing work in general.

As Riley neared the end of high school, we started to think about what support he could get in college. We knew he could get accommodations from the Office of Disability Services , but that he would need to show them his 504 plan from high school. At our last couple 504 meetings, the team suggested removing some things from his plan. Does he really need class notes? Does he still need extra time for tests? We insisted that we keep these listed on his 504 plan, even if he wasn’t using all of them at the moment. College was going to be hard enough, so he may need these accommodations later, even if he wasn’t using them now.

Riley is now a successful college Junior! The transition wasn’t easy, but with lots of preparation , he knew what he had to do. He had to understand his own needs, learn the system in a new place, and figure out on his own how to sign up for accommodations. But he did it. And he continues to learn to advocate for his own needs.

We’re so proud of him! And so thankful that his IEP during his early school years – and then his 504 plan later – allowed him to get to this point.

Julie McKinney, MS

Director of product content and health literacy specialist.

Julie McKinney is a health literacy expert with extensive experience writing and revising health information for audiences with lower literacy skills. She has a BS from Brown University and an MS from Northeastern. As a parent of a child with a disability, Julie also has a personal understanding of the barriers that complex health information presents, and a heartfelt appreciation for information that is easy to understand and use.

Enjoying our content? Sign up for our newsletter to receive useful information like this and updates from Exceptional Lives, straight to your inbox.

Enjoying our content? Let's stay in touch!

• Expert disability advocacy & parenting tips.
• Customized to your needs.
• No selling your information.
• No Spam, ever.
• Parent or caregiver
• Professional
• School or district staff
• Adult with disabilities
• Yes! Sign me up!

A parent’s guide to Section 504 in public schools

by: Mary Durheim | Updated: October 26, 2022

Print article

Section 504 — just what exactly is it? You’ve probably heard about it, but every school district addresses Section 504 in a different manner. Some districts have even been heard to say, “We don’t do that in this district.” But in fact, compliance to Section 504, which is a federal statute, is not optional. This article attempts to answer basic questions pertaining to the implementation of Section 504 in public school systems.

What is Section 504?

Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met.

Section 504 states that: “No otherwise qualified individual with a disability in the United States, as defined in section 706(8) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…” [29 U.S.C. §794(a), 34 C.F.R. §104.4(a)].

Who is covered under Section 504?

To be covered under Section 504, a student must be “qualified ” (which roughly equates to being between 3 and 22 years of age, depending on the program, as well as state and federal law, and must have a disability) [34 C.F.R. §104.3(k)(2)].

Who is an “individual with a disability”?

As defined by federal law: “An individual with a disability means any person who: (i) has a mental or physical impairment that substantially limits one or more major life activity; (ii) has a record of such an impairment; or (iii) is regarded as having such an impairment” [34 C.F.R. §104.3(j)(1)].

What is an “impairment” as used under the Section 504 definition?

An impairment as used in Section 504 may include any disability, long-term illness, or various disorder that “substantially” reduces or lessens a student’s ability to access learning in the educational setting because of a learning-, behavior- or health-related condition. [“It should be emphasized that a physical or mental impairment does not constitute a disability for purposes of Section 504 unless its severity is such that it results in a substantial limitation of one or more major life activities” (Appendix A to Part 104, #3)].

Many students have conditions or disorders that are not readily apparent to others. They may include conditions such as specific learning disabilities, diabetes, epilepsy and allergies. Hidden disabilities such as low vision, poor hearing, heart disease or chronic illness may not be obvious, but if they substantially limit that child’s ability to receive an appropriate education as defined by Section 504, they may be considered to have an “impairment” under Section 504 standards. As a result, these students, regardless of their intelligence, will be unable to fully demonstrate their ability or attain educational benefits equal to that of non-disabled students (The Civil Rights of Students with Hidden Disabilities under Section 504 of the Rehabilitation Act of 1973—Pamphlet). The definition does not set forth a list of specific diseases, conditions or disorders that constitute impairments because of the difficulty of ensuring the comprehensiveness of any such list. While the definition of a disabled person also includes specific limitations on what persons are classified as disabled under the regulations, it also specifies that only physical and mental impairments are included, thus “environmental, cultural and economic disadvantage are not in themselves covered” (Appendix A to Part 104, #3).

