Clear Differences Between IEP vs 504 Plans

If you are a parent trying to understand the difference between an Individualized Education Program (IEP) and a 504 plan, this guide will give you a clear, practical comparison and concrete next steps.

Maybe you have already sat in a school meeting where someone said, “We do not think your child qualifies for special education, but we can put a 504 plan in place,” and you walked out wondering whether that was enough. Or you have heard other parents talk about IEPs and 504s as if one is “better,” without anyone explaining what that actually means for your child’s day at school.

This decision matters because IEPs and 504 plans come from different laws, offer different levels of support, and carry different procedures for evaluation, services, and discipline. Choosing the right path can affect whether your child receives specialized teaching, what happens when behavior becomes a concern, and how easy it is to adjust the plan when something is not working.

As a former special education teacher and current coach, I have been in many meetings where even well-meaning teams mix up what these plans can and cannot do. My goal here is to give you the plain-language explanation I wish every family had from the start, so you can walk into your next meeting with a clearer picture of which plan is more likely to fit your child and what to ask for.

TL;DR

If you only have a few minutes, here are the main ideas about IEPs and 504 plans.

• IEPs and 504 plans both exist to give students with disabilities a free appropriate public education, but IEPs come from special education law and 504 plans come from civil rights law.
• An IEP is usually appropriate when a disability affects how a student learns in a way that requires specialized instruction, while a 504 plan is usually enough when the student needs changes to the environment, materials, or schedule rather than changes to how they are taught.
• Students with IEPs receive a written plan with present levels, measurable annual goals, special education services, related services, and a clear progress monitoring plan, while 504 plans typically list accommodations and supports but may not include formal goals.
• Conditions such as ADHD, autism, dyslexia, and anxiety can qualify a student for either an IEP or a 504 plan, depending on how much the condition affects learning, participation, and day-to-day functioning at school.
• Students with IEPs automatically have Section 504 protections, and both IEP and 504 students have extra safeguards when schools consider suspensions, expulsions, or other major discipline decisions.
• If you are unsure which plan to ask for, your best next step is to request a comprehensive evaluation, look closely at the results, and then use those data (along with this comparison) to decide whether an IEP, a 504 plan, or a different support path makes the most sense.

Disclaimer: This guide is for educational purposes only and does not replace legal, medical, or mental health advice. Laws, procedures, and school policies can vary by state and district, so it is important to consult local professionals or advocacy organizations for guidance on your specific situation.

IEP vs 504 in one minute

The core difference between an IEP and a 504 plan is that an IEP changes how a student is taught through special education services, while a 504 plan changes the conditions around learning so the student can access the same instruction as their peers.

This quick comparison matters because it shapes what you ask the school for, what kind of help your child can receive, and how closely the team must monitor progress and adjust support when things are not working. National organizations such as the National Center for Learning Disabilities and the National Education Association describe the difference in a similar way: both plans can include accommodations, but only an IEP must include specialized instruction and detailed annual goals.

When an IEP is more likely to fit

An IEP is usually the right path when a disability affects how your child learns in a way that requires specialized teaching, structured goals, or coordinated services. Under the Individuals with Disabilities Education Act, an IEP includes present levels of performance, measurable annual goals, special education services, related services, and a plan for tracking progress over time.

• Your child is behind in reading, writing, or math even after classroom interventions.
• They need explicit, repeated teaching in skills like organization, social communication, or behavior to keep up in school.
• They may need support from multiple specialists, such as speech therapy, occupational therapy, or counseling, that must be coordinated.

In my own teaching days, I worked with students who looked fine on test scores but were burning out trying to keep up. Once they had an IEP with explicit goals and support for executive function, the day-to-day load became more manageable and teachers had a clearer plan for how to help.

When a 504 plan is more likely to fit

A 504 plan is usually enough when a student can work with the general curriculum but needs changes to the environment, materials, or schedule to participate on equal terms. Section 504 of the Rehabilitation Act is a civil rights law, so the main focus is preventing discrimination and providing equal access.

