EPs vs. 504 Plans: What Parents Need to Know

If your child struggles in school—maybe with learning, attention, behavior, or health issues—you’ve probably heard people mention IEPs and 504 Plans.

They sound similar, but they’re not the same thing. Both help kids get the support they need at school, but they work in different ways and follow different laws.

Here’s a simple breakdown of what each one means and how to know which might be right for your child.

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1. The Basics: Two Different Laws, One Shared Goal

• IEPs (Individualized Education Programs) come from a law called the Individuals with Disabilities Education Act (IDEA). This law says schools must provide special education and related services to students who qualify.

• 504 Plans come from Section 504 of the Rehabilitation Act of 1973. This law protects students from discrimination and ensures they have equal access to learning.

In short:

👉 IEP = Special education services

👉 504 Plan = Equal access through accommodations

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2. Who Qualifies for Each

To get an IEP, your child must:

• Have one of the 13 disabilities listed under IDEA (for example, autism, ADHD, learning disabilities, or emotional disturbance).

• Need specialized instruction to make progress in school.

A 504 Plan has a broader definition. Your child might qualify if they have a physical or mental impairment that substantially limits a major life activity—like learning, reading, concentrating, or walking.

That means:

• A child who needs one-on-one reading support may need an IEP.

• A child who just needs extra time on tests or help staying focused might only need a 504 Plan.

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3. What’s Actually in the Plan

IEPs are detailed and legally binding. They include:

• Your child’s present levels of performance

• Measurable annual goals

• The special education services they’ll receive

• Accommodations or modifications

• How progress will be tracked and shared

504 Plans are simpler. They focus mainly on accommodations—tools and changes that help your child access learning in the general classroom.

Examples include:

• Extra time on tests

• A quiet place to work

• Movement breaks during lessons

• Use of assistive technology

Think of it this way:

• An IEP changes what or how your child is taught.

• A 504 Plan changes how your child learns best.

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4. Who’s on the Team

With an IEP, there’s a full team that includes:

• You (the parent)

• At least one general education teacher

• A special education teacher

• A school administrator or district representative

• Someone who can interpret evaluation results (like a school psychologist)

For a 504 Plan, the team is usually smaller—often you, the teacher, and a counselor or principal. It’s less formal but still important.

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5. How Often Plans Are Reviewed

IEPs must be reviewed every year and re-evaluated every three years. You’ll meet with the team regularly to talk about progress and update goals.

504 Plans don’t have a set timeline under the law, but schools usually review them every year or two. You can always request a meeting if your child’s needs change.

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6. Choosing the Right Plan

If your child needs specialized instruction (like speech therapy, occupational therapy, or modified curriculum), an IEP is usually the way to go.

If your child just needs classroom accommodations (like extended test time or help staying organized), a 504 Plan might be enough.

And remember—it’s not set in stone. Kids sometimes move from a 504 Plan to an IEP or vice versa as their needs evolve.

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7. What You Can Do as a Parent

• Ask questions. You have the right to understand every part of your child’s plan.

• Request an evaluation. If you think your child needs support, you can put a request in writing to the school.

• Keep communication open. You’re part of the team—your input matters.

• Stay organized. Keep copies of evaluations, meeting notes, and correspondence. They’ll come in handy later.

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8. The Big Picture

Both IEPs and 504 Plans are designed to make sure your child gets what they need to succeed. The main difference is how much support and what type of support they receive.

You’re not asking for special treatment—you’re making sure your child gets a fair chance to learn and thrive. That’s exactly what these laws are meant to protect.