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The Difference Between a 504 and IEP

Writer's picture: Hardeep GosalHardeep Gosal

Updated: 2 days ago

A 504 Plan and an Individualized Education Program both offer essential support for students with learning differences. However, they differ in eligibility requirements, the level of services provided, and the process of review and implementation. 


See the table below to compare, as well as the link at the bottom which provides a sample letter you can write to your district requesting testing: 



IEP Eligibility (Under IDEA)

To qualify for an IEP, a student must meet both of these criteria:


  1. Have a disability that falls under one of the 13 categories listed in the Individuals with Disabilities Education Act (IDEA), such as:

    • Autism

    • Specific Learning Disability (e.g., dyslexia, dysgraphia)

    • ADHD (if it significantly impacts learning)

    • Speech or Language Impairment

    • Emotional Disturbance

    • Intellectual Disability

    • Other Health Impairment (e.g., chronic illness affecting school performance)

  2. Require special education and related services to make progress in school.

    • The disability must affect the student’s ability to learn without specialized instruction.

    • Simply having a disability does not automatically qualify a student for an IEP—there must be an educational need.


Evaluation Process for an IEP

  • A parent, teacher, or school staff member can request an evaluation.

  • The school must conduct a formal assessment (e.g., academic testing, psychological evaluation).

  • A team (including parents, teachers, and specialists) reviews the results to determine eligibility.

  • If eligible, the school develops an IEP document outlining goals, services, and accommodations.



504 Plan Eligibility (Under Section 504 of the Rehabilitation Act)


To qualify for a 504 Plan, a student must:

  1. Have a physical or mental impairment that substantially limits one or more major life activities, such as:

    • Learning

    • Reading

    • Concentrating

    • Walking

    • Communicating

  2. Not require special education services but still need accommodations to access learning.

    • A 504 Plan provides modifications (e.g., extended test time, preferential seating, assistive technology) but not specialized instruction.


Evaluation Process for a 504 Plan

  • A parent, teacher, or school staff member can request an evaluation.

  • The school reviews medical records, teacher observations, and academic performance.

  • There is no formal testing requirement like an IEP.

  • If eligible, the school creates a 504 Plan outlining accommodations.



Key Differences in Qualification

Criteria

IEP (Under IDEA)

504 Plan (Under Section 504)

Type of Disability

Must fall under one of 13 IDEA categories

Any disability that substantially limits a major life activity

Educational Impact

Must require special education to progress in school

Does not require special education, but needs accommodations

Evaluation Process

Formal assessment, team decision, written IEP plan

Less formal, school review of records and needs

Services Provided

Special education, related services (e.g., speech therapy) + accommodations

Accommodations only (e.g., extended test time, seating arrangements)

Legal Protections

More structured with legal safeguards for parents

Less strict but still ensures equal access



Which One Should a Student Get?

  • If a student needs specialized instruction due to a disability → IEP

  • If a student only needs accommodations to access learning → 504 Plan


Check out Disability Rights Education and Defense Fund (DREDF) to learn more about your rights. See specific links below:






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