504 Accommodations for Autism: What Parents Should Know About Eligibility, Support, and Advocacy

If you’re trying to figure out whether a 504 plan makes sense for your autistic child, you’re in the right place. As a school psychologist, I’ve helped many families navigate this exact decision, especially when their child doesn’t need special education but still needs support to fully access the school day.

In this post, you’ll learn:

• What a 504 plan is and how eligibility is determined
• How a 504 plan differs from an IEP
• When a 504 plan might be the right fit for an autistic student
• Examples of common accommodations, organized by area of need
• How to advocate for appropriate supports
• What to do if you’re not sure what your child needs yet

Let’s take the guesswork out of the process and make sure you feel more prepared heading into your next school meeting.

504 Accommodations for Autism: More Than Just a List

Trying to figure out what kind of school support your autistic child needs can feel like solving a puzzle without all the pieces. It’s especially tough when your child doesn’t clearly qualify for special education services but is still struggling to manage the school day.

That’s where 504 plans often come in. But understanding what they are, when they’re appropriate, and how they differ from IEPs can be confusing.

This post is here to give you more than just a list of accommodations. You’ll get a clear look at how a 504 plan works, when it might be a good fit for an autistic student, and what kinds of supports it can include. We’ll also walk through the key differences between a 504 plan and an IEP, along with tips and examples to help you prepare for conversations with your child’s school.

If you’re still early in your autism journey or unsure what all these terms mean, my post on autism-related acronyms is a helpful place to start.

What Is a 504 Plan, and Who Qualifies?

A 504 plan is a formal plan developed by a school to support students with disabilities so they can access learning in the general education environment. It comes from Section 504 of the Rehabilitation Act of 1973, which is a civil rights law. It is not part of special education law, which is one of the key differences between a 504 plan and an IEP.

To qualify for a 504 plan, a child must have a disability that “substantially limits one or more major life activities.” That might sound like a high bar, but “major life activities” is defined pretty broadly. It can include things like learning, reading, concentrating, communicating, or regulating emotions. The focus is on how the disability affects daily functioning and access to school, not just grades or academic progress.

For autistic students, that impact can show up in many different ways. Some children may need sensory supports or extra time to process language. Others might benefit from a quiet place to reset or a communication system that reduces frustration. Even if a student is keeping up academically, they may still qualify for a 504 plan if autism is making it harder for them to participate fully in the school experience.

The goal of a 504 plan is to remove barriers so your child can access their education as easily as their peers. It is not about changing what your child is learning. It is about changing how they access it.

If your family uses a whole child approach at home, this may sound familiar. A 504 plan reflects the same idea that support should match the child’s needs in totality, not just their diagnosis.

You can learn more about what that looks like in practice in my post on whole child parenting.

IEP vs. 504 Plan for Autism: Key Differences

One of the most common questions parents have is, “What’s the difference between a 504 plan and an IEP?” On the surface, both are designed to support students with disabilities, but they come from different laws, have different eligibility criteria, and serve different purposes.

An IEP is part of special education law, under the Individuals with Disabilities Education Act (IDEA). It’s overseen by the U.S. Department of Education and is designed for students who need specially designed instruction to learn in school.

A 504 plan, on the other hand, comes from Section 504 of the Rehabilitation Act, a civil rights law enforced by the Office for Civil Rights (OCR). Its goal is to make sure students with disabilities have equal access to education, not through specialized instruction, but through changes to how they access the curriculum.

Here’s a side-by-side comparison to help clarify the main differences:

Feature	IEP (Individualized Education Program)	504 Plan
Governing Law	IDEA (Special Education Law)	Section 504 of the Rehabilitation Act (Civil Rights Law)
Oversight Agency	U.S. Department of Education	Office for Civil Rights (OCR)
Purpose	Provides specialized instruction	Provides equal access through accommodations
Eligibility	Disability that impacts educational performance	Disability that substantially limits a major life activity
Services	Special education and related services	General education with accommodations
Plan Team	Includes special educators and specialists	Often led by general education staff
Review Process	Reviewed annually, reevaluation every 3 years	Reviewed periodically as needed

This distinction becomes especially important for autistic students who don’t require special instruction but still face barriers to participating in school. For example, a student who communicates using an AAC device and needs help navigating transitions may not qualify for an IEP, but those needs can still be supported through a 504 plan.

It’s also important to know that a child cannot have both an IEP and a 504 plan at the same time. Schools determine which option is the best fit based on the student’s needs, and each student is served under one plan or the other—not both.

When a 504 Plan Might Make Sense for an Autistic Student

Many autistic students have unique needs that impact their school experience, even if they’re keeping up academically. In my opinion, a 504 plan can be a good fit when a student doesn’t require special education services but still faces barriers related to communication, emotional regulation, sensory processing, or executive functioning.

Here are a few examples of situations where I thought a 504 plan was worth considering:

• A student with strong academic skills but significant sensory sensitivities. They may need access to noise-canceling headphones, flexible seating, or a quiet place to work.
• A child who uses an AAC device but doesn’t require modified instruction. While they can understand the material, they may need additional time or support to participate in class discussions or complete written tasks.
• A student who experiences shutdowns or meltdowns in overwhelming environments. Even if they’re doing well on paper, they may be using all their energy just to get through the day.
• A child with difficulty navigating transitions, group work, or social situations. These challenges can make the school day feel chaotic or unpredictable without the right supports.
• A recently diagnosed student who needs immediate support while the school gathers more information. A 504 plan can serve as a starting point while everyone learns more about what the student needs.

In each of these situations, the student’s autism may not have affected their ability to learn content, but it did affect their ability to access the school environment in a consistent and meaningful way.

