504 Plan vs IEP

Both 504 plans and IEPs provide support to students with disabilities, but they are different in scope and legal frameworks. An IEP (Individualized Education Program) is provided under IDEA and is for students who need specialized instruction – it includes individualized learning goals, services, and accommodations. A 504 plan, by contrast, is under Section 504 of the Rehabilitation Act (a civil rights law) and is for students who do not require special education but have a disability that affects a major life activity like learning. A 504 plan mainly outlines accommodations (for example, extra time, seating arrangements, or assistive devices) to give the student equal access, whereas an IEP can include accommodations and specialized instructional services and goals.

It depends on your child’s needs. If your child has a disability that requires specialized instruction or related services (like therapy) to make progress in school, then an IEP is appropriate. IEPs are generally more comprehensive and have measurable annual goals and regular progress monitoring. If your child’s disability only requires accommodations or minor supports (for example, preferential seating, extra test time, or permission for breaks) but not a modified curriculum or specialized teaching, then a 504 plan may be sufficient. In short: an IEP is used when the child needs an individualized educational program with special education services, while a 504 plan is used when the child can succeed in the general curriculum with accommodations.

Typically, no. If a student qualifies for an IEP, all the necessary accommodations and services should be included in that IEP, so a separate 504 plan isn’t needed. An IEP actually provides at least the same accommodations a 504 plan would, and more (like specialized instruction and goals. In practice, schools will just use the IEP to cover everything. Students with IEPs are still protected by Section 504, but they won’t have two separate plans.

Yes. Both 504 plans and IEPs are legally enforceable documents that schools must follow. A 504 plan comes from a civil rights law (Section 504), and an IEP comes from an education law (IDEA), but both give your child the right to a Free Appropriate Public Education and have procedural safeguards for parents. This means if the school isn’t following the plan, parents can take action (through complaint processes or due process) just as they could if an IEP wasn’t followed.

An IEP requires that a student meet specific criteria under one of the 13 disability categories defined in IDEA and that the student needs special education or related services to make progress in school. A student must have an identified disability and a demonstrable need for specialized instruction. A 504 plan has a broader eligibility: the student must have any physical or mental impairment that substantially limits a major life activity (such as learning), but they might not need specialized instruction. So a child who doesn’t qualify for an IEP (perhaps their disability isn’t severe enough to require special education) could still get a 504 plan for accommodations. Section 504’s definition of disability is broader than IDEA’s, which is why some kids who can’t get an IEP do get a 504 plan.

Yes. Often, when a child is evaluated and found not eligible under IDEA for an IEP, they may still be eligible for a 504 plan if they have a disability that impacts them at school. For instance, a student with a mild learning or attention issue might not meet IDEA’s criteria for an IEP but could still get accommodations through a 504 plan. The 504 plan would ensure the student receives support (like adjustments in the classroom) even though they don’t receive special education services.

IEPs do not continue into college – the IDEA law (which covers IEPs) only applies through high school. However, Section 504 (and the ADA) do apply to colleges and universities that receive federal funding. That means students can get accommodations in college, but it won’t be called a “504 plan” in college. Instead, your child would register with the college’s disability services office and present documentation of their disability to get accommodations (extended test time, note-taking services, etc.). In short, the protections of 504 follow into college, but the process and plan look different (the student is expected to advocate for themselves more in higher education).

It depends on the child’s needs. ADHD can qualify a student for either support: Many students with ADHD who just need classroom accommodations (like extra breaks, movement opportunities, or organizational aids) do well with a 504 plan. However, if a child’s ADHD is significantly impacting learning such that they need specialized instructional strategies or perhaps related services, they might qualify for an IEP under the “Other Health Impairment” category. As a rule of thumb, if ADHD primarily requires accommodations, a 504 plan suffices; if it requires specialized teaching or services beyond accommodations, an IEP would be pursued. The school team will evaluate the severity of the impact to decide which plan is appropriate.