IEP or 504 Plan? How to Know Which Meeting You're Preparing For

Parents often use "IEP" and "504" as if they mean the same thing. Both support students with disabilities at school, and both are decided in a meeting with the school team. But they come from different laws, follow different processes and answer different questions, so preparing for one is not quite the same as preparing for the other.

Here is a plain-language look at the differences.

What Is an IEP?

An Individualized Education Program (IEP) comes from the Individuals with Disabilities Education Act (IDEA), the federal special education law. A student qualifies when they have a disability in one of the categories the law recognizes and, because of it, need specially designed instruction: teaching that is adapted to their needs.

An IEP is a detailed written plan. It typically includes:

• A description of how your child is currently doing (present levels of performance)
• Measurable annual goals
• Special education and related services, such as speech or occupational therapy
• Accommodations and modifications
• How progress will be measured and reported to you
• Where and how much of the day your child will be served (placement)

Parents are members of the IEP team, and the IEP must be reviewed at least once a year.

What Is a 504 Plan?

A 504 plan comes from Section 504 of the Rehabilitation Act of 1973, a civil rights law that protects people with disabilities from discrimination. It covers students with a physical or mental impairment that substantially limits one or more major life activities, such as learning, reading, concentrating or breathing.

The purpose of a 504 plan is equal access. It usually focuses on accommodations, such as extended time, preferential seating, breaks, or access to medication or assistive technology, so that the student can take part in school alongside their peers. A 504 plan generally does not include the measurable annual goals that an IEP does.

The Key Questions Are Different

• In an IEP meeting, the big questions are often: Are the goals right? Are the services enough? Is my child making progress? Is this the right placement?
• In a 504 meeting, the big questions are often: How does my child's disability affect them at school (the functional impact)? Are the accommodations specific enough? Will every teacher actually use them?

That is why the New Hope Advocacy Parent Workbook Series has a separate workbook for each.

How to Tell Which Plan Your Child Has

• Look at the title of the most recent plan document the school gave you. It will usually say "Individualized Education Program" or "Section 504 Plan."
• An IEP will have measurable annual goals and a list of special education services. A 504 plan is usually shorter and focused on accommodations.
• If you are still not sure, ask the school's special education coordinator or 504 coordinator. You are entitled to a copy of your child's plan.

If your child doesn't have a plan yet and you believe they need support, you can ask the school in writing for an evaluation. Keep a copy of your request and note the date you sent it.

Choose the Workbook for Your Meeting

• The Parent's IEP Meeting Preparation Workbook: for students who qualify for special education services. Tools for reviewing the current IEP, goals, progress, services and placement.
• The Parent's 504 Plan Meeting Preparation Workbook: for students who need accommodations because of a disability. Tools for functional impact, accommodation review and implementation.

Different processes. The same mission: Prepare. Participate. Advocate.

New to the terms? Our glossary of IEP, 504 and disability terms explains them in plain language. If you would like help preparing for a specific meeting, contact us.

This article and the workbooks are educational resources, not legal advice. For advice about your child's situation, speak with a qualified advocate or attorney.

Compare the workbooks side by side →