What are “major life activities”?

Major life activities include, but are not limited to: self-care, manual tasks, walking, seeing, speaking, sitting, thinking, learning, breathing, concentrating, interacting with others and working. As of January 1, 2009 with the reauthorization of the Americans with Disabilities Amendment Act, this list has been expanded to also include the life activities of reading, concentrating, standing, lifting, bending, etc. This may include individuals with AD/HD, dyslexia, cancer, diabetes, severe allergies, chronic asthma, Tourette ’s syndrome, digestive disorders, cardiovascular disorders, depression, conduct disorder, oppositional defiant disorder, HIV/AIDS, behavior disorders and temporary disabilities (e.g., broken writing arm, broken leg, etc.). Conditions that are episodic or in remission are also now covered if they create a substantial limitation in one or more major life activity while they are active. Students who are currently using illegal drugs or alcohol are not covered or eligible under Section 504.

What does “substantially limits” mean?

Substantially limits is not defined in the federal regulations. However, in a letter from the Office for Civil Rights (OCR), they state, “this is a determination to be made by each local school district and depends on the nature and severity of the person’s disabling condition.” New guidance from the Americans with Disabilities Amendment Act states that Section 504 standards must conform with the ADAAA and is “intended to afford a broad scope of protection to eligible persons.” In considering substantial limitations, students must be measured against their same age, non-disabled peers in the general population and without benefit of medication or other mitigating measures such as learned behavioral or adaptive neurological modifications, assistive technology or accommodations.

Who can refer a child for consideration for evaluation under Section 504?

Anyone can refer a child for evaluation under Section 504. However, while anyone can make a referral, such as parents or a doctor, OCR has stated in a staff memorandum that “the school district must also have reason to believe that the child is in need of services under Section 504 due to a disability” (OCR Memorandum, April 29, 1993). Therefore, a school district does not have to refer or evaluate a child under Section 504 solely upon parental demand. The key to a referral is whether the school district staff suspects that the child is suffering from a mental or physical impairment that substantially limits a major life activity and is in need of either regular education with supplementary services or special education and related services [letter to Mentink, 19 IDELR 1127 (OCR) 1993]. If a parent requests a referral for evaluation, and the school district refuses, the school district must provide the parent with notice of their procedural rights under Section 504.

Who decides whether a student is qualified and eligible for services under Section 504?

According to the federal regulations: “…placement decisions are to be made by a group of persons who are knowledgeable about the child, the meaning of the evaluation data, placement options, least restrictive environment requirements, and comparable facilities” [34 C.F.R. §104.35(c)(3)].

Unlike Special Education , the federal regulations for Section 504 do not require or even mention that parents are to be a part of the decision-making committee. The decision to include parents in the decision-making committee is a determination that is made by each school district and should be spelled out in the district’s procedures for implementing Section 504. Parents should at least be asked and encouraged to contribute any information that they may have (e.g., doctor’s reports, outside testing reports, etc.) that would be helpful to the Section 504 committee in making their determination of what the child may need. Schools are expected to make sound educational decisions as to what the child needs in order to receive an appropriate education.

What information is used in doing an evaluation under Section 504?

Under Section 504, no formalized testing is required. The 504 Committee should look at grades over the past several years, teacher’s reports, information from parents or other agencies, state assessment scores or other school administered tests, observations, discipline reports, attendance records, health records and adaptive behavior information. Schools must consider a variety of sources. A single source of information (such as a doctor’s report) cannot be the only information considered. Schools must be able to assure that all information submitted is documented and considered.

Can my child be placed under Section 504 without my knowledge?

