If your child is struggling in school—emotionally, behaviorally, or academically— and you're not to keen as well on homeschooling, you might be wondering where to turn for help. Many parents feel overwhelmed by the differences between IEPs and 504 Plans, and unsure how to navigate the process of getting support.This guide breaks down the essentials of special education, explains what school accommodations your child may qualify for, and most importantly, shows you how to start the process to get your dysregulated child or your 2e child the help they need.Let’s talk about how to calm the brain, build support at school, and help your child learn.

What is the Difference Between a 504 Plan and an IEP?

Parents often hear about 504 Plans and IEPs but aren’t sure how they’re different—or which one their child might need. Understanding the distinctions can help you choose the right path to school support. While both serve children with disabilities, the level of services they provide varies significantly.Both are legal plans to help kids with disabilities, but they aren’t the same.

• 504 Plans fall under Section 504 of the Rehabilitation Act of 1973 and provide accommodations in the general education setting.
• IEPs (Individualized Education Programs) fall under the Individuals with Disabilities Education Act (IDEA) and provide specialized instruction and related services.

IEPs offer more intensive support. They include individualized goals, progress tracking, special education services, and related supports such as occupational therapy, speech-language therapy, and counseling.504 Plans focus on leveling the playing field without changing what the child is expected to learn, whereas IEPs may adjust how and what a child is taught.

Key Differences in 504 vs IEP

Who Qualifies for a 504 or an IEP?Knowing whether your child qualifies for an IEP or a 504 Plan starts with understanding eligibility. These programs have different criteria, and your child’s diagnosis or symptoms will determine the right fit. This section breaks down what each plan requires.To qualify for an IEP, your child must:

• Be evaluated by a multidisciplinary team
• Have one of the 13 recognized disabilities under IDEA (e.g., autism, ADHD, dyslexia, emotional disturbance)
• Require specialized instruction to benefit from the general education program

For a 504 Plan, the criteria are broader:

• The child must have a mental or physical impairment that substantially limits one or more major life activities such as learning, reading, or concentrating

Julia and Jack's Story: Julia noticed her 10-year-old son, Jack, was constantly getting in trouble for not finishing his work, not paying attention, and distracting others. Teachers assumed he just wasn’t trying. But after a thorough evaluation, it became clear that he had significant issues with focus and needed support. With a 504 Plan in place, he received accommodations like movement breaks, extended time on assignments, and a quiet place to take tests—and finally started making consistent progress in the classroom.

How do I get my Child Evaluated for a 504 Plan or IEP?The evaluation process is the first step toward getting your child support at school. It can feel overwhelming, but you don’t have to navigate it alone. Here’s how to start—and what to expect along the way.Step 1: Write a formal request to your child's teacher, school principal, or counselor requesting an evaluation.Step 2: The school will begin a process that includes collecting data from classroom performance, observations, standardized testing, and parent input.Step 3: A team of professionals—such as a school psychologist, special education teacher, and general education teacher—will conduct the evaluation.Remember: Schools are required by law to identify students who may need support under IDEA or Section 504.Does my Child Need to be Failing to Qualify?This is one of the biggest myths I hear from parents—and even from educators. Many believe a child must be failing academically to get help, but that’s simply not true. Let's clear up this misconception once and for all.No. A child does not need to be failing classes to qualify for a 504 or IEP.Many children with anxiety, ADHD, dyslexia, or executive functioning issues appear to be doing “fine” academically but are working far harder than their peers. That invisible struggle can absolutely qualify them for support.A child’s emotional, social, or behavioral difficulties that interfere with learning are valid grounds for both IEP and 504 eligibility.Can a Child Have Both a 504 and an IEP?Parents often ask if their child can—or should—have both a 504 and an IEP. While technically possible, it’s not usually necessary. Here’s why one comprehensive plan is typically enough.Technically yes, but it’s uncommon and generally unnecessary.An IEP includes accommodations, which are the foundation of a 504 Plan. If your child has an IEP, you don’t need a separate 504.One exception: if your child with an IEP has a separate medical issue unrelated to their IEP disability (e.g., a broken arm), the school might create a short-term 504 Plan to handle that situation.What Supports do Dysregulated Kids Actually Get in School?If your child is emotionally or behaviorally dysregulated, school can be a huge challenge—for both of you. But support is available. Let’s look at what services and accommodations can help regulate their brain and behavior.Under an IEP, students can receive:

• Small-group or 1:1 instruction
• Counseling or behavior therapy
• Speech, OT, or PT services
• Modified curriculum and goals

Under a 504 Plan, students might get:

• Preferential seating
• Extended test time
• Breaks during the day
• Visual schedules
• Movement and sensory tools

How Can I tell if my Dysregulated Child needs a 504 or an IEP?Every dysregulated child is different—and so are their needs at school. Understanding whether your child needs accommodations or specialized instruction is key to getting the right support. These questions will help you figure that out.Ask yourself:

• Does my child need accommodations to stay on track, or do they need remediation through specialized instruction?
• Can they participate in the general curriculum with support, or do they need a customized approach?

