IEP vs 504 Plans: Differences & What Parents Should Know

co-authored by Andrea Burcham

When it comes to ensuring a child who stutters is fully supported in the classroom, two tools can help: an Individualized Education Program (IEP) and a 504 Plan. Understanding which is right for your child and how to advocate for it can feel overwhelming, but the National Stuttering Association (NSA) is here to help!

This guide will break down the key differences, explain how they relate to stuttering, and offer practical tips to help you advocate effectively for your child.

What Is Stuttering & How Does It Impact School?

Stuttering is a communication difference characterized by involuntary disruptions in speech, such as repetitions, prolongations, or blocks. While it varies from person to person, stuttering can impact a child’s ability to participate fully in classroom discussions, oral presentations, or reading aloud. These challenges can affect not only academic performance but also confidence and social interaction. 

Classroom challenges children who stutter may face

Stuttering often varies with the situation. A student may speak more easily in casual conversation but stutter more during timed readings, cold-calling, or presentations. These moments aren’t just about the speech itself. Reactions like worry, avoidance, or frustration can play just as big a role in how stuttering impacts daily life.

Classroom demands can also intensify challenges. Rapid turn-taking, multitasking, or competing pressures often make speaking harder, even though this does not reflect a cognitive deficit. On top of that, children who stutter face a higher risk of social anxiety and may be vulnerable to teasing or bullying, which further reduces participation and self-esteem.

Academically, the most significant impact comes from speaking-heavy tasks. Students may avoid raising their hands, keep responses short, or struggle with presentations and reading aloud. Oral grades sometimes reflect fluency rather than knowledge, and the extra effort spent managing speech can pull focus away from learning.

Schools and speech-language pathologists (SLPs) can make a positive difference. Assessing participation—not just fluency—should guide IEP and 504 supports. Helpful accommodations include advance notice before oral tasks, options for smaller-group or prerecorded presentations, and grading that prioritizes content over delivery. Teacher education, peer awareness, and strong anti-bullying policies also help create a safe environment. When worry or avoidance becomes significant, collaboration with school counselors may be appropriate, alongside affirming therapy.

What Is an IEP?

An IEP is a legally binding plan developed under the Individuals with Disabilities Education Act (IDEA). It provides specialized instruction and services to help a child with a qualifying disability make meaningful progress in school. 

How SLPs support children through an IEP

SLPs are central to the IEP process for children who stutter. They examine how stuttering affects a student’s participation in class, social interactions, and academics, then work with an IEP team—including parents—to set individualized goals.

Examples of IEP goals for children who stutter

Instead of aiming for fluency, goals focus on effective communication, comfort in speaking situations, self-advocacy, and resilience. Supports may include direct therapy or consultation with teachers. SLPs also track progress, share updates with families and staff, and adjust services as needed so the student can participate fully and confidently in school.

Key features of an IEP:

• Requires a documented disability that affects educational performance (defined under IDEA)

• Involves a comprehensive evaluation by the school

• Provides individualized special education services

• Includes measurable annual goals, accommodations, and progress monitoring

• Developed by a team including parents, teachers, school specialists, and sometimes the child

Stuttering may qualify as a speech-language impairment under IDEA if it impacts the child’s ability to access the curriculum or participate fully in class. This means your child may be eligible for speech therapy or other accommodations, such as alternatives to oral presentations. 

The IEP Evaluation Process for Children Who Stutter

The evaluation for stuttering usually starts with a referral from a parent or teacher. A licensed SLP conducts a comprehensive assessment, which may include:

Steps in the evaluation process (referral, assessment, eligibility)

• Conducting interviews with students, parents, and teachers to understand how stuttering impacts school and social participation

• Speech and language samples in different settings (conversation, reading, structured tasks) to document the frequency and type of stuttering

• Standardized measures, such as the Overall Assessment of the Speaker's Experience of Stuttering (OASES), are used to capture how stuttering impacts daily functioning and quality of life

• Classroom observations to see how stuttering affects communication during learning and peer interactions

• Surveys or rating scales to assess emotional and social effects

Tools like the OASES assessment

Eligibility for services under IDEA requires showing that stuttering significantly interferes with educational performance, broadly defined as academics, communication, participation, and social-emotional impact. Even a mild stutter may qualify if it causes avoidance, anxiety, or participation barriers.

