How to Get ADHD Accommodations at School: 504 Plans and IEPs Explained
In addition to a medication to treat ADHD or even without a medication to treat ADHD a 504 Plan or an IEP can be helpful for a student, even a college student, to access services and accommodations for ADHD. This way, academic success is more in reach.
Also, it’s important where you receive an evaluation. A variety of colleges and some schools will not consider accommodations if the student hasn’t been evaluated with proper objective measurement. This would often mean more than just a therapist stating “yeah, they got the ole ADHD,” but an actual report documenting a history of difficulty/impairment with attention span or even hyperactivity. Also, testing. This is where proof of a disability/diagnosis can be established.
This is especially true for advanced education, such as people taking the LSAT, Bar, MCAT, GMAT, and other higher-level testing. The groups that proctor these exams really put accommodation applicants under a microscope. This is because they want to make sure people aren’t reaching for an accommodation to give them an unfair edge. This makes it a bit more challenging for people with actual diagnoses to access the accommodations.
Again, this is why a proper diagnosis with clinical documentation and testing to support a diagnosis is key in assessing the accommodations. Of course, we do the testing, and we do the clinical interview that provides the documentation needed to help you or your child access the services. Now here’s some information about these plans, what they do and how they can help:
504 Plan vs. IEP: What’s the Difference?
If you are struggling in school because of a disability, you’ve probably heard two terms over and over: 504 Plan and IEP. They both provide support, but they are not the same thing. Understanding the difference can help you advocate more confidently for youself or your child.
What is a 504 Plan?
A 504 Plan is a written plan that gives a student with a disability accommodations so they can access the same education as their peers.
Comes from Section 504 of the Rehabilitation Act of 1973
Goal: Access – making sure the student can participate in school
Focus: Removing barriers, not changing what the student is expected to learn
Common for:
ADHD
Anxiety or depression
Medical conditions (diabetes, epilepsy, chronic illnesses)
Physical disabilities that affect access but not necessarily learning
What is an IEP?
An Individualized Education Program (IEP) is a detailed, legally binding document that provides special education services and accommodations to a student whose disability affects learning.
Comes from the Individuals with Disabilities Education Act (IDEA)
Goal: Specialized instruction – changing how and what the student is taught
Focus: Individual goals, services, and measurable progress
Common for:
Autism
Specific learning disabilities (dyslexia, dysgraphia, dyscalculia)
Speech and language impairments
Intellectual disabilities
Emotional/behavioral disabilities
Hearing or vision impairments
Multiple disabilities
Who Qualifies?
504 Plan Eligibility
A student may qualify for a 504 Plan if:
They have a physical or mental impairment
That impairment substantially limits one or more major life activities (such as learning, reading, concentrating, walking, breathing, etc.)
Key point:
The disability must affect access to school life, but it does not have to require specialized instruction.
IEP Eligibility
To get an IEP, two things must be true:
The student has one (or more) of the 13 disability categories under IDEA (for example: autism, specific learning disability, other health impairment, etc.), and
The disability requires special education to make progress in school.
If a child qualifies for an IEP, they automatically have protections under Section 504 as well.
What Each Plan Can Provide?
What a 504 Plan Can Include
504 Plans typically provide accommodations such as:
Extended time on tests and assignments
Tests in quieter rooms with less distraction
Preferential seating
Breaks during long tasks
Permission to leave class to see the nurse or counselor
Modified physical activity for medical needs
Use of technology (audio books, speech-to-text, calculator)
Reduced homework load (not always, but sometimes)
The important part:
A 504 Plan does not usually change what the student is expected to learn, just how they access it.
What an IEP Can Include
An IEP is more comprehensive. It can include:
Special education instruction (for example, small-group reading or math)
Related services:
Speech therapy
Occupational therapy
Physical therapy
Counseling
Transportation
Accommodations and modifications:
Accommodations: extended time, breaks, preferential seating
Modifications: changing what the student is expected to learn (shortened assignments, alternate grading, adapted curriculum)
Annual goals and specific ways to measure progress
A plan for transition to life after high school (starting by age 16 in most states, sometimes earlier)
How the Process Works
Getting a 504 Plan
A parent, teacher, or staff member raises a concern.
The school reviews existing information and may gather more data (not always a full evaluation).
A 504 team (often including the parent) decides if the student qualifies.
If yes, the team writes a plan outlining accommodations.
504 Plans are typically:
Shorter
Less formal
Sometimes reviewed annually, but timelines can vary by district
Getting an IEP
A parent or teacher requests an evaluation for special education.
The school asks for written consent from the parent to evaluate.
A comprehensive evaluation is completed (usually within a state-specific timeline).
An IEP team (including the parent) meets to review data and decide if the child qualifies.
If the child is eligible, the team writes the IEP document.
IEPs:
Are reviewed at least once a year
Include a full reevaluation at least every 3 years (unless the team decides otherwise)
Must follow strict legal timelines and procedures
Legal Protections and Enforcement
504 Plan
Federal law: Section 504 of the Rehabilitation Act
Protects students from discrimination
Schools must provide accommodations listed in the plan
Complaints usually go through:
The school/district
Or the Office for Civil Rights (OCR)
IEP
Federal law: IDEA (Individuals with Disabilities Education Act)
Guarantees a Free Appropriate Public Education (FAPE) tailored to the child
Includes strong procedural safeguards:
Written notices
Parent consent
Independent educational evaluation (in some circumstances)
Mediation and due process hearings
In practice, IDEA gives parents more formal rights and clearer procedural protections than Section 504 alone.
Which One Is Right for My Child?
Here’s a simple way to think about it:
504 Plan
Best fit when a student:
Has a disability
Needs access supports (like extra time, breaks, or health-related adjustments)
But can learn the general curriculum without specialized instruction
IEP
Best fit when a student:
Has a disability
Is not making adequate progress with regular classroom instruction alone
Needs special teaching, not just adjustments
Many parents start by asking:
“Can my child access what’s being taught?”
If not, a 504 Plan might be enough.“Even with access, is my child still not learning or progressing?”
That’s when an IEP evaluation should be considered.
Can a Child Have Both?
Typically, no separate 504 Plan is written for a student who already has an IEP.
Why? Because an IEP includes 504 protections and can list all needed accommodations plus special education services in one place.
Final Thoughts
Both 504 Plans and IEPs exist for the same reason:
To make sure students with disabilities can succeed in school.
A 504 Plan levels the playing field through accommodations.
An IEP goes further, providing specialized instruction, services, and detailed goals.
If you’re unsure which applies to you or your, you can:
Start by putting your concerns in writing to the school
Ask for a meeting or a formal evaluation for special education
Bring your observations, outside reports, and specific examples of where you or your is struggling