Home > Ask the Advocate > Key Differences Between Section 504 and IDEA by Pat Howey, Special Education Advocate

The Special Ed Advocate newsletter
It's Unique ... and Free!

Enter your email address below:

2019 - 2020
Training Programs

May 23 - York, PA

July 28 to Aug 2 - ISEA

Sept 12 - York, SC

Sept 18 - ABQ, NM

Oct 4-5 - Lawrence, MA

Oct 24 - BWI Airport, MD

Nov 3 - Ann Arbor, MI

Full Schedule

Be a Hero ...

 Jason at Ft. Benning
... to a Hero
Learn more


Topics from A-Z
Free Newsletter
Seminars & Training
Yellow Pages for Kids
Press Room

Books & Training

Wrightslaw Storesecure store lock
  Advocate's Store
  Student Bookstore
  Exam Copies
Training Center
Bulk Discounts
New! Military Discounts
Mail & Fax Orders

Advocacy Library

Cool Tools
Doing Your Homework
Ask the Advocate
Newsletter Archives
Short Course Series
Success Stories

Law Library

Fed Court Complaints
IDEA 2004
McKinney-Vento Homeless
Section 504


American Indian
Assistive Technology
Autism Spectrum
Behavior & Discipline
College/Continuing Ed
Due Process
Early Intervention (Part C)
Episodic, such as
   Allergies, Asthma, etc

Future Planning
High-Stakes Tests
Homeless Children
IDEA 2004
Identification & Child Find
Juvenile Justice
Law School & Clinics
Letters & Paper Trails
Military / DOD
Parental Protections
PE and Adapted PE
Privacy & Records
Procedural Safeguards
Progress Monitoring
Related Services
Research Based Instruction
Response to Intervention (RTI)
School Report Cards
Section 504
Teachers & Principals
Twice Exceptional (2e)
VA Special Education

Resources & Directories

Advocate's Bookstore
Advocacy Resources
  Disability Groups
  State DOEs
  State PTIs
Free Flyers
Free Pubs
Free Newsletters
Legal & Advocacy
   Legal Terms
   Assessment Terms
Best School Websites

Key Differences Between Section 504 and IDEA
by Pat Howey

Print this page

Are you confused about the differences between Section 504 and IDEA? You aren't alone. It's important for the parent to understand that their
child has different rights under Section 504 and IDEA.

Here are a few important differences between these two laws.

1. Section 504 does not require written plans.

2. Parents have few rights under Section 504.

3. The school does not have to invite the parent to the meeting when the 504 plan is developed. The school must notify the parent that a 504 plan was developed.

4. Section 504 has fewer procedural safeguards to protect the parent and child.

5. What appears to be discrimination may really not be discrimination.

6. Section 504 protections follows the child after s/he leaves the public school system. IDEA does not.

Section 504 of the Rehabilitation Act covers several areas: preschool, elementary and secondary schools, employment practices, accessibility, health, welfare, and social services.

Minimal Parental Rights Under Section 504

Parents have few rights under 504 but they do have minimal rights.

Section 504 does not require the school to invite the parents to 504 meetings.

Section 504 does require schools to develop a system of procedural safeguards that includes notice (presumably to parents), an opportunity for the parent to review records, and an impartial hearing and review procedure.

Schools can comply with these requirements by using the procedural safeguards in IDEA but are not required to do so.

Many schools develop IDEA-like procedures to protect themselves. These schools know that if they develop an IEP, regardless of how pitiful the IEP is, the Office of Civil Rights will find that the school offered FAPE (free appropriate public education) under Section 504.

Section 504 Does Not Require Written 504 Plans

Parents are often surprised to learn that Section 504 does not require the school to develop a written 504 Plan.

Section 504 requires that the school develop a plan but does not require a written document.
One way to handle this is to request an IEP that is developed in accordance with IDEA.

Your school, school district or state may have developed a policy of using a procedural safeguards in a written 504 plan that are similar to those in IDEA, but this is not required under Section 504.

However, written policies have been required since 1973 under the self-evaluation section of Section 504. (The Americans with Disabilities Act also includes a provision about self-evaluation.)

A Free, Appropriate Public Education Under Section 504

Does Section 504 require schools to provide the child with an appropriate public education?

Under Section 504, an "appropriate" education means an education that is comparable to the education provided to students without disabilities. This may include regular or special education services. Students can receive related services under Section 504 even if they are not provided with special education services.

The purpose of IDEA is different:

“to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living” and “to ensure that the rights of children with disabilities and parents of such children are protected … (Section 1400(d))” (Wrightslaw: IDEA 2004, page 33)

Individualized Education Plan (IEP)
Under IDEA

The Individualized Education Program (IEP) developed under IDEA may be used for the Section 504 plan. The IDEA requires the IEP to be written and include many specific details about services, accommodations, modifications, the degree to which the child will not be educated with nondisabled students and more. You need to read these requirements.

Section 504 Follows the Child, IDEA Does Not

When the child graduates from high school with a regular diploma or reaches the age of 22, the child's entitlement to rights under IDEA ends. IDEA rights do not follow the child into college or the workplace. Section 504 provides protections against discrimination after the child leaves public school.

Parents have no rights after their child leaves public school under Section 504 or IDEA.

Read more articles by Pat Howey in Ask the Advocate including:

Understanding the Playing Field: Power Struggles, Meetings, Follow Up Letters

Advocacy Strategies: Filing a Complaint with the State

Meet Pat Howey

Pat HoweyPat Howey has a B.A. in Paralegal Studies from Saint Mary-of-the-Woods College where she graduated with honors.

She is an active member of the Council of Parent Attorneys and Advocates (COPAA) and other organizations. In 2004, the Learning Disabilities Association of Indiana honored Pat with its Outstanding Service Award for her commitment and compassion towards students with disabilities.

Pat Howey writes articles and answers questions in Ask the Advocate.

As a member of the Wrightslaw Speakers Bureau, Pat Howey provides training for parents, educators, and others who want to ensure that children receive quality special education services.
Learn more about Pat.

Wrightslaw programs are designed to meet the needs of parents, educators, health care providers, advocates, and attorneys who represent children with disabilities.

"Changing the World -- One Child at at Time."

Contact Information
Pat Howey
Special Education Consulting
POB 117
West Point, Indiana 47992-0117
Website: patriciahowey.com
Email: specialedconsulting@gmail.com

Revised: 03/22/12

To Top