You know your child better than anyone. If you ever have concerns about the way your child talks, moves, plays, learns, or interacts with others, don’t hesitate to bring them up with your pediatrician.

You don’t have to wait and see if a concern goes away on its own. Asking questions early can help your child get the support they need sooner—and early support can make a meaningful difference in a child’s development, success in school, and overall future.

Early Intervention

For babies and young children, getting support may include early intervention services to help with developmental delays or disabilities.

When a child turns 3, their services typically transition from early intervention programs to services provided through the school system. This transition can feel like a lot for families to navigate, especially when a child has special health care needs or a developmental disability.

Some children may not need developmental services until after they begin school. In those cases, families may discover that their child needs additional support as they grow and learn.

As a parent or caregiver, you play an important role in advocating for your child. You can help make sure your child gets the services, resources, and support they need to learn and thrive. The information below is designed to help you better understand the process and make navigating these services a little easier.

IEP v. 504 Plan

The Individuals with Disabilities Education Act (IDEA) helps protect a child’s right to a free and appropriate public education, regardless of whether they have a physical or mental disability. Two common ways schools provide support are through an Individualized Education Program (IEP) or a 504 plan.

Individualized Education Programs (IEPs)

An IEP is a formal, individualized plan for a student who needs specialized education and additional support at school. The plan outlines specific, measurable goals for the child and the services and instruction they will receive to help them reach those goals.

IEP goals may focus on areas such as:

• Fine motor skills
• Communication
• Activities of daily living
• Reading, writing, or math skills

An IEP may also include specialized instruction, classroom accommodations, or support services. Depending on a child’s needs, these services might include:

• Speech and language therapy
• Physical therapy
• Occupational therapy
• Specialized transportation
• Mental health counseling

IEP goals are reviewed regularly, and the child’s progress is monitored and reported to the family.

504 plans

A 504 plan provides accommodations for students with a physical or mental impairment that substantially limits one or more major life activities, such as eating, sleeping, standing, lifting, concentrating, or communicating.

Unlike an IEP, a 504 plan generally focuses on removing barriers that make it harder for a student to access and participate in school. It does not typically provide specialized instruction or require the same type of measurable educational goals and progress reporting as an IEP.

Examples of accommodations in a 504 plan may include:

• Extra time on tests
• Additional breaks during physical education
• Shorter or modified assignments
• More frequent bathroom breaks or unrestricted bathroom access

The goal of a 504 plan is to help ensure that students with disabilities have equal access to education and the opportunity to participate in school alongside their peers.

	IEP	504 Plan
Requires measured annual goals with progress reports.	Yes	No
Must include post-secondary transition services.	Yes	No
Requires child to fit one of 13 categories of conditions requiring extra support.	Yes	No
Has formal, measurable goals.	Yes	No
Requires accommodations to assist free appropriate public education.	Yes	Yes
Requires the school to address health needs of children at risk for severe disease.	Yes	Yes
Can incorporate a health plan to help prevent transmission of diseases to vulnerable children (e.g., sanitizing equipment, avoiding shared toys or tools).	Yes	Yes
For children who need special support but not necessarily specialized instruction.	No	Yes
Requires the child to have a record of physical or mental impairment substantially limiting one or more major life activities.	No	Yes
Provides accommodations beyond kindergarten through 12th-grade education at the post-secondary level.	No	Yes

Every child who receives special education services has a written plan called an Individualized Education Program (IEP).

An IEP is created specifically for your child and outlines their educational goals, the services and support they will receive, and other resources the school will provide to help them learn and succeed.

Special Education: Your Pediatrician’s Role

If you believe your child may benefit from special education services, you can request an evaluation from your child’s school district in writing. Your pediatrician may be able to help you prepare a letter requesting the evaluation.

If your child currently receives early intervention services, their early intervention team can also help your family prepare for the transition to school-based services. Planning for this transition can begin when your child is around 2 years old.

An IEP is created after the school completes a formal evaluation of your child. The evaluation looks at your child’s current skills and abilities and helps determine whether they qualify for special education services. To qualify, a child must meet the criteria for one of the 13 disability categories recognized under federal special education law, and the disability must have an impact on their educational performance.

What is included in an IEP?

Every IEP is individualized, but it generally includes information such as:

• Your child’s current academic and functional performance
• Measurable goals for the school year
• How and when your child’s progress will be reported to you
• The services and supports your child will receive at school
• How your child will participate in the classroom and school activities alongside peers without disabilities
• How your child will participate in state and district-wide assessments

The IEP should also explain when services will begin, where they will be provided, and how often and how long they will occur. It should address how the school will respond if your child’s needs change over time.

Depending on your child’s needs, an IEP may include related services such as:

• Specialized transportation
• Speech and language therapy
• Occupational therapy
• Counseling or other mental health services

Some children may also qualify for services during times when school is not typically in session. If so, the IEP should describe the services and supports that will be provided during those periods.

