IEP vs. 504 Plan for Dyslexia: What Parents Need to Know 

An IEP and a 504 Plan are both school support plans for students with disabilities, but they serve different purposes. An IEP, or Individualized Education Program, is part of special education under the Individuals with Disabilities Education Act, or IDEA. It includes specialized instruction, annual goals, services, and progress monitoring for eligible students. The U.S. Department of Education explains that IDEA makes a free appropriate public education available to eligible children with disabilities and ensures special education and related services.

A 504 Plan comes from Section 504 of the Rehabilitation Act, a federal civil rights law that protects students with disabilities from discrimination. A 504 Plan usually focuses on access and accommodations so a student can participate in school. Oregon Department of Education guidance explains that Section 504 requires school districts to locate and identify qualified students with disabilities and provide FAPE, often documented in a 504 Plan.

What Parents Often Notice

Parents often start asking about an IEP or 504 Plan when reading difficulty is affecting school life.

They may notice:

• “My child is not keeping up with reading assignments.”
• “They need much longer than other students to finish work.”
• “They know the material but cannot show it well on tests.”
• “They avoid reading aloud.”
• “Spelling is affecting written work.”
• “They are not making progress with current intervention.”
• “They need audiobooks or text-to-speech.”
• “They are anxious, ashamed, or overwhelmed by school.”
• “I do not know whether to ask for an IEP, a 504 Plan, or more reading intervention.”

Those questions are common. The right plan depends on the student’s needs, the school’s evaluation, and whether the child requires specialized instruction, accommodations, or both.

The Simple Difference Between an IEP and a 504 Plan

The simplest distinction is this:

• An IEP provides specialized instruction and related services for students who qualify under IDEA.
• A 504 Plan provides accommodations and access supports for students with disabilities who need support to access school.

An IEP is usually appropriate when a student needs specially designed instruction because a disability affects educational progress.

A 504 Plan is usually appropriate when a student has a disability that substantially limits a major life activity, such as reading or learning, and needs accommodations or supports to access school.

Under IDEA regulations, an IEP must include information such as present levels of performance, measurable annual goals, how progress will be measured, special education and related services, and other required elements.

Section 504 is broader in a different way: it is a civil rights law that protects students with disabilities, including hidden disabilities, from discrimination in programs receiving federal financial assistance.

What Is an IEP?

An IEP is an Individualized Education Program.

It is created for a student who qualifies for special education under IDEA. The IEP is designed around the individual student’s needs.

An IEP may include:

• Present levels of academic and functional performance
• Measurable annual goals
• Specialized instruction
• Related services, when needed
• Accommodations
• Modifications, when appropriate
• Assistive technology, when appropriate
• How progress will be measured
• How parents will be informed of progress
• Placement and service information

The U.S. Department of Education describes the IEP as required for each public school child who receives special education and related services under IDEA, and says each IEP must be designed for one student and be truly individualized.

For a student with dyslexia, an IEP may be considered when reading difficulty is significant enough that the student needs specialized instruction to make progress.

What Is a 504 Plan?

A 504 Plan is a school plan developed under Section 504 of the Rehabilitation Act.

A 504 Plan is generally used to document accommodations, services, or supports that help a student with a disability access school.

For a student with dyslexia, a 504 Plan may include supports such as:

• Audiobooks
• Text-to-speech
• Speech-to-text
• Extra time on tests
• Reduced read-aloud pressure
• Access to notes or outlines
• Digital text
• Preferential seating
• Chunked assignments
• Alternative ways to demonstrate knowledge, when appropriate
• Spelling accommodations when spelling is not what is being assessed

Oregon Department of Education’s Section 504 page states that Section 504’s prohibitions on disability discrimination cover all parts of a school’s education programs and activities, and that school districts must provide FAPE to each qualified student with a disability, often documented by a 504 Plan.

A 504 Plan may be appropriate when a student does not need special education but does need accommodations to access learning.

Can Dyslexia Be Named in an IEP?

Yes.

The U.S. Department of Education has clarified that there is nothing in IDEA that prohibits the use of the terms dyslexia, dyscalculia, or dysgraphia in IDEA evaluations, eligibility determinations, or IEP documents.

This matters because some families have been told that schools “do not use the word dyslexia.” Federal guidance says the term may be used when appropriate.

Parents can ask:

• Does the evaluation address dyslexia?
• Can dyslexia be named in the evaluation or IEP if it describes my child’s needs?
• What reading skills are affected?
• What specialized instruction will address those needs?