No . Parents must always be given notice before their child is evaluated and/or placed under Section 504 (34 C.F.R. §104.36). Parents must also be given a copy of their child’s Section 504 accommodation plan if the committee determines that the child is eligible under Section 504.

What types of accommodations will my child receive if determined eligible under Section 504?

Each child’s needs are determined individually. Determination of what is appropriate for each child is based on the nature of the disabling condition and what that child needs in order to have an equal opportunity to compete when compared to the non-disabled. There is no guarantee of A’s or B’s or even that the student will not fail. Students are still expected to produce. The ultimate goal of education for all students, with or without disabilities, is to give students the knowledge and compensating skills they will need to be able to function in life after graduation.

Accommodations that may be used, but are not limited to, include:

• Highlighted textbooks
• Extended time on tests or assignments
• Peer assistance with note taking
• Frequent feedback
• Extra set of textbooks for home use
• Computer aided instruction
• Enlarged print
• Positive reinforcements
• Behavior intervention plans
• Rearranging class schedules
• Visual aids
• Preferred seating assignments
• Taping lectures
• Individual contracts

Will my child still be in the regular classroom or will he be in a “special class”?

A Section 504 eligible child will always be in the regular classroom unless (according to federal regulations): “… the student with a disability is so disruptive in a regular classroom that the education of other students is significantly impaired, then the needs of the student with a disability cannot be met in that environment. Therefore, regular placement would not be appropriate to his or her needs and would not be required by §104.34” (34 C.F.R. §104.34, Appendix A, #24).

Can my child still be disciplined under Section 504?

Yes . Children under Section 504 are still expected to follow the district’s student code of conduct. However, when disciplining a child under Section 504, schools must consider the relationship between the disability and the misbehavior if the child is going to be removed from the regular setting for longer than 10 days. This does not mean that a student with a disability cannot be sent to a discipline center or that they cannot go to in-school suspension, or be suspended from school for three days. Very strict guidelines exist for schools in discipline issues with students who have a disability under Section 504. Your campus or district 504 coordinator can assist you in this area should you have additional questions concerning the discipline of students with disabilities. Children having disabilities with behavioral components should have individual discipline plans as well as behavior intervention plans.

If I disagree with the school’s evaluation, will the school district pay for an outside independent evaluation?

Under Section 504, schools are not required to pay for an outside independent evaluation. If a parent disagrees with the school’s evaluation decision, they may request a due process hearing or file a complaint with the Office for Civil Rights. (Ask your district or campus for a copy of Notice of Parent and Student Rights Under Section 504 of the Rehabilitation Act of 1973.)

How often will my child be re-evaluated?

While there are no specific time lines on this issue, students must be re-evaluated at least every three years or whenever there is going to be a “significant change in placement.” The campus 504 committee should re-evaluate your child’s plan every year to make sure that his or her accommodation plan is appropriate based on their current schedule and individual needs. The accommodation plan may be revised at any time during the school year if needed.

Will my child still be able to participate in nonacademic services?

Yes . Districts must provide equal opportunity in areas such as counseling, physical education and/or athletics, transportation, health services, recreational activities, and special interest groups or clubs. However, the “no pass, no play ” standard used for students in most states also applies to students under Section 504 (34 C.F.R. §104.37).

What are my rights as a parent under Section 504?

As a parent or legal guardian, you have the right to:

• Receive notice regarding the identification, evaluation and/or placement of your child;
• Examine relevant records pertaining to your child;
• Request an impartial hearing with respect to the district’s actions regarding the identification evaluation, or placement of your child, with an opportunity for the parent/guardian to participate in the hearing, to have representation by an attorney, and have a review procedure;
• File a complaint with your school District Section 504 Coordinator, who will investigate the allegations regarding Section 504 matters other than your child’s identification, evaluation and placement.
• File a complaint with the appropriate regional Office for Civil Rights. For additional information, contact: U.S. Department of Education, Washington, D.C. 20202-1100 (800) 421-3481 www.ed.gov/ocr E-mail: [email protected]

Do I contact the State Education Agency (SEA) if I have a complaint concerning Section 504?