• Your child mostly understands the material, but test conditions, noise, or long work periods make it harder to show what they know.
• They need adjustments such as extra time, reduced homework volume, or flexible seating rather than different teaching methods.
• They have a medical or mental health condition that affects stamina, attendance, or focus, and the main need is to remove barriers.

A well-written 504 plan can make a big difference in how safe and doable school feels, even though it does not include special education services or formal annual goals.

If you are not sure yet

If you are torn between the two, you do not have to decide on a plan before you ask for help. Your next move is to request a comprehensive evaluation and then use the results to decide whether the impact of your child’s disability is mostly about access, which leans toward a 504 plan, or about learning and skill development, which leans toward an IEP.

What is an IEP?

An Individualized Education Program (IEP) is a legally binding plan that explains how a school will provide special education and related services so a student with a disability can make meaningful progress in school.

Legal definition in plain language

Under the Individuals with Disabilities Education Act (IDEA), a student qualifies for an IEP when they have a disability in one of the law’s categories and that disability affects learning or functional performance enough that they need special education, not just accommodations. An IEP is the written document that spells out what the school will do in response to that need.

The IEP also satisfies protections under Section 504, which means a student with an IEP has both the detailed structure of IDEA and the broader civil rights protections of 504 at the same time.

What goes inside an IEP

Every IEP must include certain required pieces so the plan is concrete instead of vague. While the exact forms look different from district to district, you can expect to see at least these parts:

• Present levels of performance, which describe how your child is currently doing in academics, social skills, behavior, and other important areas.
• Measurable annual goals, which are specific, trackable targets for the next year in the areas where your child needs support.
• Special education and related services, such as small-group instruction, speech therapy, occupational therapy, or counseling, plus how often and where those services will happen.
• Accommodations and modifications that describe how instruction, assignments, and tests will be adjusted when needed.
• Progress reporting, which explains how the school will measure progress toward goals and how often you will receive updates.

IEP goals can focus on more than reading and math. Many students benefit from goals that address organization, planning, and self-advocacy, and resources like executive function IEP goals can help teams think beyond academics when they write the plan.

How often IEPs are reviewed and updated

IEPs are living documents, not one-time contracts. The team, including you, must review the IEP at least once a year to look at progress data, update goals, and adjust services if your child’s needs have changed. In addition, the school must complete a more thorough re-evaluation at least every three years to confirm eligibility and check whether the plan is still the right fit.

For many families, this regular review cycle becomes a rhythm: you see how your child is doing, compare that to the goals, and then work with the team to decide what stays, what changes, and what new supports might be needed.

What is a 504 plan?

A 504 plan is a legally binding document that explains how a school will remove barriers so a student with a disability can access learning and school activities on equal terms with their peers.

Section 504 as a civil rights law

Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that says schools and other programs receiving federal money cannot discriminate on the basis of disability. The U.S. Department of Education explains that Section 504 is meant to ensure students with disabilities have equal access to educational opportunities, not to create a separate track of education.

Because Section 504 is a civil rights law, the focus of a 504 plan is access. The question is not “How can we fix this student?” but “What changes does the school need to make so this student can participate as fully as possible?”

What counts as a disability under 504?

Section 504 uses a broad definition of disability. A student may qualify if they have a physical or mental impairment that substantially limits one or more major life activities such as learning, reading, concentrating, thinking, or regulating emotions. Guidance from the U.S. Department of Education and resources like the Parent and Educator Resource Guide to Section 504 give schools examples that range from ADHD and anxiety to diabetes and chronic pain.

This broader standard means some students who do not qualify for an IEP can still receive support through a 504 plan, especially when the main issue is access rather than the need for specialized instruction.

What goes in a 504 plan

Unlike IEPs, 504 plans do not have a single required format, but most include at least these pieces:

• A description of the student’s disability and how it affects school life, such as attention, stamina, or anxiety in certain settings.
• A list of accommodations and related aids or services, such as extended time, reduced homework, access to a quiet testing area, or permission to use headphones or movement breaks.
• The staff responsible for providing each accommodation, so it is clear who does what.
• A review schedule, explaining when the team will revisit the plan and update it as the student’s needs change.