The most important issue is not just the label. The plan should clearly describe the student’s needs and the instruction or accommodations required.

When a Student with Dyslexia May Need an IEP

A student with dyslexia may need an IEP when they require specialized instruction to make progress.

Signs that an IEP evaluation may be appropriate include:

• The student is significantly behind in reading
• The student is not making progress with general education intervention
• Decoding, fluency, or spelling difficulties are affecting school performance
• The student needs explicit, structured reading instruction
• The student requires measurable reading goals
• Progress needs to be monitored formally
• The student needs special education services or related services

An IEP should not simply list accommodations. It should include specially designed instruction and measurable goals when the student qualifies.

For dyslexia, the instruction should address the actual reading needs: decoding, word recognition, spelling, fluency, and related language skills.

When a Student with Dyslexia May Need a 504 Plan

A student with dyslexia may need a 504 Plan when they can participate in the general education curriculum but need accommodations to reduce barriers.

A 504 Plan may be appropriate when:

• The student reads slowly but understands grade-level content
• The student needs audiobooks or text-to-speech
• The student needs extra time on tests
• The student needs reduced read-aloud pressure
• The student needs support accessing written directions
• The student needs assistive technology
• The student needs accommodations but not special education instruction

Oregon’s 2025 Section 504 Handbook explains that a student who does not meet the IDEA definition of specific learning disability may still have a learning disorder that substantially limits a major life activity such as reading or learning, and may qualify for a 504 Plan on that basis if the condition substantially limits a major life activity.

For parents, the key question is: does my child need specialized instruction, accommodations, or both?

Accommodations Are Not the Same as Reading Instruction

This is one of the most important distinctions for families.

Accommodations help a student access school. They do not necessarily teach the student to read.

Examples of accommodations include:

• Extra time
• Audiobooks
• Text-to-speech
• Reduced read-aloud pressure
• Copies of notes
• Preferential seating
• Testing in a quieter location

These can be very important. But if a child cannot decode accurately or read fluently, accommodations alone may not be enough.

IDA explains that accommodations allow students to demonstrate knowledge without lowering expectations or changing what a test is intended to measure.

For a child with dyslexia, the strongest support often includes both:

• Instruction to improve reading skills
• Accommodations to access grade-level learning while skills develop

Common Dyslexia Accommodations

Common accommodations for students with dyslexia may include:

• Audiobooks
• Text-to-speech
• Speech-to-text
• Extra time
• Reduced copying
• Access to teacher notes
• Digital text
• Chunked assignments
• Reduced penalty for spelling when spelling is not the skill being measured
• Alternative formats for demonstrating knowledge
• Preview of vocabulary
• Support for note-taking
• Testing in a quiet location
• Avoiding cold read-aloud demands

The right accommodations should match the student’s needs. A student who reads accurately but slowly may need different supports from a student who struggles with decoding, spelling, writing, and fluency.

What Reading Goals Might Address in an IEP

For students with dyslexia, IEP reading goals should be specific enough to guide instruction and progress monitoring.

Depending on the student, goals may address:

• Phonemic awareness
• Decoding
• Word recognition
• Nonsense word reading
• Multisyllable word reading
• Spelling patterns
• Reading fluency
• Reading accuracy
• Morphology
• Written expression
• Assistive technology use
• Comprehension when affected by decoding or fluency

IDEA regulations require measurable annual goals and a description of how progress toward those goals will be measured.

Parents can ask whether the goals are specific enough to show real reading growth.

A vague goal such as “improve reading” is less useful than a goal that clearly identifies the skill, level, measurement method, and expected progress.

Questions Parents Can Ask at School

Parents can ask:

• Has my child been screened for risk factors of dyslexia?
• What reading skills have been assessed?
• Is my child struggling with decoding, fluency, spelling, or comprehension?
• Has the school considered dyslexia in the evaluation?
• Does my child need specialized instruction?
• Does my child need accommodations?
• Would an IEP evaluation be appropriate?
• Would a 504 Plan be appropriate?
• What intervention is currently being provided?
• Is the instruction explicit and systematic?
• How is progress being measured?
• What happens if my child does not make progress?
• Can dyslexia be named in the evaluation or plan when appropriate?

In Oregon, districts are required to screen for risk factors of dyslexia in kindergarten using an approved screening tool, and first-grade students who first enroll in Oregon public school in first grade must also be screened.