No . The State Education Agency has no direct jurisdiction over Section 504 implementation. Complaints may be addressed to your local District 504 Coordinator or to the Office for Civil Rights.

One note of caution: Please do not substitute this information for independent and individual legal advice. Such advice should be sought from a licensed, qualified attorney in the field of Section 504 disabilities. Every situation is different, and a good assessment of the risks involved in your particular situation can only be determined by consulting with your attorney and providing him or her with all of the relevant factual data. Sometimes just one “minor” detail can make a material difference in the outcome of a case.

Understood.org is a comprehensive resource for parents of kids with learning and attention issues. Explore their 504 plan tools, including this Sample 504 Plan for a Child With ADHD.

Updated January 2010

Homes Nearby

Homes for rent and sale near schools

The next chapter

Raising a child with autism spectrum disorder (ASD)

Why is our public school trying to get rid of my child?

Our public school tried to kick my daughter out!

Autism recovery: a false hope?

No miracle cures for autism

Yes! Sign me up for updates relevant to my child's grade.

Please enter a valid email address

Thank you for signing up!

Server Issue: Please try again later. Sorry for the inconvenience

Understanding the Differences: 504 Plans Vs. IEPs for Students with Disabilities

Navigating the world of special education can be a maze. You’ve probably heard of 504 plans and Individualized Education Programs (IEPs), but understanding their differences isn’t always straightforward.

A 504 plan and an IEP are both legal documents designed to support students with disabilities. They’re similar in many ways, yet they serve distinct purposes.

In this article, we’ll break down the differences between a 504 plan and an IEP. You’ll learn what each one is, who they’re for, and how they can benefit your child. This knowledge will empower you to make informed decisions about your child’s education.

Key Takeaways

• Both 504 plans and IEPs are legal documents designed to support students with disabilities in their education, although their specific purposes and protections vary.
• A 504 plan, part of the Rehabilitation Act of 1973, aims to provide equal access to education for students with disabilities, ensuring full participation in school activities and preventing them from falling behind.
• The beneficiaries of 504 plans are typically students who do not qualify for an IEP but still require some accommodations in their educational environment. These accommodations can span from extra test time to changes in physical surroundings or modified instructional materials.
• Individualized Education Programs (IEPs), on the other hand, are designed specifically for students who need special education due to their disabilities. Instead of just simple modifications, the IEPs involve intricate, specialized types of learning tailored specifically for the child.
• The main difference between 504 plans and IEPs lies in their purpose: while 504 plans focus on providing equal access to education, IEPs customize the very style and method of education for the students.
• Another key difference is the law under which they’re established. While 504 plans originate from the Rehabilitation Act of 1973, IEPs are guided by IDEA (Individuals with Disabilities Education Act).
• Both 504 Plans and IEPs are beneficial to students with disabilities, offering protections and adaptations to ensure an equitable and inclusive educational experience. They are tailored to individual student needs, ensuring targeted support that addresses weaknesses while amplifying strengths.

Understanding 504 Plans

As you navigate the intricate world of special education, it’s crucial to familiarize yourself with 504 plans . These plans are part of the Rehabilitation Act of 1973, a civil rights law designed to eliminate disability discrimination in public school programs receiving federal funds.

A 504 plan does not replace or mimic an Individualized Education Program (IEP) but serves a different purpose. While both are designed to support students with disabilities, the main focus of a 504 plan is to provide equal access to education . This access ensures that students with disabilities can participate fully in school activities, not fall behind, or feel excluded.

So, who benefits most from a 504 plan? It’s typically those students who don’t qualify for an IEP but still require some accommodations in their educational environment. Such accommodations might include extra test time, changes in physical surroundings, or modified instructional materials.

