The Difference Between IEPs and 504s

When you start working in special education, it’s impossible to be prepared for the amount of acronyms and jargon that you’ll need to learn and remember. Give yourself time, grace, and a notebook to write everything down.

While it seems like a lot, knowing the ins and outs of some of this new professional terminology IS really important. One of the more important pieces is knowing the difference between an IEP and a 504 Plan.

If you’re already scratching your head, that’s okay, that’s what we’re here for! We’ll walk you through the definitions of each, the differences between the two, and who is responsible for what along the way.

The Definitions

Okay, let’s get simple here: definitions. Defining these will help us fully understand what we’re looking at.

As we know, an IEP is an Individualized Education Program and it lays out a specific, individualized plan for one student for one year of special education services.

What about a 504? A 504 is a plan (named after Section 504 of the Rehabilitation Act) for how the school will provide support services for a student with a pervasive or temporary disability/health condition.

What do the plans look like?

We know an IEP – lots of pages, lots of requirements, lots of signatures! There are clear forms and regulations surrounding what IEPs look like as determined through the Individuals with Disabilities Education Act (IDEA). Though they may vary slightly depending on states and districts, every IEP has the same important sections. This formality allows for students with disabilities to be protected by the law, and given the same level of protection no matter where they attend school in the United States.

504 Plans are less formalized, and there is actually no standardized format for them, though they are still legal documents. 504 Plans must lay out what specific supports will be provided to the child, who will provide them, and who the case manager is for the document. That’s it!

What do these plans actually do?

An IEP allows a child to receive special education services, and opens the door for related services (ex: speech therapy, physical therapy) as the child needs them. Without an IEP, a child cannot qualify for those related services.

A 504 Plan provides changes and supports to the actual school learning environment so children can learn effectively alongside their peers. Students with 504 Plans do not qualify for special education services.

How do you know if a child qualifies for an IEP or a 504 Plan?

IEPs vs 504sIf a child qualifies for an IEP, it is because they have one (or more) of the 13 disabilities that are specified in IDEA. That disability must impede their ability to learn, and a team determines that the child needs specialized instruction to succeed in school. This makes it very clear for us to know what child requires an IEP and access to special education.

Section 504 has a way broader definition of the term “disability”. According to Section 504, a disability could mean a variety of needs that are not one of the 13 disabilities in IDEA. Examples of these could include epilepsy, anxiety, or ADHD. According to Section 504, these disabilities must interfere with at least one basic life activity – which could be activities like reading or thinking. If a child doesn’t qualify for an IEP, they could still qualify for a 504 Plan and receive supports from the school.

Who at school is in charge?

We know that the IEP is created by and followed by a team of professionals at the school, including you – the special educator.

A 504 Plan looks different, because we know that child did not qualify for special education services. This means you as a special education teacher might have some input in a child’s 504 Plan, but you would likely not be the case manager. A general education teacher, parent, and administrators might be some of the professionals involved in creating and managing a students 504 Plan.

In a nutshell? Students who require specific supports in order to make effective growth at school may qualify for an IEP (giving them access to special education services and related services) or a 504 Plan (giving them access to supports for learning). If a child does not qualify for an IEP, they can still potentially qualify for a 504 Plan.

As a special education teacher, you’ll be responsible for creating and managing your students IEPs, but you may not have a ton, or any, responsibility for 504 Plans at your school. A good idea would be to check with your administrator in order to get the full scoop of what is on your plate when it comes to student documents at your school.

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