Screening is not the same as an IEP evaluation or a 504 Plan, but it can be part of the larger conversation about reading support.

IEP, 504, and Dyslexia Support in Portland and Oregon

Families in Portland and across Oregon may encounter several kinds of school support: dyslexia screening, reading intervention, a 504 Plan, special education evaluation, or an IEP.

The Blosser Center does not diagnose dyslexia through a reading assessment and does not determine school eligibility for an IEP or 504 Plan. Those decisions are made through the appropriate school or qualified evaluation process.

However, a Blosser reading assessment can help families understand a student’s reading strengths, skill gaps, and instructional needs. That information can help parents ask clearer questions at school meetings and understand whether their child may need structured literacy tutoring, accommodations, further evaluation, or school-based support.

Frequently Asked Questions

Is an IEP better than a 504 Plan?

Not necessarily. The better plan is the one that matches the student’s needs. An IEP is appropriate when a student qualifies for special education and needs specialized instruction. A 504 Plan is appropriate when a student needs accommodations or access supports but does not require special education.

Can a student with dyslexia get an IEP?

Yes, some students with dyslexia may qualify for an IEP under IDEA if they meet eligibility criteria and need special education services. Dyslexia may be discussed in evaluations, eligibility, and IEP documents when appropriate.

Can a student with dyslexia get a 504 Plan?

Yes. A student with dyslexia may qualify for a 504 Plan if dyslexia substantially limits a major life activity such as reading or learning and the student needs accommodations or supports to access school. Oregon’s Section 504 guidance specifically notes that a learning disorder such as dyslexia may qualify a student for a 504 Plan when it substantially limits a major life activity.

Does a dyslexia diagnosis automatically mean my child gets an IEP?

No. A diagnosis can be helpful, but schools still consider eligibility criteria, educational impact, and whether the student needs special education. Some students may need an IEP, some may need a 504 Plan, and some may need reading intervention without a formal plan.

Does a 504 Plan provide reading instruction?

A 504 Plan may include supports or services, but it is most often used to document accommodations and access supports. If a student needs specialized reading instruction, parents should ask whether an IEP evaluation is appropriate.

What accommodations help dyslexia?

Common accommodations include audiobooks, text-to-speech, speech-to-text, extra time, reduced read-aloud pressure, access to notes, digital text, quiet testing space, and spelling accommodations when spelling is not the skill being assessed.

Should dyslexia be named in the plan?

When dyslexia accurately describes the student’s learning needs, parents can ask that it be named. Federal guidance clarifies that IDEA does not prohibit using the terms dyslexia, dyscalculia, or dysgraphia in evaluation, eligibility, or IEP documents.

What should I do before a school meeting?

Gather reading assessments, report cards, work samples, spelling samples, intervention records, teacher notes, and your own observations. Write down your main questions before the meeting so the conversation stays focused on your child’s needs.

Related Blosser Center Resources

• What Is Dyslexia? A Parent’s Guide
• Signs of Dyslexia by Age
• Dyslexia Testing in Oregon
• Dyslexia Screening vs. Evaluation
• Dyslexia in Teens
• What Is Structured Literacy?
• Dyslexia Tutoring in Portland, Oregon
• What Makes Reading Tutoring Effective?

Sources and Further Reading

This article draws on information from:

• International Dyslexia Association
• Yale Center for Dyslexia & Creativity
• Oregon Department of Education
• Oregon Administrative Rules
• National Institute of Child Health and Human Development
• Decoding Dyslexia Oregon
• The Blosser Center’s instructional experience with structured literacy tutoring and reading assessment

When You’re Ready for Next Steps

If your child has dyslexia or suspected dyslexia and school support feels unclear, a reading assessment can help clarify reading strengths, skill gaps, and possible next steps. The Blosser Center provides structured literacy tutoring and reading assessments for families in Portland and across Oregon.

Schedule A Consultation

About The Blosser Center

The Blosser Center for Dyslexia Resources is a nonprofit literacy center in Portland, Oregon, serving students and families across Oregon through structured literacy tutoring, reading assessments, parent education, and professional training. We help struggling readers build the skills, confidence, and support they need to access the power of literacy.

Our work includes one-on-one tutoring for students with dyslexia and other reading challenges, reading assessments to clarify strengths and skill gaps, free parent education resources, and training for tutors and educators in structured literacy approaches, including Orton-Gillingham and Launch Literacy, our structured literacy approach that builds on the work of Steve Tattum.