Many students also use their 504 plans as a starting point for learning self-advocacy skills, such as sharing their accommodations with new teachers or explaining what helps them stay regulated and ready to learn.

IEP vs 504 comparison chart and Venn diagram

This IEP vs 504 comparison chart gives you a quick side by side view of the most important differences between the two plans, so you can see at a glance how the laws, eligibility rules, and supports compare.

Who qualifies for an IEP vs a 504 plan?

IEPs and 504 plans use different rules to decide who qualifies, and understanding those rules can help you respond when a school says your child does or does not meet criteria.

Eligibility for an IEP under IDEA

To qualify for an IEP, a student must meet all three parts of the IDEA standard:

• They have a disability in one of the law’s categories, such as autism, specific learning disability, other health impairment, or emotional disturbance.
• The disability has an adverse effect on educational performance, which can include academics, behavior, social skills, or functional skills.
• They need special education, which means specially designed instruction, not just accommodations.

The U.S. Department of Education’s IDEA resources for families explain these elements in more legal detail, but the core idea is that the plan is built because your child needs instruction that is different in method, intensity, or structure from what general education alone can provide.

For many neurodivergent students, the tipping point comes when executive function, behavior, or social communication challenges make it hard to make progress even with good classroom strategies in place.

Eligibility for a 504 plan

Eligibility for a 504 plan uses a broader and more flexible standard. Under Section 504, a student may qualify if they have a physical or mental impairment that substantially limits one or more major life activities, such as learning, reading, concentrating, or thinking.

Guidance in the Parent and Educator Resource Guide to Section 504 gives examples that include ADHD, anxiety, depression, diabetes, epilepsy, and chronic pain. A student might not need specialized instruction, but they may still need accommodations like extended time, access to snacks or medication, or flexibility around attendance in order to access school on equal terms.

This is why some students who are not eligible for an IEP can still receive meaningful support through a 504 plan.

Evaluations, re-evaluations, and Child Find

In both systems, eligibility decisions are supposed to be based on data, not on a single person’s opinion. Schools must evaluate students before deciding they do or do not qualify for an IEP or a 504 plan, and they must look at information from multiple sources, such as classroom work, observations, standardized tests, and reports from families.

Under IDEA’s Child Find requirement, schools are responsible for identifying and evaluating students who may need special education services, even if a parent does not know the legal language to ask for an evaluation by name. Families can also request evaluations in writing and ask what data the team used to make its decision.

If your child was denied an IEP or 504 plan and the reasons were not clear, a helpful next step is to ask the team to walk you through the criteria they used and which specific data led them to that conclusion.

IEP vs 504 for ADHD, autism, and other neurodivergent needs

Many families first hear about IEPs and 504 plans after a child is identified with ADHD, autism, anxiety, or another neurodivergent profile, and the right choice often depends on how those traits show up during the school day.

ADHD and executive function differences

For students with ADHD, the main challenges often center on executive function skills like attention, task initiation, organization, and emotional regulation. If these differences are causing ongoing academic gaps or serious difficulty keeping up, even with classroom strategies in place, an IEP is often a better fit than a 504 plan.

• IEP is more likely when the student needs direct teaching and practice in skills such as planning work, breaking tasks into steps, or using visual supports across the day.
• 504 is more likely when the student understands the material but needs accommodations like extra time, movement breaks, or reduced distractions to show what they know.

In my coaching work, I often meet students who technically pass their classes but spend hours each night trying to catch up because planning and organization are so hard. For many of them, adding explicit executive function goals and supports through an IEP made more difference than simply giving extra time on tests. If you want ideas in that direction, it can help to look at sample executive function IEP goals and executive functioning accommodations in school before your next meeting.

Autism, sensory processing, and social communication

For autistic students, the key questions usually involve sensory processing, social communication, flexibility, and emotional regulation, not only academic skills. Even when grades look strong, school can be exhausting if the environment is loud, expectations change quickly, or social rules are unclear.

