When your child is struggling in school, whether it is ADHD, dyslexia, anxiety, medical needs, or something entirely different, it can feel overwhelming to figure out what support they are entitled to and how to actually get it. I understand that feeling deeply because we have walked both roads.
My sister had an IEP for 22Q Deletion Syndrome. Our oldest has a 504 plan for dyslexia, and our youngest has one for ADHD. As an elementary and preschool teacher, I’ve also sat on CSE (Committee on Special Education ) and CPSE (Committee on Preschool Special Education) teams evaluating children for services. I have attended these meetings as a sister supporting my parents, as a teacher supporting students, and as a mother advocating for my own kids.
The process can sound complicated and even a little intimidating, but I promise it is worth every step. Here is what the journey might look like and, if you are a parent seeking support, steps you can take to get started.
What Is a 504 Plan?
A 504 Plan is a school plan that helps children with disabilities or medical needs. It ensures they are treated fairly and receive the tools they need to learn just like everyone else. A 504 provides accommodations, meaning special supports that help make school more accessible.
A 504 helps your child fully participate in school by offering accommodations such as:
- preferential seating
- extended time on tests
- breaks for emotional regulation
- access to audiobooks or speech-to-text
- reduced distractions
- behavior support strategies
- access to the nurse for medical needs
- organizational or executive functioning support
A 504 does not change what your child is expected to learn. It changes how they access it.
How to Get a 504
The 504 process is generally more straightforward than an IEP. Here is what you do:
- Write a request for a 504 evaluation (email is fine).
- Send it to your child’s principal, school counselor, or district 504 coordinator.
- Provide documentation of the diagnosis if you have it.
A team made up of teachers, the counselor, the school psychologist, and the parent reviews the information together and creates accommodations if the child qualifies.
No CSE meeting is required, and there is no lengthy evaluation timeline. For many kids with ADHD, anxiety, medical needs, or mild learning struggles, a 504 is the right level of support.
What Is an IEP?
An IEP (Individualized Education Program) falls under IDEA, the Individuals with Disabilities Education Act. An IEP is designed for children who require specialized instruction, not just accommodations.
An IEP may include:
- specialized reading, writing, or math instruction
- speech therapy, OT, PT, or counseling
- modifications to the curriculum
- individualized goals and objectives
- progress monitoring
- accommodations and services
- legal protections
- a detailed plan outlining how your child will learn and succeed
An IEP changes both what and how a child learns based on their needs.
How to Get an IEP
The IEP process must go through the Special Education Department, not your school building.
This means:
- You must petition your district in writing requesting a full special education evaluation.
- The district has a legal timeline to respond and conduct evaluations.
- After evaluations, the family meets with the CSE (Committee on Special Education).
- The CSE determines eligibility and creates the IEP.
The CSE Typically Includes:
- parents
- a special education teacher
- a general education teacher
- the school psychologist
- a district representative
- sometimes a counselor, social worker, or related service provider
Who Attends?
- Elementary: Parents and school or district staff attend. Children do not participate.
- Middle and High School: Students are invited and encouraged to attend and advocate for themselves.
This shift is powerful. Teens learn to understand their needs, their strengths, and their voice. These skills carry into college and adulthood.
Our Experience as a Family
We have navigated both systems.
Our son with ADHD needed support with focus, regulation, organization, and classroom expectations. A 504 plan was the right fit and has provided the accommodations he needs.
Our daughter, however, cannot access reading the same way her peers do. Visual dyslexia affects how her brain processes written text, and she needs specialized instruction. That meant petitioning the district for a full CSE evaluation.
Both pathways have value. Both can change a child’s school experience. Both require parental advocacy.
What Parents Need to Remember
Here is the most important truth:
The school may not initiate this process. But you can. And you should if your child is struggling.
Do not wait for them to recommend testing.
Do not assume you are overreacting.
Do not let persistent concerns go unheard.
You know your child best.
Your voice matters.
You are legally entitled to request support.
How to Start Today
If you think your child needs help:
- Write an email requesting a 504 evaluation through your school building.
- Write an email requesting an IEP evaluation through the Special Education Department.
One simple email can open the door to life-changing support for your child.
Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up. — Galatians 6:9
Grace in the Disarray 