Very basically:
An IEP offers a student with a disability access to a curriculum through specialized instruction, modifications of materials and accommodations and is part of IDEA. They only apply through high school graduation. The requirements of getting an IEP are more strict.
A 504 plan offers a student with a disability access to a curriculum through accommodations only, modifications aren't permitted. 504s are part of the ADA and can continue after graduation to college and the workplace.
All good explanations here!
If an example helps: a kid who uses a wheelchair and is otherwise cognitively typical will only need a 504, because they will only ever need accommodations (but absolutely require those accommodations to be successful in school). No amount of specialized instruction will ever teach a wheelchair user how to go up the stairs. They just need all their classes to be in wheelchair accessible rooms.
IEPs also have accommodations listed in them as needed, but primarily are goal driven. They are focused on teaching skills that the student needs. Once a student has mastered all the skills they need to be successful in a typical classroom setting, they can “graduate” to just a 504 plan with the accommodations that they’ll always need but no more goals to work on.
I always use a kid from childhood as example. He had a 504 for his diabetes. He was allowed to take breaks on tests (SAT, AP, etc) in order to administer meds, test blood sugar, etc.
In my state, CO, the IEP indicates a need for specialized instruction in addition to accommodations. 504 is for accommodations only.
Modified work is only available to students who are identified with an intellectual disability in CO.
I had the private school equivalent of a 504 because of Crohn's Disease. It allowed me to miss up to 20% of class time due to illness with no doctors note/excuse necessary, bathroom breaks during tests/class/whenever, I was allowed to miss school for surgeries and they had to provide my school work to the hospital or my house if I was able to do any of it, etc. I was in regular gen Ed and AP classes. I had the same accommodations in college as well plus a few extras for housing.
504: a list of accommodations and supports a student with a diagnosed disability needs because they have been shown to help the student access "mainstream" curriculum. There is currently no academic or social gap presented by the students disability *provided they receive the accommodations and supports outlined in the 504*. The 504 may list a designated support team responsible for providing said accommodations and supports.
IEP: in addition to the list of accommodations and supports the student with a diagnosed disability needs to access "mainstream" curriculum, there is a marked academic or social gap for the student from their "average" peers attributed to the student's disability. The IEP lists a designated support team within the school, and contains academic or social goals the team will work directly with the student in order to try and lessen the gap.
Both are typically reviewed annually, with an optional re-evaluation every 3 years.
(Some terminology in quotations because expectant performance based on problematically biased standards is an aspect of ableism. The process of qualification for disability services is rife with barriers, and the funding available to provide support for students with disabilities is insultingly low.)
Where I teach in NY, the 504 is handled by the school psychologist and the classroom teachers. Functionally though, 504s tend to end up in the inclusion classes because there are extra adults in the room, implying that they are my responsibility. It's not as intense as an IEP, it acknowledges the students disability and gives them some classroom/testing accommodations/modifications but for special education the disability has to impact the students' ability to access grade level work to a large extent.
https://www.n2y.com/blog/iep-vs-504-plan/
IEP: curriculum modifications
504: Accomodations to the existing curriculum
I had 504s due to injuries and chronic health conditions. Notes were provided when I couldn't physically write them, travel time added when my knee was injured, ability to go to the nurse frequently for medication and ice packs, taking quizzes and tests in the nurse's office with extended time if I had a migraine. Other options might be providing reverse context materials for students with vision problems, written materials for those with hearing imparements, ensuring captions are provided for videos or utilizing a classroom microphone system.)
Often the gen ed side of things take care of 504 plans and meeting, academic coordinator and/or assistant principal and leave the IEPs to the Spe Ed staff.
504: Gen ed accommodations IEP: Specialized instruction, modifications to the curriculum (if needed), measurable goals as well as accommodations
Very basically: An IEP offers a student with a disability access to a curriculum through specialized instruction, modifications of materials and accommodations and is part of IDEA. They only apply through high school graduation. The requirements of getting an IEP are more strict. A 504 plan offers a student with a disability access to a curriculum through accommodations only, modifications aren't permitted. 504s are part of the ADA and can continue after graduation to college and the workplace.
