Paraprofessionals can be expected at any given time to support students through two distinct legal frameworks: 504 Plans and Individualized Education Programs, or IEPs. 

Special education teachers working with administrators design these plans. Paraprofessionals help implement them.

In this article, we explain what each framework means. We also identify how you, as a paraprofessional, can operate effectively within each system.

Understanding 504 Plans

The name “504 Plan” comes from Section 504 of the Rehabilitation Act of 1973. This was a civil rights law prohibiting discrimination, specifically against individuals with disabilities. 

It’s different from special education law in that it does not specify individualized instruction. The point of a 504 Plan, rather, is to guarantee access.

Qualifying students have either physical or mental impairments that directly impact their ability to learn. 

If you’re familiar with IEPs, which we’ll explain a little bit later, this might sound like familiar territory.

The biggest difference is that Section 504 eligibility is broader. It could include kids with ADHD, diabetes, anxiety, or other disorders. 

It’s also a common educational instrument for students with acute symptoms — for example, a temporary injury that would not qualify them for special education but does still require instructional modification.

504 Plans will list specific accommodations, but in the context of how instruction is delivered, not on what is taught.

 A common 504 Plan accommodation might include additional time to take tests, preferential seating placement, or fidget breaks.

 They could also be very practical. For example, a student with diabetes will need 504 Plan accommodations that specify their need for snack breaks or possibly even trips to the nurse’s office.

In the context of paraprofessional work, it’s important to understand that:

• Curriculum and learning standards remain the same.

• The work you do is focused on accessibility.

• Your goal is to adjust methods rather than content.

Students in 504 Plans will have the same ultimate objectives as general education students. In that way, there’s no need for separate data taking. 

The job is simply to ensure consistent accessibility for the students at every turn.

Understanding IEPs

IEPs are a product of the Individuals with Disabilities Education Act, usually referred to as IDEA. This is a federally enforced special education law. It guarantees that eligible students will receive specialized instruction.

There are currently thirteen specific disability categories. These include, but are not limited to:

• Autism

• Specific learning disabilities

• Emotional disturbance

• Intellectual disability

• Speech-language impairment

• Other health impairment

Students who qualify for an IEP require specially designed instruction in order to make progress. 

While someone on a 504 Plan requires modification to general education coursework, kids with IEPs generally require modified instruction that goes beyond simply changing the way they work. Often, course content is adjusted toward their ability level. 

 In this way, the bar for IEP compliance is considerably higher than that of 504 Plan eligibility.

IEPs are both comprehensive and legally binding. They are also heavily shaped by data. An IEP plan will include information on the student’s present academic achievements, their functional performance, and their measurable annual goals. 

They will have built-in progress monitoring benchmarks. They will also include a very detailed report of the special education services that the child is going to receive. 

In many cases, additional adjacent services will also be documented. This could include things like speech or occupational therapy.

IEP plans often involve learning accommodations that are similar to those of a 504 Plan. But the big difference is that IEP plans modify not just how the student learns, but what they learn. This might mean:

• An adjusted curriculum

• A reduction in assignments

• A different set of performance standards which the child is evaluated on

IEPs are reviewed annually. Progress reports are sent to parents, and teams meet regularly to assess the IEP and make adjustments as needed.

The Role of Paraprofessionals in IEPs

Paraprofessionals are more accountable within an IEP framework than they are when it comes to administering 504 Plans.

 As a paraprofessional, your job will often be to help implement specialized instruction strategies. 

You’ll assist the primary special educator in delivering a modified curriculum. You may also help collect data and execute intervention plans.

 The work is more heavily documented and specialized compared to 504 Plans.

The Paraprofessional’s Role in Implementation

Paraprofessionals play a flexible role in educational intervention. Identifying where you fit into the mix as a paraprofessional can be a little difficult in that there is no clear or definitive slot.

• Special education teachers

• School psychologists 

• Counselors 

• Administrators

These are the people who write IEPs and 504 plans. 

You, as a paraprofessional, will not sit in eligibility meetings. You won't participate in annual reviews. You won't make decisions about the services. 

You play your biggest role once the plans have already been set in motion. You're there. You're key to the implementation side of things.

Building Relationships and Promoting Independence

One of the key factors of facilitating as a paraprofessional is to build a genuine relationship with the student. Yes, compliance with 504 or IEP plans is important. 

By important, in this case, we mean legally mandatory.

 But it's often through individualized relationships that facilitation really takes shape. In many cases, you, as a paraprofessional, will work more directly with specific students than even their special educator or their primary room teacher. 

You're the one who might break into a small group with a child for one-on-one interactions. Some people describe the role of paraprofessionals within the accommodation sphere as working towards their own irrelevancy. 

In other words, facilitate in a way that strengthens the child's independence. 

The process will be challenging and most probably not linear. However, it's important at all times to remember the pivotal role you're playing. 

Not only are you making a significant difference in the lives of the students you interact with, but you're also a vital form of support for the special education teachers that you're working with.

Conclusion

Both 504 plans and IEPs can be a form of stress for paraprofessionals. The element of legal compliance requirements alone is often intimidating. 

Also relevant is the simple fact that you want to make sure you're doing right by students who need your support the most.

 Remember that you're not alone in your effort. The three special educators that you're working with will always be happy to offer clarity and support. 

The value you provide here is consistency. Understand your role and lean into it every day to provide support that students and teachers alike need.

If you’re an educator looking for new opportunities to serve students of every ability level, sign up with Zen Educate today. 

We provide paraprofessionals like you with lots of resources that take the stress out of the job hunt.