IEP vs 504
School Accomodations Explained
When a child struggles in school, parents are often told to “try accommodations” — without being clearly told whether those supports belong in an IEP or a 504 plan.
This page explains the difference in plain language and shows common accommodations by need area and disability.
What's the Difference?
IEP (Individualized Education Program – IDEA Law)
An IEP is for students who need specialized instruction and accommodations.
An IEP can include:
- Individual goals and progress monitoring
- Special education services and service minutes
- Therapies (occupational therapy, speech, counseling)
- Modified curriculum or grading
- A Behavior Intervention Plan (BIP)
Ask this question:
Does my child need to be taught differently to make progress?
504 Plan (Section 504 – Civil Rights Law)
A 504 plan is for students who need access accommodations only.
A 504 plan can include:
- Classroom and testing supports
- Environmental adjustments
- Supports that remove barriers to learning
Ask this question:
Can my child access the general curriculum with supports in place?
Learning & Academic Accommodations
Common disabilities: Dyslexia, ADHD, Autism Spectrum Disorder (ASD), Learning Disabilities
Common supports (IEP or 504):
Extended time on tests
Reduced homework load
Read‑aloud tests or audiobooks
Chunked instructions
Graphic organizers
Copies of notes
Visual schedules
Usually IEP‑only:
Modified assignments or grading
Attention & Executive Function
Common disabilities: ADHD, ASD, Anxiety
Common supports (IEP or 504):
Preferential seating
Movement breaks
Visual timers
Assignment checklists
Planner checks
Frequent adult check‑ins
Usually IEP‑only:
Staff breaking tasks into steps
Organizational coaching with goals
Behavior & Regulation
Common disabilities: ASD, Emotional or Behavioral Disabilities, Trauma‑related needs
Common supports (IEP or 504):
Calm‑down space
Sensory tools (fidgets, bands)
Adult check‑ins
De‑escalation plan
Identified safe person
IEP‑only supports:
Positive reinforcement systems tied to goals
Behavior Intervention Plan (BIP)
Communication & Social Support
Common disabilities: ASD, Speech or Language Disorders
Common supports (IEP or 504):
Extra processing time
Small‑group instruction
Explicit expectations
Visual supports and social scripts
Usually IEP‑only:
Social skills instruction
Adult‑mediated peer support
Alternative or augmentative communication (AAC)
Environment & Sensory Supports
Common disabilities: ASD, Sensory Processing Differences
Common supports (IEP or 504):
Noise‑canceling headphones
Lighting adjustments
Flexible seating
Reduced visual clutter
Modified transitions
Usually IEP‑only:
Sensory supports directed by occupational therapy
What Parents Should Remember
504 Plans provide access
IEPs provide instruction, services, and goals
If your child needs therapy, curriculum changes, measurable goals, or a Behavior Intervention Plan (BIP), an IEP is usually appropriate.
If your child mainly needs supports to access the classroom, a 504 plan may be appropriate.
Not Sure What to Request?
If accommodations alone are not helping your child make progress, parents have the right to request a full special education evaluation.
Early, written requests help protect timelines and clarify next steps.
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