Tutoring
IEP vs. 504 Plan
Both give a student with a disability support at school, under two different federal laws. An IEP is the narrower one with the stricter paperwork. Section 504 covers more students and asks less of the school in writing.
| IEP | 504 plan | |
|---|---|---|
| Law | Individuals with Disabilities Education Act (IDEA), Part B | Section 504 of the Rehabilitation Act |
| Who qualifies | A child evaluated as having one of the listed disability categories who, because of it, needs special education and related services | A person with a physical or mental impairment that substantially limits a major life activity. No need for special education is required |
| What the school provides | Special education, related services, and supplementary aids, written into the plan | Regular or special education and related aids and services that meet the student's needs as adequately as other students' needs are met |
| Written document | Required. The regulation lists what it must contain | The regulation does not use the term "504 plan" and does not list required contents |
| Review | In effect at the start of each school year and reviewed at least once a year | No schedule in the regulation |
| Evaluation timeline | Within 60 days of parental consent, unless the state sets its own | None in the regulation |
| In college | Ends when the student graduates with a regular high school diploma | Section 504 still applies at colleges that receive federal funds, with a different standard |
What an IEP has to contain
- Present levels of academic achievement and functional performance
- Measurable annual goals
- The special education, related services, and supplementary aids to be provided
- How progress will be measured and reported
- How much the child will not participate with nondisabled children
- Accommodations on state and districtwide tests
- When services start, how often, where, and for how long
- From age 16, postsecondary goals and transition services
The IEP disability categories
To qualify for an IEP a child has to be evaluated as having one of these and, because of it, need special education and related services:
autism, deaf-blindness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, visual impairment.
A child who needs only a related service, and not special education, is not covered.
Your rights under Section 504
- The school must evaluate a student who needs, or is believed to need, special education or related services before a first placement or a significant change.
- Placement decisions must draw on more than one source and be made by a group of people who know the student.
- Parents are entitled to notice, to see the records, and to an impartial hearing with representation.
What changes in college
Colleges do not write IEPs. Under Section 504 they must adjust academic requirements where needed to avoid discrimination, for example by allowing more time to finish a degree or substituting a course, and they must provide auxiliary aids such as interpreters and readers. They do not have to provide personal attendants or change requirements that are essential to the program.
Testing is separate again. See how to request SAT and ACT accommodations.
Frequently asked questions
What is the difference between an IEP and a 504 plan?
An IEP is a written program under the special education law for a child who has one of the listed disabilities and needs special education because of it. A 504 plan comes from a civil rights law that covers any student whose impairment substantially limits a major life activity, whether or not they need special education. An IEP has required contents, goals, and an annual review. Section 504 sets no required format.
Who qualifies for a 504 plan but not an IEP?
A student whose impairment substantially limits a major life activity but who does not need special education. The IEP standard has two parts, a listed disability and a need for special education because of it. Section 504 requires only the first kind of showing, so it reaches more students.
How do I ask the school to evaluate my child for an IEP?
A parent can start the request, and so can the school. The federal regulation does not require a particular form. Once you give consent, the initial evaluation has to be finished within 60 days unless your state sets a different timeline.
Does an IEP or 504 plan carry over to college?
An IEP does not. The school's obligation under the special education law ends when a student graduates with a regular diploma. Section 504 still applies at colleges that receive federal funds, but the standard changes: colleges must make academic adjustments and provide auxiliary aids, and they do not have to change requirements that are essential to the program.
Does an IEP or 504 plan give extra time on the SAT or ACT?
Not automatically. College Board and ACT each require their own request and approval, and a current school plan is the main documentation both accept.
Source: the federal regulations, read on the official eCFR October 6, 2026. 34 CFR part 300 (IDEA) and 34 CFR part 104 (Section 504). States add their own rules. This page is general information, not legal advice.
