Author: Dr. Jared Spencer

Now that the school year is in full swing, the topic of school accommodations often comes up when children experience difficulties in the classroom. Some children need a range of accommodations and/or services, from extra time on tests, to specialized educational programming. Navigating this can be an overwhelming experience for parents, and it is easy to feel lost amidst all the jargon that surrounds school accommodations and special education.

The two terms you will hear most frequently are IEP (Individualized Education Program) and 504 Plan. There may be some confusion around what these plans mean, as they both deal with accommodating children with disabilities and/or other learning difficulties. While they sound similar, there are distinct differences that are important to consider when figuring out the best route for your child.

What is an IEP?

An IEP (Individualized Education Program) is a special education plan that is developed for a child with an identified disability based on their specific needs. This is part of a federal legislation called the Individuals with Disabilities Education Act (IDEA), which ensures that all students with disabilities have access to a free public education. In order to qualify, the school district must perform a special education evaluation to determine eligibility. Schools are required to conduct such evaluations, regardless of whether or not a student has been referred by a teacher or other professionals within the school.

After a formal evaluation is conducted by the school, children may be identified based on one (or more) of thirteen distinctions which then qualify them for special education services. These services can include speech/language therapy, occupational therapy, physical therapy, education in a special education classroom, modified curriculum, and a range of other services for students with IEPs. Due to the legally binding nature of the IEP, there are a number of procedural safeguards in place to make sure that special education services and accommodations are being carried out as indicated in the plan. The IEP is evaluated at least once a year in order to determine progress in specialized education programs and set goals for the following year.

What is a 504 Plan?

A 504 plan focuses on accommodating children in school who have an identified disability, but can still learn within a general education environment. The name “504” is from the Section 504 of the Rehabilitation Act of 1975, which is a law that prevents discrimination against individuals with disabilities. This is different from an IEP, in that the 504 plan only focuses on providing children with disabilities access to the same education services that every child is entitled to; they do not receive specialized education services. Additionally, children do not need to be evaluated by the school to receive a 504 plan. All that is necessary is proof of a disability, usually a doctor’s note or external evaluation.

A 504 Plan outlines various accommodations that children can receive based on what is needed. Typically this can consist of extra time on tests, copied notes, preferential seating, accessibility for students with a physical disability, and other accommodations that provide greater access to the general education curriculum. They are not entitled to the same access to specialized services that are granted within an IEP plan, as accommodations in a 504 plan are generally meant to provide access rather than modification (when compared with an IEP). Additionally, a 504 plan does not have the same procedural safeguards as an IEP, and it is often the responsibility of parents and their children to ensure that the school provides the necessary accommodations.

The process of pursuing these plans can feel daunting. If your child is having difficulties in school and think that they may benefit from specialized services, it is important to contact the school to begin the process of determining eligibility for either an IEP or 504 plan. In some cases, a 504 plan is more than adequate for children to succeed and it is unnecessary to pursue special education services. In other circumstances, pursuing an IEP is important to ensure that your child has access to the specialized services that they need.

Shared Vision Psychological Services also provides consulting opportunities for parents who are interested in pursuing either of these avenues of support for their children. Please contact Dr. Jared Spencer at 630-571-5750 x 252 for further information.