• IEP is more likely when a student needs structured teaching in social communication, flexibility, or coping skills, or when sensory and regulation needs affect learning across settings.
• 504 is more likely when the main needs are environmental adjustments, such as access to a quiet space, sensory tools, or a visual schedule, and the student does not need ongoing special education services.

Because autism often affects multiple areas at once, many autistic students qualify for IEPs even if they read well or earn high grades. It is common for teams to underestimate how much effort it takes to get through the day, so it is worth describing both the visible and invisible parts of your child’s experience in meetings.

Anxiety, depression, and other mental health conditions

Anxiety, depression, and other mental health conditions can also qualify a student for either an IEP or a 504 plan, depending on how much they affect attendance, participation, and learning.

• IEP is more likely when mental health significantly affects school performance and the student needs coordinated services, behavior support, or structured teaching in coping and problem solving as part of special education.
• 504 is more likely when the student generally keeps up with the work but needs flexibility with deadlines, test settings, or attendance to manage symptoms.

It can be especially confusing when a student is considered “high achieving” or “bright” and still clearly overwhelmed. High grades alone do not rule out IEP or 504 eligibility. What matters most is whether a disability substantially limits key parts of school life and whether the student needs specialized instruction, accommodations, or both to have a fair chance to succeed.

How services, accommodations, and discipline differ

IEPs and 504 plans both support students with disabilities, but they differ in how services are delivered, how progress is tracked, and how discipline decisions are handled when behavior becomes a concern.

Instruction and services

The biggest difference is that an IEP must include special education services, while a 504 plan usually does not. Special education means instruction that is planned and delivered in a different way than the general classroom to meet a student’s unique needs.

• IEP services can include small group instruction, co-taught classes, or one on one support in specific subjects.
• Related services such as speech therapy, occupational therapy, counseling, or social skills groups are written into the IEP with clear minutes and settings.
• Skill areas can go beyond academics to include executive function, social communication, emotional regulation, and daily living skills.

A 504 plan, on the other hand, focuses on access. Some students with 504 plans receive support from counselors or nurses, but the plan itself usually lists accommodations and access supports rather than a structured program of special education.

Accommodations and environmental supports

Both IEPs and 504 plans can include accommodations that change how a student accesses learning without changing what they are expected to learn. Examples include extra time, reduced distraction testing spaces, visual schedules, and flexible seating.

In practice, 504 plans often center almost entirely on accommodations, while IEPs combine accommodations with specialized instruction. When you read your child’s plan, you might notice that the IEP has a separate section for services and goals, while the 504 plan is mostly a list of supports teachers should provide. If you want a deeper dive into how accommodations and modifications differ across both plans, you can explore accommodations vs modifications for IEPs and 504 plans.

Progress monitoring and accountability

Another key difference is how schools are required to track and report progress. IEPs must include measurable annual goals and a clear description of how progress will be measured and how often families will receive updates. This might look like quarterly progress reports alongside report cards or data charts shared at meetings.

504 plans do not have the same formal goal requirement. Schools still need to review 504 plans periodically and adjust supports when they are not effective, but there is usually less structure around how progress is documented and shared. For some students this flexibility works well. For others, especially those with executive function challenges, the lack of formal goals can make it harder to see whether supports are truly helping.

Discipline and manifestation determinations

Discipline is one of the most stressful areas for families, and both IEP and 504 students have extra protections when schools consider suspensions, expulsions, or other major changes in placement.

• Schools generally look closely at discipline decisions once a student has been removed from school for around ten school days in a year, whether through suspension, in school removal, or other exclusions.
• For students with IEPs, the team must hold a manifestation determination review when discipline reaches this level and decide whether the behavior was closely related to the student’s disability or to a failure to follow the IEP.
• Students with 504 plans also have protections under civil rights law, and districts often follow similar manifestation procedures through their Section 504 policies.