If your child needs explicit instruction to learn self-regulation, coping, academic, or social skills, an IEP may be required.If they mainly need environmental supports like breaks or seating changes, a 504 could be enough.Signs Your Child May Need School Support

What if my Child is Being Disciplined for Behaviors They Can’t Control?This is heartbreaking—and all too common. Dysregulated kids are often punished instead of supported. If your child is being disciplined for behavior rooted in a disability, here’s what you need to know and do.When kids are punished for behavior that stems from a disability, they aren’t being supported—they’re being misunderstood.Under both IDEA and Section 504, schools must determine whether a child’s behavior is a manifestation of their disability. If it is, the disciplinary approach must shift to one that supports rather than punishes.Ask for a Functional Behavior Assessment (FBA) and a Behavior Intervention Plan (BIP) to be added to the plan.Marcus, a 6th grader with undiagnosed ADHD and anxiety, was being sent to the principal almost daily. Once he had an FBA and a BIP in place, his outbursts dropped dramatically because he had scheduled breaks and a calm-down corner.What’s the Process of Getting School Accommodations?Whether you're pursuing a 504 or an IEP, the process starts with a formal request—but what happens after that? Let’s walk through the steps so you know exactly what to expect and how to advocate at every stage.504 Plan Process:

• Parent or teacher submits written request
• School reviews data and evaluates student
• Eligibility meeting is held
• 504 Plan is created and shared with staff

IEP Process:

• Formal written evaluation request
• Multidisciplinary evaluation
• Eligibility meeting
• IEP meeting with family
• Services begin once signed by parent

How do I Advocate for my Child if the School Isn’t Listening?You’ve done the research. You know your child needs help. But what if the school pushes back or stalls? Here’s how to be a calm, confident advocate—even when the process feels frustrating.

• Know your rights (under IDEA and Section 504)
• Document everything: emails, meetings, behaviors
• Ask for a Prior Written Notice if denied
• Request mediation or a due process hearing if needed

You are your child’s best advocate. If you’re being ignored, keep pushing. Bring in an educational advocate if necessary.

To learn more about specific accommodations, read these blogs:

• 504 Plan for Teachers
• 504 Plan for Students With Dyslexia
• 504 for Executive Functioning: Helping Your Child Succeed in School
• 504 for Anxiety
• 504 for OCD
• 504 for PANS/PANDAS
• 504 for ADHD

Frequently Asked Questions About Special Education and AccommodationsDoes a diagnosis automatically mean my child qualifies?No. A diagnosis alone isn’t enough. Your child must also show that the condition impacts their ability to learn or access the curriculum.Can I switch from a 504 to an IEP later?Yes. If your child’s needs increase, you can request an IEP evaluation at any time.What’s the difference between accommodations and modifications?Accommodations change how a student learns. Modifications change what a student is expected to learn.Do I need a lawyer to get a 504 or IEP?Not usually. But if you hit roadblocks, an educational advocate can help.Can these plans help with emotional regulation or behavior?Yes. Supports like breaks, counseling, and behavior plans are common for emotional and behavioral needs.What’s better: a 504 Plan or an IEP?It depends on your child’s needs. IEPs offer more support, but require eligibility. 504s are easier to get and focus on access.Can I request a 504 or IEP if my child has anxiety?Yes. Anxiety can qualify under both, especially if it impacts their ability to learn, attend, or participate in school.How often are 504 and IEP plans reviewed?IEPs must be reviewed annually. 504s should be reviewed at least every 3 years, but ideally yearly.Will this label my child forever?No. These are support tools, not lifelong labels. Accommodations don’t go on transcripts or college applications.What if my child’s teacher isn’t following the plan?Document what’s happening and bring it to the school team. You have the right to request a meeting and advocate for implementation.Terminology

• IEP: Individualized Education Program
• 504 Plan: Plan under Section 504 for access-based accommodations
• FAPE: Free Appropriate Public Education
• LRE: Least Restrictive Environment
• FBA: Functional Behavior Assessment
• BIP: Behavior Intervention Plan
• Child Find: Law requiring schools to identify students with disabilities

Citations:U.S. Department of Education. (2021). A guide to the individualized education program. Retrieved from https://www2.ed.gov/parents/needs/speced/iepguide/index.htmlU.S. Department of Education. (2016). Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools. Retrieved from https://www2.ed.gov/about/offices/list/ocr/docs/504-resource-guide-201612.pdfWrightslaw. (n.d.). Section 504 & the ADA. Retrieved from https://www.wrightslaw.com/info/sec504.index.htmAlways remember... “Calm Brain, Happy Family™”Disclaimer: This article is not intended to give health advice and it is recommended to consult with a physician before beginning any new wellness regime. *The effectiveness of diagnosis and treatment vary by patient and condition. Dr. Roseann Capanna-Hodge, LLC does not guarantee certain results.

© Roseann-Capanna-Hodge, LLC 2025IEP504 PlanEligibility CriteriaStudent must have a disability that affects learningStudent must have a disability that substantially limits one or more major life activitiesEvaluation ProcessComprehensive evaluation and assessment of needsEvaluation to determine if student requires accommodationsLevel of SupportSpecialized instruction and servicesAccommodations and modificationsType of SupportDirect and individualized instruction and servicesAccommodations to provide access to the curriculumEducational GoalsIndividualized goals based on student's needs and abilitiesAccommodations to ensure equal access to educationLegal ProtectionProtected by the Individuals with Disabilities Education Act (IDEA)Protected by Section 504 of the Rehabilitation ActSign or SymptomSuggests Need ForNeeds teaching of self-regulation or coping skillsIEPCan perform academically with minor adjustments504Struggles with transitions or has emotional outburstsIEP or 504 – needs evalHas a medical or mental health diagnosisIEP or 504Has already tried accommodations without progressIEPConditionRecommended AccommodationsADHDChunking assignments, extra time, visual schedules, frequent breaks, task checklistsAnxietyAdvance notice of changes, option to take breaks, quiet space for work or testingMood DisordersDaily emotional check-ins, reduced workload, consistent adult support, modified expectationsAutism SpectrumVisual schedules, sensory tools, structured transitions, social scriptsOCDReduced transitions, flexible deadlines, reassurance limits, private space if neededPANS/PANDASFatigue accommodations, modified homework, access to nurse/rest area, written instructionsType of SupportExampleAcademic AssistanceNote-taking supportTesting AccommodationsExtra time on examsCourse ModificationsReduced course load