IEPs vs. 504 Plans: What Parents Need to Know

If you’re a parent trying to figure out whether your child needs a 504 plan or an IEP, you’re not alone. These terms come up often in schools, but the differences between them can be confusing. Both exist to support students with disabilities, but they serve different purposes and have different eligibility rules. Let’s break it down.

Section 504 of the Rehabilitation Act

Section 504 is a civil rights law. It applies to all programs that receive federal funding—including public schools. Its purpose is to ensure that students with disabilities have the same access to education as their peers.

Definition of Disability under Section 504:

 A student is considered to have a disability if they have:

• A physical or mental impairment that substantially limits one or more major life activities,

• A record of such an impairment, or

• Are regarded as having such an impairment.

Examples of major life activities include caring for oneself, walking, seeing, hearing, speaking, breathing, learning, reading, concentrating, and working. (Note: “learning” is just one example—it’s not required for eligibility.)

Key Features of a 504 Plan:

• Provides accommodations and services to remove barriers to learning.

• Accommodations may include things like extended test time, preferential seating, behavior supports, or modified assignments.

• A written plan is common but not required by law. Most schools do create one.

• Team membership is flexible. Unlike IEPs, 504 teams don’t have a mandated list of participants, though parents and teachers are often included.

• Plans are usually coordinated by a school’s 504 coordinator, but implemented by the general education teachers.

A 504 plan continues after high school into college and the workplace—though how it’s applied may look different.

Individuals with Disabilities Education Act (IDEA)

IDEA is a special education law that guarantees eligible students a Free Appropriate Public Education (FAPE) through an Individualized Education Program (IEP).

Key Features of an IEP:

• Provides specially designed instruction in addition to accommodations and services.

• Includes measurable annual goals and regular progress monitoring. Parents receive progress reports (typically at the same frequency as report cards).

• The IEP must be reviewed at least once a year.

• The IEP team has specific required members: the parent, a general education teacher, a special education teacher, a district representative, and someone who can interpret evaluation results.

• Ends after 12th grade (or age 21, whichever comes first). After high school, students may qualify for 504 supports in college but not an IEP.

• Students are assigned a special education teacher or case manager who oversees the IEP and provides specially designed instruction, often with support from instructional assistants.

Eligibility: 

Students must have one of 13 specific disability categories under IDEA and need specially designed instruction to access the general curriculum. These categories include:

• Autism

• Deaf-Blindness

• Deafness

• Emotional Disturbance

• Hearing Impairment

• Intellectual Disability

• Multiple Disabilities

• Orthopedic Impairment

• Other Health Impairment

• Specific Learning Disability

• Speech or Language Impairment

• Traumatic Brain Injury

• Visual Impairment (including Blindness)

• Developmental Delay (for younger students, at state discretion)

What They Have in Common

Both IEPs and 504 Plans:

• Provide FAPE (Free Appropriate Public Education), though each law defines it differently:

  • IDEA (IEPs): FAPE means an individualized program with specially designed instruction that helps the child make progress in light of their circumstances.

  • Section 504: FAPE means the student has equal access to education as their peers through accommodations and services.

• Are provided at no cost to parents.

• Require parental consent before a school can conduct an evaluation.

• Offer procedural safeguards to parents if there’s a disagreement. However, the processes differ:

  • 504 disputes are handled through the Office for Civil Rights (OCR) or sometimes state complaints.

  • IEP disputes can be resolved through the local education agency (LEA), state complaints, mediation, or due process hearings.

Key Takeaway

Think of it this way:

• A 504 plan levels the playing field with accommodations.

• An IEP provides a tailored education with specialized instruction and services.

If you’re not sure which one your child needs, start with their unique challenges. Do they need accommodations only—or do they need individualized instruction to learn?

And remember: if a 504 plan isn’t enough, you always have the right to request a special education evaluation.