Understanding IEPs and 504s
Understanding the differences between individualized Education Programs (IEPs) and 504 plans is crucial for parents and guardians of students with disabilities. These plans, while both designed to support students, work in different ways. They can play an active role in their child’s education by gaining this knowledge.
How Are They Different? How Are They The Same? IEPs and 504 plans are both designed to support students with disabilities. However, they work in different ways. Children who require academic accommodations will most likely have them met through a 504 plan or an Individualized Education Program, commonly called an IEP.
While both plans are federal laws and offer formal support for students with disabilities, some key differences exist.
A 504 plan generally encompasses health-related accommodations, and it may include but isn’t limited to learning disabilities. An IEP may consist of the same accommodations as a 504 plan. However, its primary function is to support students with learning disabilities through tailored instruction that involves a special education teacher providing learning strategies. This flexibility in the plans ensures that the diverse needs of students with disabilities are met.
Before deciding between a 504 plan, an IEP, or no plan at all, it’s crucial for parents to thoroughly understand their child’s strengths, challenges, and needs. This understanding is the key to determining which plan, if any, is the most appropriate for their child with disabilities.
If a child has a disability that impacts their education in any way, including academically (reading, writing, math) or functionally (executive skills, social skills, coping skills), then both options will be considered.
504 Example: If the student only needs accommodations that provide equitable access to instruction, such as preferential seating or extended time on tests? Then, a 504 should requested.
IEP Example: Does the student need to be taught strategies and skills to progress in school? If yes, then an IEP should be requested.
Two Students, Two Examples 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. Does the diagnosis negatively impact their education and require specialized instruction? Student A is in the fourth grade but reading at a first-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.
Student B is reading at grade level, but their behaviors negatively impact their ability to stay in the classroom, and they may have trouble completing the entire assignment at once. Student B doesn’t need specialized instruction in reading but may need accommodations or modifications such as chunking assignments, frequent breaks, or a behavior plan. For that student, a 504 would certainly meet their needs.
IEPs and 504s are legally binding, meaning teachers, schools, and school districts must follow them as written. This reassures parents and guardians that these plans are not just suggestions but enforceable support systems.
The Process In public schools, the process of requesting a 504 plan or an IEP starts with a written request. This request initiates the evaluation process and sets a timeline for educators to respond. Both plans require a team of educators, along with a parent or guardian, to draft the initial IEP or 504, discuss the student’s needs, and begin setting goals for the student’s success. Understanding this process can help parents navigate the system more effectively.
It’s important to note that an IEP and 504 can be modified, and there is no one-size-fits-all curriculum nor a one-size-fits-all educational plan for success. All students learn differently and require various modifications. Parents or guardians must remember that by law, they are equal members of their child’s IEP team. This means they have the right to contribute to the plan’s development, voice their concerns, and ensure that the plan meets their child’s needs. Some may not be special education experts, but they are experts in their children. The goal is for educators and parents to work together to assess the student’s strengths and weaknesses to create an effective IEP or 504 geared towards the student’s success.
Written By: Meredith Biesinger
Professional Writer/ Education Specialist
Meredith Biesinger is a licensed dyslexia therapist in Mississippi, in addition to being an experienced classroom teacher and K-12 administrator. Meredith also works as a consultant, where she bridges the bridge the gap between K-12 school districts and ed-tech organizations. With a passion for literacy, she is also a professional writer and syndicated author. With a M.Ed in Educational Leadership and a B.S. in English Education and Creative Writing, she has had rich and diverse opportunities to teach students and education professionals in different parts of the country as well as overseas.
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