In plain terms, these protections exist so students are not punished in ways that ignore their disability related needs. If behavior is connected to a disability or to services that were not provided, the team is supposed to adjust the plan and supports, not simply remove the student from school without a plan for what happens next. If you want a step by step description of how manifestation determinations work, the Center for Parent Information and Resources has a helpful overview in its article Manifestation Determination in School Discipline.

How to decide what to ask the school for

When you are unsure whether to ask for an IEP, a 504 plan, or “just help,” the safest starting point is to look closely at what your child’s school day actually looks like and then match those patterns to the type of support they may need.

Step 1: Notice patterns in your child’s day

Instead of focusing only on grades or test scores, pay attention to where the school day feels hardest for your child and for you. Patterns matter more than one rough day or one bad test.

• Are there certain subjects where they fall behind again and again, even with extra help?
• Do mornings, transitions, or homework times consistently turn into battles or shutdowns?
• Is your child exhausted, anxious, or wiped out after school, even when teachers say they are “doing fine”?
• Are there repeated behavior incidents, office referrals, or suspensions that seem connected to how your child processes the world?

It can help to jot these patterns down for a week or two. Short notes about what happened, when it happened, and what helped or did not help will make your later conversations with the school more concrete.

Step 2: Match patterns to IEP vs 504 indicators

Once you have a clearer sense of what the day looks like, you can start to see whether the main issues are about access or about learning and skill development.

• Signals that point toward an IEP:
  • Significant gaps in reading, writing, or math that are not closing with classroom interventions.
  • Needs that cut across subjects, such as organization, planning, social communication, or behavior, that require direct teaching and practice.
  • Support from several providers, such as special education teachers, speech therapists, counselors, or occupational therapists, that needs to be coordinated.
• Signals that point toward a 504 plan:
  • Your child generally understands the material but struggles with tests, long assignments, or noisy, busy environments.
  • They need adjustments like extra time, reduced homework, a quiet space, or flexible attendance more than they need a different way of being taught.
  • The main impact is stamina, anxiety, or medical needs, rather than academic gaps that require specialized instruction.

This decision is not about whether your child is “disabled enough.” It is about matching the level and type of support to what the data and day to day experience show.

Step 3: Request an evaluation and bring data

The good news is that you do not need to have the perfect plan in mind before you ask for help. Your next step is to request a comprehensive evaluation in writing and ask the team to consider both IEP and 504 eligibility based on the results.

A simple version of that request might sound like:

I am requesting a comprehensive evaluation to determine whether my child is eligible for special education under IDEA or a 504 plan. I am concerned about their progress in school because of [brief examples].

When the school schedules the evaluation meeting, bring your notes, any private assessment reports, and examples of work that show the patterns you see. If you are already using tools like an executive function checklist or have results from a skills focused assessment, those can also help the team understand where support is needed.

After you receive the evaluation results, ask the team to walk through how they used the data to decide on IEP eligibility, 504 eligibility, or both. You can then use what you have learned, along with the comparison chart in this article, to decide whether to agree with the recommendation or ask more questions.

Your role as a parent or caregiver

Even though schools control the formal process, your observations and questions as a parent or caregiver have a huge impact on whether an IEP or 504 plan actually fits your child.

You are the one who sees how school spills into the rest of life: the homework battles, the Sunday-night dread, the shutdowns after a long day. When you bring those patterns into meetings in a clear, concrete way, you give the team information they cannot get from grades and test scores alone.

• Share specific examples instead of general statements like “They are struggling.” Describe what happens in class, at home, and during homework in simple, observable language.
• Ask which data the team used when they decide whether your child is eligible for an IEP or a 504 plan, and how that data connects to the legal criteria.
• Follow up in writing after important conversations so there is a clear record of what was discussed and what the next steps will be.
• Invite your child’s voice when they are ready, even in small ways, such as asking what parts of the day feel hardest and what helps.

For many families, it also helps to bring one or two structured tools to the table. That might mean a brief log of school-day patterns, copies of private evaluations, or results from a skills-focused assessment that highlight executive function strengths and challenges. These kinds of tools turn vague concerns into something the team can actually act on.