Common 504 Accommodations for Autistic Students (With Context)

There’s no master list of accommodations for autism, and that’s a good thing. Every student is different, and the supports in a 504 plan should reflect what your child needs to access learning, not just what’s worked for someone else.

That said, there are common accommodations that can be helpful for autistic students, especially when chosen thoughtfully and applied flexibly. Below are a few examples, organized by area of need.

Sensory and Environmental Supports

Accommodation	Why It Might Help
Noise-canceling headphones	Reduces auditory overwhelm during busy class times
Preferential seating	Supports focus and reduces sensory distractions
Access to quiet workspace	Provides a regulated space for independent work
Permission to step out briefly	Allows for sensory breaks before overload occurs

Communication and Processing Supports

Accommodation	Why It Might Help
Use of an AAC device or communication board	Supports expressive communication in a way that feels natural for the student
Extra time for verbal responses	Reduces pressure during class discussions or testing
Written or visual instructions	Supports processing and memory for multi-step tasks
Visual cues and reminders	Increases independence and reduces reliance on adults

Emotional Regulation and Transitions

Accommodation	Why It Might Help
Scheduled sensory or movement breaks	Helps regulate energy and emotion throughout the day
Access to a calming space	Provides a safe place for recovery after emotional stress
Visual schedule or countdowns	Makes transitions more predictable and manageable
Modified schedule or gradual transitions	Eases difficulty with shifts between tasks or settings

Executive Functioning and Organization

Accommodation	Why It Might Help
Extended time on assignments	Gives space to complete tasks without overwhelm
Chunking large assignments	Makes multi-step tasks more approachable and manageable
Frequent check-ins or progress monitoring	Keeps the student on track without relying on memory
Clarified or written expectations	Reduces confusion and supports independence

If you’re not sure what accommodations to ask for, that’s okay. The next part of this blog post will walk you through how accommodations are chosen and what to do if you’re still figuring out what your child needs.

How Accommodations Are Chosen (And What to Do If You’re Unsure)

One of the biggest misconceptions about 504 plans is that accommodations are pulled from a standard list based on a child’s diagnosis. In reality, accommodations are chosen based on how the disability shows up for that specific student in the school environment.

Schools consider a combination of input when building a 504 plan:

• Parent and caregiver concerns
• Teacher observations
• Medical or psychological evaluations (if available)
• Student voice, when appropriate

The goal is to identify barriers your child is experiencing and then figure out what changes could help remove them. For example, if transitions between activities are a frequent trigger, a visual schedule or extra processing time might be appropriate. If group work causes distress or confusion, written expectations or alternative participation formats could help.

If you’re not sure what accommodations to ask for, that’s okay. You don’t need to walk into the meeting with everything figured out. You can:

• Share specific examples of when your child struggles during the school day
• Ask the team what kinds of accommodations have worked for other students with similar needs
• Request that the school try certain supports and revisit them later if needed

You’re allowed to learn as you go, and your child’s plan can be updated if new needs arise or if certain strategies aren’t working as expected.

Let’s talk about some practical ways to advocate for your child during the 504 process and what language you can use to make sure their needs are clearly understood.

How to Advocate for the Right 504 Plan

If there’s one thing I’ve learned about helping parents through this process, it’s that knowing what a 504 plan can include is one thing. Feeling confident enough to speak up during the meeting is another.

Even when parents know their child well, it can be hard to translate those insights into language that fits the school’s process.

Here are some ways to advocate effectively and collaboratively:

1. Bring Real-Life Examples

You don’t need a stack of data. A few concrete examples of what your child struggles with during the school day can go a long way.

For instance:

• “He often shuts down after recess and needs help re-engaging.”
• “Transitions between activities are really difficult and often lead to emotional outbursts.”
• “She understands the material but gets overwhelmed during group work.”

These stories help the team see the need more clearly and think about what accommodations could make a difference.

2. Use the Language of Access

Instead of focusing only on frustration or behavior, frame the conversation around access. Ask:

• “Is this limiting my child’s ability to participate in class?”
• “Would an adjustment here allow her to access the same opportunities as her peers?”

This keeps the focus on the purpose of a 504 plan: removing barriers that get in the way of learning or full participation.

3. Ask Open-Ended Questions

You don’t have to walk in with a list of solutions. Questions can be just as powerful:

• “What supports have worked for students with similar needs?”
• “Could we try this strategy and see how it goes?”
• “How do you see his current needs affecting his ability to access instruction or participate in the classroom?”

4. Don’t Be Afraid to Revisit the Plan

A 504 plan is a living document. If something isn’t working, or if you notice new needs, you can always ask for a meeting to update the plan. You don’t have to wait for a formal review.

Advocating doesn’t mean having all the answers. It means being clear about what your child needs and working with the school to find solutions that help them show up as their full self.

Understanding 504 Plans for Autism: Final Takeaways

504 plans can feel like a mystery at first, especially if you’re navigating autism, school systems, and support options all at once. But understanding how they work (and how they differ from IEPs) can make it easier to advocate for the accommodations your child truly needs.

Remember, your child doesn’t need to be failing or falling apart for support to be appropriate. If autism is affecting how your child participates, communicates, or regulates during the school day, it’s worth asking what changes could help.

You don’t have to do it perfectly. You just have to keep showing up, asking questions, and learning what’s possible. Whether your child eventually moves from a 504 plan to an IEP or vice versa, the most important thing is that the support grows with them.

If this post helped clarify a few things and your child was recently diagnosed, you might also appreciate this free resource made just for parents like you.

First Steps After Diagnosis: A Roadmap for Parents offers practical guidance, a visual overview of what to expect, and real talk about common missteps to avoid. Download it here!