Here’s a quick peek at how the 504 process usually unfolds:

• Professional diagnosis: A doctor or psychologist identifies a disability that affects a major life activity.
• Evaluation by the school: After receiving documentation of the disability, the school conducts an evaluation.
• Development of the 504 plan: If the student is found eligible, the school team creates a 504 plan outlining the necessary accommodations.

Remember, each student’s needs are different, and a 504 plan is custom-designed to meet those unique requirements. The process might require a bit of back-and-forth with the school, but rest assured, it’s all aimed at nurturing your child’s potential in the best possible way.

On a final note, it’s worth mentioning that legal protections provided by 504 plans extend beyond just education. They cover any program or activity receiving federal funding, thus safeguarding students’ rights in various scenarios. Now, let’s delve a bit deeper into how 504 plans differ from Individualized Education Programs.

Understanding Individualized Education Programs (IEPs)

Let’s dive into what Individualized Education Programs (IEPs) entail. Unlike 504 plans, IEPs are designed explicitly for students who need special education due to their disabilities. These aren’t just simple modifications, but intricate, specialized types of learning sparking the light of knowledge for these students.

Importantly, an IEP is based on a comprehensive evaluation by a team of professionals, including the child’s teachers and parents. This team works collaboratively to outline a detailed instructional plan designed specifically for the child.

The IEP process can be imagined as a roadmap, guiding you towards tailored academic success for the child. It lays out:

• The child’s current educational performance
• Measurable annual goals
• The special education services to be provided
• Accommodations necessary for assessments
• Timelines for review and revision of the IEP

Each IEP is a living document , updated annually or even more frequently, if needed. This makes sure it’s ever-evolving, reflecting the child’s progress, changing needs, and goals.

Moreover, children under IEPs also receive procedural safeguards, offering parents significant rights concerning their child’s education. However, don’t confuse these with the non-discriminatory safeguards provided by 504 plans.

So what sets IEPs apart from 504 plans? It’s the targeted special education element. While 504 plans focus on providing equal access to education, IEPs are about customizing the very style and method of education for the students. It’s a journey that paves the path of learning success for every child according to their unique needs. Inevitably, the differences between 504 and IEP become clear once you understand the distinctive mission and mechanisms of each.

Key Differences Between 504 Plans and IEPs

Now that you have a complete understanding of the elements encompassed in Individualized Education Programs (IEPs) and 504 Plans, let’s focus on their distinct differences.

The most significant differentiation between these two lies in their purpose. IEPs are centered around providing special education services for students identified as having a disability. This is a more specialized centric system and is highly adaptive and tailor-fit to a child’s unique needs.

On the other hand, 504 Plans offer accommodations in the general education setting for students having a physical or mental impairment that substantially limits one or more major life activities. It’s not as extensive as an IEP but ensures that a student with a disability has equal access to an education.

A second key difference identified relates to the law under which they’re established. 504 Plans originate from the Rehabilitation Act of 1973, a civil rights law prohibiting discrimination based upon disability. In contrast, IDEA (Individuals with Disabilities Education Act), a federal law, ensures services to children with disabilities throughout the nation guiding IEPs.

Comparison of both plans in tabular format:

One important distinction that often goes unnoticed is the way these plans are executed. For IEPs, execution involves a highly regulated, specific method, often requiring an IEP meeting with several mandated participants. In comparison, while 504 plan meetings might have fewer attendees, it’s essential that everyone involved in implementing the plan understands their role and responsibility.

Understanding these differences will help you navigate the intricacies of the world of accommodations and modifications for students with disabilities. The more you understand, the better you can advocate for your child’s rights and find a path to education success that best suits their specific abilities and needs.

Who Qualifies for a 504 Plan or IEP?

Determining who qualifies for a 504 Plan or an IEP involves an intricate process. You need to understand the key eligibility criteria for each of these plans.