Who helps create an IEP?

An IEP is developed by a team of people who know your child and understand their educational needs. The team may include:

• The child’s parents or caregivers
• A general education teacher
• A special education teacher
• A school psychologist
• Therapists or other related-service providers
• A school administrator
• Other school personnel, as appropriate

As a parent or caregiver, you are an important member of this team. Your knowledge of your child, their strengths, challenges, and needs can help the team create a plan that is meaningful and appropriate for your child.

Tips for The First IEP or 504 Meeting

The first IEP or 504 plan meeting can bring up a lot of emotions. Parents and school staff may both have questions, concerns, and hopes for the child’s future. Learning about your rights and the types of services and accommodations available can help you feel more prepared for the conversation.

For an IEP, the school must hold a meeting within 30 days after determining that a child is eligible for special education services. Parents are an important part of the team and may invite other people to attend the meeting, such as an advocate or a member of their child’s early intervention team.

An IEP must be reviewed at least once a year to discuss your child’s progress and determine whether the goals and services continue to meet their needs. The plan can be updated when your child’s needs change.

Remember, you do not have to sign an IEP immediately at the end of the meeting. You may want to take time to review the plan and discuss it with other members of your child’s care team, such as their pediatrician, therapists, or other professionals who know your child well, before signing.

When the IEP or 504 Plan Isn’t Working

An IEP should include regular reviews of your child’s progress. If you feel your child’s plan is not meeting their needs, a good first step is to talk with their teacher and support team. This can help determine whether the services and accommodations outlined in the IEP are being provided as planned.

You also have the right to request a formal meeting to review your child’s IEP and discuss whether changes are needed.

A 504 plan does not have the same formal progress-review process as an IEP. However, parents and caregivers can still talk with the people involved in supporting their child, such as their teacher, therapists, school nurse, and 504 coordinator. You can also request a meeting to discuss your child’s needs and accommodations, although schools may not be legally required to hold a meeting in the same way they are for an IEP.

Your child’s pediatrician can also be a helpful resource. They can answer questions, offer guidance, and may be able to provide a letter of support. While a pediatrician does not determine which educational services or accommodations a child receives, their medical perspective can help the school team better understand your child’s condition and how it may affect their ability to learn and participate at school.

Requesting or Adjusting an IEP or 504 Plan

To request an IEP or 504 plan

1. Find the right person to contact.
Ask your child’s school who coordinates IEPs or 504 plans.

2. Make your request in writing.
Send a written request to the appropriate coordinator. Clearly explain your concerns and why you believe your child may need additional support. Include any relevant documentation that may help explain your child’s needs, and keep a copy of your request for your records. Be sure to include the date, and follow up if you do not receive a response.

3. Talk with your child’s pediatrician.
Your pediatrician can help you understand your child’s needs and offer guidance about possible recommendations. In some situations, they may also be able to provide a letter of support. However, the school team ultimately determines which educational services and accommodations are appropriate.

To request changes to an IEP or 504 plan

Start by talking with your child’s teacher.
Before requesting changes, talk with your child’s teacher and support team to make sure the current IEP or 504 plan is being followed as written.

For an IEP:
You can raise your concerns during the regular review of your child’s plan and ask the team to consider changes to the goals, services, or accommodations. You can also submit a written request for a reevaluation or a change to the IEP. Be as specific as possible about your concerns and the changes you believe may help your child.

For a 504 plan:
You can talk with your child’s teacher or 504 coordinator and request a meeting to discuss your child’s needs. You may also request a team meeting to review the plan and consider changes. However, the legal requirements for 504 plan meetings are different from those for IEP meetings, and the school may not be required to hold a meeting in the same way it is for an IEP.

Advocating for Your Child

Navigating developmental services, IEPs, and 504 plans can feel overwhelming, especially when you are trying to understand a system that may be new to your family. Remember that you do not have to figure it all out at once—and you do not have to navigate it alone.

You know your child best. Your observations, questions, and concerns are valuable parts of the conversation about your child’s education and development. Whether your child needs early intervention, specialized instruction, classroom accommodations, or other support, speaking up early can help connect them with the resources they need to learn and thrive.

If you are concerned about your child’s development, learning, behavior, or ability to participate at school, talk with their teacher, school support team, and pediatrician. Your child’s pediatrician can help you better understand your child’s needs and guide you toward additional resources when appropriate.

Every child learns and develops in their own way. With the right support and a team working together, children can build on their strengths, overcome challenges, and reach their full potential.

More Information

• What to Do If Your Child is Falling Behind in School
• Learning Disabilities & Differences: What Parents Need to Know
• Using a Team Approach to Support & Monitor Your Child’s Development
• Health Problems at School: How School Nurses Can Help
• Individuals With Disabilities Act (U.S. Department of Education)
• Parent Center for Information and Resources
• Family Voices Webpage

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