Tag: IEP for ADHD

IEP vs. 504 Plan: What Parents Need to Know

Written in collaboration with Dr. Leah Welty, Dr. Petra Hackenberg-Bauer, and Caitlin Geiser, LPCC-S. 

Back-to-school season brings plenty of fun and excitement, but it can also bring new questions about how your child is learning, functioning, and feeling at school.

When your child is struggling at school, knowing they need help is often easier than knowing how to get it.

Where do parents start?

If you are concerned about how your child is learning or functioning at school, you don’t have to wait for someone else to bring it up. Parents are often their child’s best advocate, and asking questions early can help make sure your child has the support they need.

Start by talking with your child’s teacher about what they are seeing at school. It can help to ask specific questions, such as:

• Is my child performing at grade level?
• Are you noticing problems with attention, organization, behavior, reading, writing, or math?
• Does my child need significantly more help than classmates to complete the same work?
• Are there patterns in when or where my child struggles?
• What interventions have already been tried, and have they helped?

If, after observing and gathering input from your child’s school, you are worried about a learning disability, the first step should be to request a formal evaluation for special education services in writing, including your specific concerns and any supporting documentation that you might have. This can be sent to the child’s principal, classroom teacher, and the district’s special education coordinator via email. Sending this request in writing will document your request for evaluation of your child and will establish a timeline for the school to respond. The school will then determine whether a child qualifies for special educational services at school.

There can often be other factors limiting a child’s progress. While the school can assess academic skills and determine whether a child qualifies for specific educational support at school, they cannot diagnose medical conditions. Scheduling an appointment to speak with your child’s pediatrician can also be a helpful step to help determine whether other psychological, developmental, or medical conditions might be contributing to their difficulties. Pediatricians can also help explain how a medical condition may affect the child at school and help provide relevant documentation in support of an evaluation.

While teachers may individually offer a variety of behavioral or educational strategies to support a child in their classroom who struggles, formalized support plans in the school setting typically fall into one of two categories: IEPs and 504 Plans. Both can provide important support at school, but they are not the same thing. Understanding the difference can help you ask the right questions and advocate for your child.

Need help putting your request in writing?

Knowing what to say can sometimes be the hardest part of getting started. We have a sample letter to request a school evaluation that you can personalize with your child’s information, specific concerns, and any supporting information they would like the school to consider.

Sample Letter Requesting a Section 504 Plan

IEP vs. 504 Plan: What’s the Difference?

One simple way to think about it is this: an IEP provides specialized instruction and services for eligible students who need them to make progress in school, while a 504 Plan provides accommodation and support that help a student with a disability access school alongside their peers.

The right plan depends on your child’s individual needs, not simply their diagnosis.

What is an IEP?

An Individualized Education Program (IEP) is a formal education plan for a child who qualifies for special education services under the Individuals with Disabilities Education Act (IDEA). To qualify, a child must meet eligibility criteria and need special education and related services because of that disability. An IEP includes individualized instruction, specific and measurable goals, and regular reports on your child’s progress.

Depending on a child’s needs, an IEP may include classroom accommodation, specialized instruction, speech or language therapy, occupational or physical therapy, counseling, or other services.

Examples of disabilities that may qualify a child for an IEP include autism, specific learning disabilities such as dyslexia, speech or language impairment, ADHD when eligibility requirements are met, intellectual disability, emotional disturbance, hearing or visual impairment, orthopedic impairment, traumatic brain injury, and multiple disabilities.

What might an IEP look like?

A child with dyslexia may need specialized reading instruction and have specific goals for improving decoding, reading fluency, or comprehension.

A child with autism may need specialized instruction along with speech-language therapy, occupational therapy, social or communication goals, or classroom support.

A child with a significant speech or language impairment may receive speech-language services and have measurable communication goals as part of their educational plan.

The important distinction is that an IEP goes beyond simply making the existing classroom environment easier to access. It provides specially designed instruction based on the child’s educational needs.

What is a 504 Plan?