For a 504 Plan, the student must have a physical or mental impairment that substantially limits one or more major life activities. This includes a broad spectrum of disabilities such as epilepsy, diabetes, attention deficit disorder, dyslexia, and depression, among others. Importantly, a doctor’s diagnosis doesn’t automatically qualify a student for a 504 Plan, the school must evaluate the student’s needs and how the impairment limits their activities.

On the other hand, eligibility for an IEP requires a student to have one of the thirteen disability categories as defined by the Individuals with Disabilities Education Act (IDEA). These categories range from autism, deafness, and emotional disturbances, to specific learning disabilities and visual impairment. Additionally, it’s necessary for the student’s disability to adversely affect their educational performance, thus requiring special education services.

These are the general guidelines, but it’s key to remember that each school district may have slightly varying protocols and interpretations of the federal guidelines. Let’s delve deeper into the processes and protocols related to 504 Plan and IEP evaluations .

Benefits of 504 Plans and IEPs

The benefits of both 504 Plans and IEPs are numerous and they play an integral role in helping students with disabilities have a more equitable and inclusive educational experience.

Firstly, each 504 Plan or IEP is tailored to meet individual student needs. Schools design these plans with an understanding of the student’s disability, creating a roadmap to aid their learning journey. The level of customization in these plans allows for targeted support that addresses the student’s weaknesses while amplifying their strengths.

Secondly, these plans provide an added layer of legal protection. Any school that receives public funding is obligated to comply with the guidelines set out in the student’s 504 Plan or IEP. This ensures that all students with disabilities have equal access to suitable amenities and modifications that facilitate learning.

Lastly, 504 Plans and IEPs must be revisited and revised periodically. This regular review cycle guarantees that the plan remains current and continues to deliver significant benefits to the student as their needs evolve over time.

Let’s examine the advantages of 504 Plans and IEPs from an educator’s perspective:

• They offer a definite framework for teachers to understand and cater to individual learning necessities.
• Regular plan review fosters constructive communication between the teachers, parents, and the student. This collaborative dialogue maintains a consistent focus on the student’s progress.
• The existence of a 504 Plan or IEP increases awareness of disability concerns, fostering a more inclusive educational environment.

Schools and teachers should remain vigilant during the formulation and implementation of 504 Plans or IEPs. Success often depends on the school’s dedication to support special education needs. Therefore, knowing the importance of these plans is vital for all teachers, administrators, and parents alike.

So you’ve learned the ins and outs of 504 Plans and IEPs. They’re not just legal safeguards but tools for enriching the educational journey of students with disabilities. As an educator or parent, it’s crucial to grasp the unique roles these plans play in personalized learning and communication. They’re not just about meeting needs, but also about promoting disability awareness. Remember, your dedication to understanding and implementing these plans can make all the difference in a child’s education. Armed with this knowledge, you’re now better equipped to support the special education needs of your students or child.

What are 504 Plans and IEPs?

504 Plans and Individualized Education Programs (IEPs) are legal documents that outline the support and modifications required for students with disabilities to succeed in school.

What is the role of 504 Plans and IEPs?

These plans provide tailored support for students with disabilities, ensuring their unique learning requirements are met. They regularly revise the student’s needs, foster communication among stakeholders, and promote disability awareness.

How do 504 Plans and IEPs benefit educators?

For educators, 504 Plans and IEPs offer a framework for personalized learning. They facilitate communication with other educators and parents, allowing a clear understanding of a student’s specific needs, abilities, and limitations.

What is the significance of schools understanding these plans?

Understanding and implementing 504 Plans and IEPs is crucial. They not only provide legal protection for students but also ensure that schools are fully equipped and dedicated to support the special educational needs of their students.

Why is it important to revise these plans regularly?

The regular revision of 504 Plans and IEPs meets evolving student needs. It ensures the learner’s educational experience is personalized and adaptable, effectively addressing different learning needs or difficulties that may arise.

Related Posts

Qualify for 504 plan (how to for students), 504 plan florida (3 bonus tips for students).