Section 504

"A 504 Plan and an IEP are both intended to protect a student with a disability to ensure that they are learning in the least restrictive environment...The way in which a student qualifies for services under each plan is a major difference...They both require that a student have a documented disability, but there are additional requirements beyond having that disability to receive Special Education services. A student must meet criteria under one of the categories of special education. Each of those categories have specific criteria mandated by the Department of Education. In addition to having a disability, there must be clear data to support that the disability creates an adverse impact on educational performance and that specialized instruction is essential for the child to be successful. In other words, a student can have a disability, yet not qualify for special education services or an IEP." --- School Psychologist Files

Also retrieved from School Psychologist Files:

Examples of students who have a disability and benefit from a 504 Plan, rather than an IEP.

• A student with an Autism Spectrum Disorder who is doing well academically, but need social skills assistance or a specific accommodations such as a visual calendar.
• A student with Attention Deficit Hyperactivity Disorder that does not need specialized instruction, but would benefit from additional time in a less distracting environment for tests and accommodations such as preferential seating or physical breaks.

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At the bottom of this page I have attached a file entitled 'Section 504 NASP Article'. This is a resource created by the National Association of School Psychologists (NASP). It is a guide for parents and educators on Section 504, what it entails, and what it looks like in a school system.

Here is some additional information on Section 504. This is an image retrieved from School Psychologist Files that briefly describes the difference between an IEP (through Special Education) and a 504.