As the new school year begins, many families hear the terms IEP and 504 Plan; but often there is confusion about what each of these are. While both are designed to support students with disabilities, they serve different purposes.
An Individualized Education Program (IEP) is governed by the Individuals with Disabilities Education Act (IDEA), covering civil rights protections in a public education setting from pre-K through twelfth grade. It is intended for students whose disability affects their educational performance and who need specialized instruction. An IEP is a legally binding document that outlines the framework of a child’s special education supports, instruction and services.
In addition to classroom accommodations, an IEP may include services such as speech therapy, occupational therapy or other supports. It also outlines individualized learning goals and how the school will measure progress.
To qualify for an IEP, a child must have at least one of a specific list of disabilities defined under IDEA; and the disability(s) must impact their ability to learn in the general education environment.
A 504 Plan is provided under Section 504 of the Rehabilitation Act, a federal civil rights law. Unlike an IEP, a 504 Plan does not provide specialized instruction. Instead, it ensures students with disabilities have equal access to learning by providing accommodations, such as extended time on tests, sensory breaks, preferential seating or access to assistive technology. In other words, a 504 Plan provides accommodations and changes to the environment, rather than to the instruction.
A 504 Plan has a broader definition of disability than an IEP, covering a child with any disability–though that disability must impact the child’s educational performance and ability to learn. As such, a child who doesn’t qualify for an IEP may still be eligible for a 504 Plan.
At a Glance
| IEP | 504 Plan |
| Governed by IDEA | Governed by Section 504 |
| Provides specialized instruction | Provides classroom accommodations |
| Includes measurable annual goals | Does not require educational goals |
| May include related services (speech, OT, PT, etc.) | Focuses on removing barriers to learning |
| Requires regular progress reporting and an annual review | Reviewed periodically as student needs change |
An autism diagnosis alone does not automatically qualify a student for either service. The school must evaluate how the student’s education is affected by the disability.
Parents/caregivers play an important role throughout the process. If you believe your child may need additional support, you can request an evaluation from your school. Working together, families and educators can identify the services and accommodations that help each student learn, participate and thrive.
The goal isn’t simply to obtain an IEP or a 504 Plan, rather it’s to ensure every student has the support necessary to succeed and experience a meaningful, inclusive education.
