504 Plans vs. IEPs: What’s the Difference?
If you’re a parent in Georgia trying to navigate the world of educational supports for your child, you’ve probably heard the terms 504 Plan and IEP thrown around. They might sound like educational jargon, but these plans can make a big difference in how your child learns and thrives in school. So, let’s break them down into plain language and help you understand which one might be the right fit for your child.
The Laws Behind the Plans
504 Plan: The Equalizer
A 504 Plan falls under Section 504 of the Rehabilitation Act of 1973, a civil rights law that ensures students with disabilities have equal access to education. Think of it as a way to level the playing field for students who need accommodations to participate fully in school activities.
Focus: Prevent discrimination and provide equal access to education.
IEP: The Game Changer
An IEP, or Individualized Education Program, is governed by the Individuals with Disabilities Education Act (IDEA). This federal law ensures students with disabilities receive specialized instruction tailored to their unique needs.
Focus: Ensure students with disabilities receive a free and appropriate public education (FAPE) through specialized instruction and services.
While a 504 provides accommodations, an IEP goes a step further by offering specialized education services.
Accommodations vs. Special Education
One key difference between these two plans lies in accommodations versus special education:
A 504 Plan focuses on accommodations—adjustments to the learning environment that help students access the same education as their peers. These do not alter the curriculum or learning expectations but ensure access.
An IEP provides both accommodations and specialized instruction, addressing the child’s learning challenges in a more tailored, intensive way.
How Is Each Plan Created?
504 Plan
To qualify for a 504 Plan, a student must have a diagnosis or evidence of a physical or mental impairment that substantially limits one or more major life activities, such as learning, reading, or concentrating.
Data, medical records, and teacher observations are used to create a plan that outlines accommodations designed to address the student’s specific needs.
In some cases, a psychoeducational evaluation can be used to show psychological processing, social or behavioral difficulties the team can use to establish eligibility.
Important Note: A 504 Plan is not meant to give a student an advantage—it’s about removing barriers that might hold them back.
IEP
An IEP is developed after a student is evaluated and found eligible for special education services under IDEA.
In Georgia, the eligibility for special educational requires a psychoeducational evaluation.
A student must qualify under one of IDEA’s 13 disability categories (e.g., Specific Learning Disability or Other Health Impairment).
This eligibility is determined by data showing that the student’s disability impacts their ability to learn in a traditional classroom setting.
The IEP team, which includes parents, teachers, and specialists, works together to create a plan that includes goals, services, and supports tailored to the child’s unique needs.
What Does This Look Like in Action?
Dyslexia as an example:
504 Plan Accommodations:
Extended time on tests and assignments.
Access to audiobooks or text-to-speech technology.
Permission to use a word processor for written assignments.
IEP Goals:
A measurable goal like: “By the end of the school year, the student will improve decoding skills by reading grade-level passages with 95% accuracy in three out of four trials.”
Specialized instruction in a small group setting to improve phonics and reading fluency.
Student may also have the accommodations listed above.
Or ADHD:
504 Plan Accommodations:
Preferential seating to reduce distractions.
Frequent movement breaks during class.
Use of a planner or checklist to help with organization.
IEP Goals:
A goal like: “The student will demonstrate the ability to stay on-task for 15 minutes during independent work sessions with no more than two teacher prompts in 80% of observed instances.”
Behavioral support from a special education teacher to develop self-regulation skills or repeated instructions.
Student may also have the accommodations listed above as well as some supportive aids like a timer of visual check-list.
Which One Does My Child Need?
Choosing between a 504 Plan and an IEP depends on your child’s unique challenges and the support they require to succeed.
If your child simply needs adjustments to the learning environment but can otherwise participate in the general education curriculum, a 504 Plan might be the best fit.
If your child needs specialized instruction in addition to accommodations, they may qualify for an IEP.
Navigating the Decision-Making Process
Start with the Data
Gather information like report cards, teacher observations, and testing results. What does the data show about your child’s performance and needs?
Know Your Child’s Rights
A 504 Plan ensures access, while an IEP ensures tailored instruction. Both aim to support your child but serve different purposes.
Advocate, Advocate, Advocate!
Whether you’re pursuing a 504 or an IEP, be prepared to collaborate with the school team and speak up for your child’s unique needs.
Remember, 504 Plans and IEPs are tools—not labels—to empower your child. With the right support, every child can succeed!
If the process still feels overwhelming, you don’t have to navigate it alone. Our educational consultants are here to help guide you every step of the way.
Reach out today and let us support you!
Helpful Resources for Georgia Parents
Parent to Parent of Georgia: Offers guidance and resources for families of children with disabilities.
Wrightslaw: A fantastic resource for understanding special education law.
Georgia Department of Education - Special Education Services: Provides state-specific guidelines and contacts.