Why plans vary by state and district

State and district rules vary. Some use quantitative thresholds (e.g., percentage of stuttered syllables), which can overlook social-emotional or participation impacts. Others focus on functional impact, prioritizing evidence that stuttering affects classroom engagement or social communication. Different teams may weigh standardized tests, clinical judgment, observations, or teacher reports differently.

Because of these variations, a child may qualify for services in one state or district but not another. Parents should understand both the federal IDEA definitions and their state’s criteria. Advocacy, often with support from an SLP, can help ensure a child’s communication needs are recognized. In some cases, hiring an educational advocate—sometimes covered by insurance—can support parents if the IEP team isn’t addressing concerns.

What Is a 504 Plan?

A 504 Plan falls under Section 504 of the Rehabilitation Act of 1973, which protects students with disabilities from discrimination and ensures they have equal access to education.

Key features of a 504 Plan:

• Available to students with a disability that substantially limits one or more major life activities (including speaking)

• Does not require special education services

• Focuses on accommodations and modifications to support classroom access

• No requirement for measurable goals

• Developed by a school-based team, typically with input from parents

For children who stutter but don’t need speech therapy or special education services, a 504 Plan can still provide essential support—such as extra time for oral tasks, reduced-pressure speaking environments, or alternative ways to participate in class discussions. 

IEP vs. 504: Key Differences Explained

Common Accommodations for Students Who Stutter

Whether through an IEP or a 504 Plan, students who stutter may benefit from accommodations such as:

Accommodations that improve classroom participation

• Extra time or alternatives for speaking tasks (presentations, reading aloud, oral tests)

• Option to respond in writing instead of speaking

• Choice in participation: how and when to be called on

• Adjusted classroom seating

• Educating teachers and peers about stuttering

• Reduced involvement in high-pressure activities (popcorn or round-robin reading)

Does My Child Qualify for an IEP or 504 Plan?

Every child who stutters is different. Some may need intensive speech therapy and support, while others may only require minimal classroom accommodations. An evaluation process determines qualification based on the child’s unique needs and how stuttering affects their learning experience.

How to request an evaluation and prepare as a parent

Here’s how to start:

1. Document how stuttering affects your child at school

2. Request a formal evaluation from your school district in writing

3. Participate in the evaluation and provide input from your child’s SLP

The evaluation, usually triggered by a parent or teacher referral, is conducted by a licensed SLP and typically includes:

• Interviews with the child, parents, and teachers about how stuttering affects school and social participation

• Speech samples in different contexts (conversation, reading, structured tasks) to note type, frequency, and variability of stuttering

• Standardized measures, like the OASES, to assess daily functioning, participation, and quality of life

• Classroom observations to see how stuttering impacts communication and learning

• Surveys or rating scales to capture emotional and social effects

After the assessment, the IEP or 504 team meets to review results and determine eligibility for services.

Tips for Parents & Caregivers Advocating in Schools

The importance of keeping records and reviewing plans

Know your rights. You have the right to request evaluations and meetings, participate in meetings, and advocate for your child’s needs.

Keep records. Save copies of communications, evaluations, and plans. 

Role of teachers, peers, and school counselors

Speak up early. The sooner a plan is in place, the better your child can thrive.

The value of community and NSA resources

Join the community. Connect with other families through NSA Chapters, events, and resources.

Plans should also be reviewed and updated regularly. IEPs are revisited at least once a year, and 504 Plans should be reviewed periodically to ensure they continue to meet the student's needs.

Final Thoughts

Both IEPs and 504 Plans can be valuable tools in supporting a child who stutters—there’s no one-size-fits-all solution. What matters most is that your child feels safe, supported, and empowered to use their voice in the classroom.

Need more support? Reach out to the NSA or find an NSA Chapter to connect with others who understand the journey at WeStutter.org.