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IEPs, ALPS, and 504s… Oh my!

Updated: Jun 1

Making sense of school support plans.

A significant portion of my clinical practice involves conducting diagnostic evaluations for children and adolescents. After completing testing, I meet with families to review the results of the evaluation, and our conversation nearly always involves some discussion of what happens next at school. As a licensed psychologist and licensed school psychologist, I have encountered some common questions about school support programs, and hope to provide some clarity in this blog post.



What’s the difference between a 504 and an IEP?

This is by far the most common question that parents have about school support plans. If we use a sports analogy, we could say that a 504 makes sure everyone is playing on the same field, and an IEP is like having extra coaching for the players who need it. I don’t expect that clears everything up, however, so let’s go a little further into the topic.


The term ‘504’ is used as shorthand to refer to Section 504 of the Rehabilitation Act of 1973.(1) If that sounds official, that’s because it is. Section 504 of the Rehabilitation Act was one of the first civil rights laws offering federal protection for individuals with disabilities. In the school setting, it provides ‘accommodations’ which allows a student to access the classroom without being penalized or excluded as a result of a disability. Generally, parents (and sometimes the student, depending on age) will meet with members of the school staff to discuss what accommodation will be most helpful given a student’s needs. That plan will then be communicated to teachers so they are aware of what accommodation to provide. In elementary school, the student’s primary classroom teacher will often be in the meeting, though as students have more and more teachers in middle and high school the 504 plan is often sent to teachers by a school counselor after the plan is complete.


Wait, so what is an accommodation?

In general, accommodations are tools, changes to the environment, instructional/presentation strategies, or other supports which allow a student with a disability equal access to the educational setting. So, for example, students with ADHD often do not process information as quickly as other people, and experience symptoms of inattention which slow down their pace of work. So, a 504 accommodation might be to allow a student with ADHD extra time to complete tests. A student with ADHD who has difficulty with hyperactivity may have an accommodation which allows them to stand at their desk while working or take short movement breaks during the day without penalty.




Let’s consider another example for a student with autism spectrum disorder who is very sensitive to sounds in their environment. A 504 accommodation might be to allow that student to use noise-cancelling headphones or have advance warning for a fire drill. Let’s say a student on the autism spectrum has significant difficulty with changes in routine. In this case, an accommodation may be to provide advance notice when there will be a change in the normal school schedule, such as an assembly or a substitute teacher in art class. These accommodations do not require teaching of a new skill, but simply allow students to access the same learning opportunities as everyone else while considering their needs as a student with a disability.


How is that different from an IEP?

The term IEP is an acronym which is shorthand for Individualized Education Program. IEPs are also associated with federal legislation through the Individuals with Disabilities Education Improvement Act (IDEIA) which was updated most recently in 2004.(2) In addition to accommodations such as on a 504, IEPs include service to support students in areas of need. Services are ‘individualized’ based on a student’s needs (hence the name), and based on the student’s needs may be provided by one or more of the following individuals:

  • Special Education Teacher – A special education teacher is specially licensed to provide intervention services in reading, writing, and mathematics. In elementary school, services provided by a special education teacher often occur outside the classroom in small-group settings. In middle and high school, special education teachers are often present in the classroom to provide support as part of a ‘co-teaching’ model, in which the general subject matter teacher and the special education teacher are present at the same time.

  • Speech-Language Pathologist (SLP) – An SLP is a specially trained professional with expertise in supporting students with a wide range of language-based difficulties, such as articulation or difficulties with pragmatic language (i.e., use of appropriate greetings and conversation skills).

  • Mental Health Provider – A school-based mental health provider is often a school social worker or a school psychologist. These professionals do much the same job when it comes to supporting students in small groups to practice emotional regulation, perspective-taking, and social problem-solving skills.

  • Physical/Occupational Therapy Provider (PT/OT) – These professionals are in high demand and are often assigned to multiple school in a district so that they are only in a school for one or two days per week. PT/OT providers have expertise in supporting students with mobility challenges, sensory processing difficulties, and fine motor problems.

  • Other providers – For students with vision and hearing needs, districts often have specialists who work with students on an as-needed basis, but do not generally have a school in which they work full-time.


It’s important to note that most students with an IEP do not need support from all of these providers, and some may only need support from one or two. When considering a student for an IEP, schools will conduct an evaluation to determine eligibility. Basically, that means the school will do some testing to determine if there is a significant ‘educational impact’ through which a student can qualify to receive services under one (or more) of the federally defined eligibility categories. (3)




Here's where things can get a little confusing. There are thirteen (or fourteen, if you separate Deafness and Hearing Impairment) eligibility categories under which a student can receive services. These categories range from specific (Autism Spectrum Disorder) to more broad (Other Health Impairment). Students with ADHD, for example, who qualify for an IEP based on the level of ‘educational impact’ will generally receive services under the category of Other Health Impairment. However, the educational criteria to qualify for an IEP under the category of Autism Spectrum Disorder are different from the diagnostic criteria that a psychologist uses. This means that a student can have a diagnosis of autism from a psychologist yet not qualify for an IEP if the school evaluation determines the condition does not cause a significant enough impact on their education.


In such cases, parents often ask for support from members of the community, such as educational advocates, if they feel their child’s needs are not being appropriately identified or supported in the community. Though this can be a challenging step to take, my experience as a school psychologist is tat it is often helpful for families. The special education system can be confusing, and this blog barely scratches the surface. See the links below this blog for more information about IEPs, 504s, and advocacy services. It is also important to note that students do not always need a medical or psychiatric diagnosis to receive services via an IEP or a 504. If you have concerns about your student’s learning or social functioning at school, feel free to reach out to them about those concerns. You don’t need a doctor’s note to start the conversation!


But wait! There’s more…

Before we wrap up, it’s important to note that learning differences aren’t always disabilities. Students with exceptional abilities also benefit from specialized support, and this can be delivered through an Advanced Learning Plan (ALP).(4) ALPs don’t have the level of legal paperwork or ‘weight’ generally associated with IEPs and 504s, but in many cases can be equally important to a student’s wellbeing and success. In some cases, a student may have a 504 to provide accommodations for a condition such as ADHD, and an ALP to provide enrichment due to exceptional abilities in cognitive problem-solving. Students who have both types of support need are referred to as Twice Exceptional, and there are many wonderful resources about this unique learning profile available online.




Thank you for taking the time to read this blog. The information I’ve provided here may have answered some questions yet led to many more (parenting can be like that). As the parent of a child who receives support via a 504 plan at school, I am very much aware of how intimidating all this information can be. Even with my background and training, it can be an overwhelming process. Therefore, please take some time to look through the links I have provided below, and don’t hesitate to reach out if you feel I can help provide support in your child’s educational journey. Even if I am not able to work directly with your family, I will do my best to connect you with someone who can.


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