Special Education, 504s, and Supporting Dysregulated Kids in the Classroom

Dr. Roseann Capanna-Hodge
Created: June 23, 2025
Last Updated: June 30, 2025

If your child is struggling in school—emotionally, behaviorally, or academically—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 childthe 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 Plansand 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 Plansfall under Section 504 of the Rehabilitation Act of 1973and provide accommodationsin 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 fieldwithout changing what the child is expected to learn, whereas IEPsmay 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 Planstarts 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 instructionto 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 limitsone 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 requestto 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 notneed 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 difficultiesthat 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

	IEP	504 Plan
Eligibility Criteria	Student must have a disability that affects learning	Student must have a disability that substantially limits one or more major life activities
Evaluation Process	Comprehensive evaluation and assessment of needs	Evaluation to determine if student requires accommodations
Level of Support	Specialized instruction and services	Accommodations and modifications
Type of Support	Direct and individualized instruction and services	Accommodations to provide access to the curriculum
Educational Goals	Individualized goals based on student's needs and abilities	Accommodations to ensure equal access to education
Legal Protection	Protected by the Individuals with Disabilities Education Act (IDEA)	Protected by Section 504 of the Rehabilitation Act

Sign or Symptom	Suggests Need For
Needs teaching of self-regulation or coping skills	IEP
Can perform academically with minor adjustments	504
Struggles with transitions or has emotional outbursts	IEP or 504 – needs eval
Has a medical or mental health diagnosis	IEP or 504
Has already tried accommodations without progress	IEP

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.

What Accommodations are Most Helpful for Kids with ADHD, Anxiety, or Mood Issues?

Some supports work better than others depending on your child’s specific struggles. Whether it’s focus, anxiety, or emotional regulation, these accommodations can make a real difference in your child’s school day.

School Accommodations by Diagnosis

Condition	Recommended Accommodations
ADHD	Chunking assignments, extra time, visual schedules, frequent breaks, task checklists
Anxiety	Advance notice of changes, option to take breaks, quiet space for work or testing
Mood Disorders	Daily emotional check-ins, reduced workload, consistent adult support, modified expectations
Autism Spectrum	Visual schedules, sensory tools, structured transitions, social scripts
OCD	Reduced transitions, flexible deadlines, reassurance limits, private space if needed
PANS/PANDAS	Fatigue accommodations, modified homework, access to nurse/rest area, written instructions

What Happens After High School—Do These Supports Continue?

As your child prepares for college or life after graduation, you may wonder what happens to their IEP or 504 Plan. Let’s talk about how supports transition—and what your teen needs to know to keep getting the help they deserve.

IEPs end at graduation,but Section 504 can continue into college and work environments.

College Accommodations Under Section

Type of Support	Example
Academic Assistance	Note-taking support
Testing Accommodations	Extra time on exams
Course Modifications	Reduced course load

The earlier your child learns to self-advocate, the more empowered they’ll be beyond high school.

Expert Quotes About Special Education for Dysregulated Kids

“Parents are their child’s best advocate. Trust your gut and speak up early. Waiting too long can widen the learning gap.” — Pete Wright, Esq. Wrightslaw.com

“A good IEP starts with good data. Ask for evidence, not just opinions, at every meeting.” — Pete Wright, Esq. Wrightslaw.com

“School teams may not always understand invisible disabilities like anxiety or OCD.Educate them with facts and documentation.” — Understood.org

Next Steps for Accommodations and Special Education Supports for Dysregulation

Whether your child qualifies for a 504 Plan or an IEP, the point is not the label—it’s the support.

Your dysregulated child isn’t trying to be difficult. They’re telling you their nervous system is overwhelmed. With the right plan in place, school can feel safer, calmer, and more successful for them.

To learn more about specific accommodations, read these blogs:

Frequently Asked Questions About Special Education and Accommodations

Does 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 howa student learns. Modifications change whata 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 fromhttps://www2.ed.gov/parents/needs/speced/iepguide/index.html

U.S. Department of Education. (2016). Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools. Retrieved fromhttps://www2.ed.gov/about/offices/list/ocr/docs/504-resource-guide-201612.pdf

Wrightslaw. (n.d.). Section 504 & the ADA. Retrieved fromhttps://www.wrightslaw.com/info/sec504.index.htm

Always 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.

Dr. Roseann Capanna-Hodge

Dr. Roseann Capanna-Hodge is a licensed therapist, parenting expert, and pioneer in nervous system regulation. Known for her work on emotional dysregulation and co-regulation, she created the CALMS Protocol™ to help parents use brain-based tools to turn chaos into calm. A three-time bestselling author and top parenting podcast host, she’s been featured in The New York Times, Forbes, and Parents.