Gifted Issues Discussion homepage Forums Twice Exceptional iep vs 504 plan?

I would recommend the IEP if you can get it. Accommodations are included as a part of the IEP document/plan, and the IEP will include *more* than a 504 can in terms of services/etc from the school. There are key differences between an IEP and a 504 plan - I will try to explain it, but it's possible someone else will be better able to explain it clearly. I'll also add that reading up at www.wrightslaw.org is a great place to start (and refer back to lol!). A 504 provides a document and a plan that outlines how access to FAPE (free appropriate public education) will be provided for a student who has a disability that requires accommodations not routinely already provided to all students within the school. A student who needs eyeglasses to see has what is technically considered a "disability" but they do not need a 504 plan, because schools routinely allow students to wear eyeglasses during class. A student who has to type to show their knowledge, however, may need a 504 plan to document their right to use a keyboard during class or on tests etc. because not all students routinely use keyboards and in some instances, some teachers may specifically require handwriting for students who are able to use handwriting to show their knowledge. A 504 does *not* include individualized instruction/goals or modifications to instruction/classroom work/etc, which an IEP can include.

I am not sure exactly how to explain it but in general, an IEP is a stronger document to have. When you leave the IEP program (either because it's no longer needed or because a student is graduating high school), it's relatively straight-forward to move the accommodations being used to a 504 plan.


Our ds has had both an IEP and a 504 plan (not at the same time - his 504 accommodations were a part of his IEP plan at the time).


The individual IEP is put together by a team that meets at the school - this team is usually made up of parents/teachers/one school rep/SPED rep at the school/possibly a district SPED rep/and OT/SLP/as needed from school district + any professionals parents want to call in to participate in a team meeting. The decisions re what goes into each student's IEP are determined by that student's IEP team. The laws that put IEPs into place and define what they are/aren't are *Federal* laws in the US. Each state will have a SPED policy outline that the school districts within the state follow in order to be in compliance with IDEA (the Federal statute), and each school district may add to that policy but can't violate the state policy in establishing their own SPED policy.


I believe it's irrelevant. The important things to have when applying for SAT/ACT accommodations are documentation showing a history of using the same accommodations you are asking for, and documentation of diagnosis plus documentation showing the "current" (3-5 years out) status of the impact of the disability. Both a 504 and an IEP can show a record of accommodations. The key for SAT/ACT (and state testing) accommodations is that the same accommodations you request for testing must also be used for classroom/etc testing - you can't request something extra for standardized/state/SAT/ACT that a student doesn't need as a routine accommodation.

I'd definitely follow through with the IEP if that's what your school recommends. The one downside to the IEP (and this is something you can prevent from happening if you are mindful of it) is that sometimes (in our school district), high school students who are on IEPs are required to take a study hall at the end of the day, where a SPED staff person will help the students with organization skills etc and the students can get a head start on homework or help if they need it. This typically doesn't work well for gifted students who might not need/want the extra study hall or who have other classes they need to take and would lose out by giving up an elective class.

Best wishes,

polarbear