IEP vs. 504 Parent Comparison Guide and 504 Meeting Prep Checklist

An IEP and a 504 plan are both legal protections for students with disabilities — but they are different types of support designed for different needs.

• An IEP (Individualized Education Program) is part of special education. It requires the school to find the student eligible under one of California's 13 special education disability categories. An IEP provides specialized academic instruction, related services (such as speech, OT, or counseling), and individualized goals.
• A 504 plan is not special education. It is a civil rights plan under Section 504 of the Rehabilitation Act. A student qualifies if they have a physical or mental impairment that substantially limits a major life activity — including learning, reading, concentrating, communicating, or caring for oneself. A 504 plan provides accommodations and access supports so the student can participate in school.
• Some students need an IEP. Some need a 504 plan. Some may need a different support process such as an SST. The goal is the right support at the right time.
• A student who does not qualify for special education may still qualify for a 504 plan if their disability impacts access to school activities, even without needing specialized instruction.

• Your child has a diagnosed medical, physical, or mental health condition that affects their ability to access school (examples: ADHD, anxiety, diabetes, asthma, dyslexia without IEP eligibility, hearing loss with hearing aids).
• Your child does not qualify for special education, but school is harder to access without supports.
• Your child previously had an IEP and was exited, but still needs accommodations.
• Your child is struggling to access the general education curriculum despite doing reasonably well academically.
• Your child needs accommodations such as extended time, a quiet testing environment, preferential seating, or frequent breaks.

Bring documentation and organize your concerns before the meeting.

• Gather any medical, educational, behavioral, or attendance documentation that describes your child's disability or condition.
• Include any private evaluations, physician statements, or mental health assessments that document the diagnosis and its impact on school.
• Write your child's top concerns: Where is your child struggling to access school? What activities, subjects, or settings are most difficult?
• List the specific ways the condition limits your child's access: concentration, reading, writing, sitting for extended periods, test-taking, transitions, attendance, social participation.
• Make a list of accommodations that may help — even if you are not sure they will be approved. Consider: extended time, breaks, preferential seating, reduced writing load, audio support, environmental modifications, or modified testing format.
• Ask the school what data, observations, or records they are using to evaluate whether a 504 plan is appropriate.

• What information is the team using to decide whether my child qualifies for a 504 plan?
• What school activities or expectations are difficult for my child to access?
• What accommodations are being considered, and why?
• Who is responsible for making sure each accommodation happens? (Name a person, not a role.)
• How will teachers and other school staff be informed of the 504 plan?
• How will I know whether the accommodations are being implemented?
• How will I know whether the plan is working? What progress or change should we expect to see?
• When will the team review the 504 plan again? California requires an annual review.
• What do I do if an accommodation is not being followed? Who is the 504 coordinator I should contact?

• Keep a copy of the signed 504 plan.
• Make sure teachers and staff are aware of the plan — follow up if you are unsure.
• Track whether accommodations are being implemented consistently.
• If an accommodation is not being followed, contact the school's 504 coordinator in writing.
• Document any concerns with dates, names, and what was said or not done.
• Prepare for the annual 504 review by gathering observations, grades, and any changes in your child's needs.
• If your child's needs increase and you believe specialized instruction may now be appropriate, you can request a special education evaluation at any time.

• You can request a special education evaluation in writing at any time. The school must respond within 15 calendar days with either a consent form or a written explanation of why they are declining.
• If you believe your child has a disability that may require specialized instruction, an evaluation is the appropriate first step — not a 504 plan.
• If you are unsure whether an SST, 504 plan, or IEP evaluation is the right starting point, consider taking the{" "}myABCIEP Parent Support Quiz or booking a parent strategy session.

For more on the evaluation process, read the IEE Guide. For more on your rights, visit the Know Your Rights page. To prepare for an SST meeting instead, see the SST Prep Checklist.