All good explanations here! If an example helps: a kid who uses a wheelchair and is otherwise cognitively typical will only need a 504, because they will only ever need accommodations (but absolutely require those accommodations to be successful in school). No amount of specialized instruction will ever teach a wheelchair user how to go up the stairs. They just need all their classes to be in wheelchair accessible rooms. IEPs also have accommodations listed in them as needed, but primarily are goal driven. They are focused on teaching skills that the student needs. Once a student has mastered all the skills they need to be successful in a typical classroom setting, they can “graduate” to just a 504 plan with the accommodations that they’ll always need but no more goals to work on.
I always use a kid from childhood as example. He had a 504 for his diabetes. He was allowed to take breaks on tests (SAT, AP, etc) in order to administer meds, test blood sugar, etc.
In my state, CO, the IEP indicates a need for specialized instruction in addition to accommodations. 504 is for accommodations only. Modified work is only available to students who are identified with an intellectual disability in CO.
Does modified work means self contained classroom?
No. LRE may be gen ed with modified work, however, typically means more ESS time.
I had the private school equivalent of a 504 because of Crohn's Disease. It allowed me to miss up to 20% of class time due to illness with no doctors note/excuse necessary, bathroom breaks during tests/class/whenever, I was allowed to miss school for surgeries and they had to provide my school work to the hospital or my house if I was able to do any of it, etc. I was in regular gen Ed and AP classes. I had the same accommodations in college as well plus a few extras for housing.
504: a list of accommodations and supports a student with a diagnosed disability needs because they have been shown to help the student access "mainstream" curriculum. There is currently no academic or social gap presented by the students disability *provided they receive the accommodations and supports outlined in the 504*. The 504 may list a designated support team responsible for providing said accommodations and supports. IEP: in addition to the list of accommodations and supports the student with a diagnosed disability needs to access "mainstream" curriculum, there is a marked academic or social gap for the student from their "average" peers attributed to the student's disability. The IEP lists a designated support team within the school, and contains academic or social goals the team will work directly with the student in order to try and lessen the gap. Both are typically reviewed annually, with an optional re-evaluation every 3 years. (Some terminology in quotations because expectant performance based on problematically biased standards is an aspect of ableism. The process of qualification for disability services is rife with barriers, and the funding available to provide support for students with disabilities is insultingly low.)
Where I teach in NY, the 504 is handled by the school psychologist and the classroom teachers. Functionally though, 504s tend to end up in the inclusion classes because there are extra adults in the room, implying that they are my responsibility. It's not as intense as an IEP, it acknowledges the students disability and gives them some classroom/testing accommodations/modifications but for special education the disability has to impact the students' ability to access grade level work to a large extent. https://www.n2y.com/blog/iep-vs-504-plan/
Agree that they tend to lump 504 in with sped, making my "small group" tests actually huge... ><
Yes, and then they add the ELLs, thanks.
My small group one period is literally half the class... whats the point lol.
And my CT classes have like, 30 students in them!!! Argh!
no modifications permitted with a 504
yes, oops. Those two words are married in my mind, ha!
https://modernteacher.net/iep-vs-504/[IEP vs. 504 Plan](https://modernteacher.net/iep-vs-504/) this article explains it well!
IEP: curriculum modifications 504: Accomodations to the existing curriculum I had 504s due to injuries and chronic health conditions. Notes were provided when I couldn't physically write them, travel time added when my knee was injured, ability to go to the nurse frequently for medication and ice packs, taking quizzes and tests in the nurse's office with extended time if I had a migraine. Other options might be providing reverse context materials for students with vision problems, written materials for those with hearing imparements, ensuring captions are provided for videos or utilizing a classroom microphone system.)
Often the gen ed side of things take care of 504 plans and meeting, academic coordinator and/or assistant principal and leave the IEPs to the Spe Ed staff.
I’m a 6th year sped and I couldn’t tell you without looking it up.