Written by the CultivaTeen Roots Team

5- minute read

Education Buzzwords: Understanding the IEP and 504

In this blog post, we will dive into understanding the unique learning needs of your teen through Individualized Education Programs (IEPs) and 504 Plans, which are designed to help students be successful in the educational setting. They serve different purposes and understanding the differences can equip you, the parent, with the appropriate language and background knowledge, to effectively advocate for your teen in the educational setting.

Similarities Between IEPs and 504 Plans

• IEPs and 504 Plans are both legally binding documents to support students with disabilities. 
• Schools are required to implement the plans in the educational setting with parent involvement in the decision-making process. 
• Both IEPs and 504 Plans offer accommodations to make learning equitable for students with disabilities.
• Meet annually with a school-based education team.

Key Differences

• IEPs are more comprehensive and include direct services and specialized academic instruction. 504 Plans do not include services or specialized academic instruction.
• IEPs are specific to students eligible under IDEA, whereas 504 Plans apply to a broader range of documented disabilities.

What happens after high school?

When a student transitions from high school to their post-secondary education setting, the responsibility shifts from the school to the individual to advocate for accommodations and support.

• IEP: The Individuals with Disabilities Education Act (IDEA) no longer protects students with disabilities after they graduate from high school. However, many colleges and post-secondary institutions offer support through Disability Resource Centers. Be sure to keep your child’s IEP records to submit as documentation. Colleges may use high school plans to support the decision-making process around accommodations.
• 504 Plan: 504 Plans don’t offer students the same level of support in the college setting. For example, the team isn’t required to meet annually to review the plan. However, colleges are required to provide accommodations under Section 504 of the Rehabilitation Act of 1973. It is important to save all 504 Plan Records so they can guide Disability Resources Centers to make the most informed decisions around accommodations.

Here are some quick tips to get you started:

• Understand how your teen’s disability affects their learning and daily life.
• Collaborate with your teen’s school to advocate for their academic success.
• Ask questions to clarify educational services and processes.
• Encourage self-advocacy to help your teen express their needs and participate in IEP/504 planning.
• Stay informed about state and district policies to support your teen’s education effectively.

Final Thoughts

By understanding the purpose and function of IEPs and 504 Plans, you’ll feel more confident about having conversations with school staff about your teen’s access to the resources they need to succeed academically and personally. You are also modeling for your teen the importance of understanding what rights and resources they have available to them, as well as how to advocate for themselves. If your teen does not currently have an IEP or 504 Plan, but you have concerns about their academic abilities or performance, start by reaching out to their pediatrician and/or their school counselor to determine the next steps.

Resources:

1. EdSource.Org
2. Healthy Children.org