A 504 Plan is designed to remove barriers that could prevent a child with physical or mental impairment from having equal access to school. A student may qualify when an impairment substantially limits one or more major life activities. Unlike an IEP, the student does not need specialized instruction to qualify for a 504 Plan.

Support looks different for every child. Examples might include extra time on tests or assignments, testing in a quieter environment, preferential seating, breaks during the school day, shorter assignments, unrestricted bathroom access, access to water, snacks, or medication, or adjustments to physical education. Unlike an IEP, a 504 Plan does not require formal educational goals or regular progress reports. However, it should be reviewed periodically and reevaluated at least every three years or sooner when needed.

What might a 504 Plan look like?

A student with ADHD may understand grade-level material but have difficulty sustaining attention or completing tests within the allotted time. A 504 Plan might include extended testing time, reduced distractions, movement breaks, or seating that helps the student focus.

A student with diabetes may need regular access to snacks, water, the bathroom, glucose monitoring, medication, or the school nurse without being penalized for missing classroom time.

A student with asthma may need immediate access to medication, adjustments during physical activity, or support related to absences caused by their condition.

A student experiencing anxiety or another mental health condition may need breaks, access to a counselor, or other accommodations that allow them to participate in the school day.

These are examples only. Having a particular diagnosis does not automatically mean a child will qualify for an IEP or 504 Plan, and two children with the same diagnosis may need very different support.

Can ADHD Qualify for an IEP or 504 Plan?

Potentially, either one. A diagnosis such as ADHD does not automatically determine which plan a child needs. A child who is keeping up academically but needs extra time, movement breaks, or a quieter testing environment may receive support through a 504 Plan. Another child with ADHD may have educational needs significant enough to require specially designed instruction and may qualify for an IEP.

The school evaluates the individual child and determines eligibility based on how the condition affects the child’s education and what type of support is needed.

What If My Child’s IEP or 504 Plan Isn’t Working?

For an IEP, parents can request a meeting to review the plan if they are concerned about their child’s progress or whether services are being provided appropriately. Parents can also request changes or a reevaluation when a child’s needs change. Families with a 504 Plan can talk with the child’s teacher or 504 coordinator and request a meeting to discuss concerns.

Most importantly, remember that you are part of your child’s team. You are your child’s best advocate. You know your child in a way no test score, report card, or evaluation can capture. If something doesn’t seem right, asking questions is a good place to start.

Help your child practice using their accommodations

Having an accommodation on paper doesn’t always mean it is easy for a child or teen to use it in the moment. A student may be allowed extra time, a break, or a quieter testing space but feel uncomfortable asking for it, worry about standing out, or simply not know what to say.

Parents can help by talking through when and how accommodations might be used and practicing what their child could say to a teacher when they need support. As children get older, learning how to communicate their needs and ask for the accommodations available to them can be an important part of building self-advocacy skills.

Want to help your child practice? Caitlin Geiser, LPCC-S, recommends a podcast, ADDitude’s Self-Advocacy Guide for Students with ADHD: Talking to Teachers About Accommodations as a helpful resource for families.

Have concerns about how your child is doing at school?

Your child’s pediatrician can be an important part of the conversation. If learning, attention, development, behavior, or a medical condition is affecting your child’s school experience, talk with your Anderson Hills Pediatrics pediatrician about your concerns and what next steps may be helpful.

If your child already has an IEP or 504 Plan, back-to-school season is also a good time to make sure you have an up-to-date copy and understand what supports are included. For older children and teens, review their accommodations with them so they know what support they should be receiving and can speak up if something isn’t being followed.

Please also share a current copy of your child’s IEP or 504 Plan with us. Having the plan in your child’s medical record helps your pediatrician better understand their needs and support you when school concerns arise.

This information is intended for general educational purposes and does not replace individualized medical, educational, or legal guidance.

References and Helpful Resources:

• IEPs and 504 Plans: A Guide to School Supports for Your Child
• National Education Association, Differences Between a 504 Plan and an Individualized Education Program (IEP)
• Ohio Disability Rights
• Podcast 622: Self-Advocacy Guide for Students with ADHD: Talking to Teachers About Accommodations
• Sample Letter Requesting a Section 504 Plan