It is completely normal to feel unsure or even intimidated by the acronyms and procedures. Even as a former special education teacher, I still find myself pausing in meetings to ask, “Can we slow down and walk through how you reached that conclusion?” You are allowed to do the same. Taking that pause is not being difficult. It is part of being an equal member of the team.

Frequently Asked Questions

Is a 504 plan ever “better” than an IEP?

A 504 plan is not “less than” an IEP. It is simply different. A 504 plan can be a better fit when a student does well with the general curriculum but needs strong, consistent accommodations to manage things like test anxiety, stamina, or medical needs rather than ongoing special education services.

Can my child have both an IEP and a 504 plan at the same time?

In most cases, no. A student with an IEP already has the protections of Section 504, and the IEP is considered the main plan. Instead of writing two documents, teams usually add accommodations and services into the IEP itself so there is one clear, coordinated plan for everyone to follow.

Does my child need a medical diagnosis to get an IEP or a 504 plan?

Schools must base eligibility on data from a comprehensive evaluation, not only on a doctor’s note. A medical diagnosis can be helpful evidence, especially for health and mental health conditions, but IDEA and Section 504 do not require families to secure a private diagnosis before schools evaluate or offer support.

What happens to my child’s IEP or 504 plan in college?

IEPs end with high school graduation, but Section 504 and the Americans with Disabilities Act still apply in college. Students must register with their campus disability services office, share documentation, and request accommodations. If you are starting to plan ahead, you might find it helpful to read about going to college with a disability.

Can the school switch my child from an IEP to a 504 plan without my agreement?

Schools can propose changes, but they cannot quietly remove special education services. Moving from an IEP to a 504 plan should follow a re-evaluation and a team meeting where data are reviewed and you are invited to participate. If you disagree, you can ask questions, request more data, or explore dispute resolution options.

How do discipline rules work for students with IEPs or 504 plans?

When schools consider suspensions, expulsions, or other major removals, students with IEPs or 504 plans have extra protections. After a certain amount of removal time, the team must meet to decide whether the behavior was linked to the student’s disability or to services that were not provided. When it is, the focus should shift toward adjusting supports instead of relying only on punishment.

Next steps and how Life Skills Advocate can help

By now you have a clearer picture of how IEPs and 504 plans differ, but the real impact comes from what you do with that information in your next few conversations with the school.

Here are some realistic next steps you can take in the coming weeks:

• Request or follow up on an evaluation in writing if you have not already done so, and ask the team to consider both IEP and 504 eligibility based on the data.
• Organize your notes and documents, including teacher emails, behavior reports, work samples, and any private evaluations, so you can bring a clear snapshot of your child’s experience to the next meeting.
• Use the comparison chart and Venn diagram from this article, and a printable version if you have it, as a reference in meetings so everyone is working from the same shared understanding of IEP vs 504.
• Talk with your child at their level about what support could look like at school, focusing on what helps them feel safer, more organized, or more understood during the day.

If you would like additional structure or support while you sort through these decisions, Life Skills Advocate offers several resources that can complement your work with the school:

• For understanding executive function strengths and challenges, you can use our free executive functioning assessment to identify patterns you may want to bring into IEP or 504 conversations.
• For educators and clinicians writing goals, the Comprehensive IEP Goal Bank and our article on executive function IEP goals can spark ideas for goals that address organization, planning, and self-advocacy alongside academics.
• For families and neurodivergent adults who want practical practice, the Real-Life Executive Functioning Workbook offers exercises that connect directly to everyday life, which can pair well with supports at school.
• For ongoing skills coaching, our executive function coaching focuses on building realistic strategies for organization, time management, and self-advocacy. Coaching is an educational support, not a medical or therapy service, and it can sit alongside school-based services when that feels helpful.

Whatever mix of tools you choose, the goal is the same: a support plan that matches how your child actually experiences school, and a team that has enough shared language and information to keep adjusting that plan over time.

Further Reading

• Individuals with Disabilities Education Act (IDEA) overview – Official U.S. Department of Education information on IDEA, including family-friendly resources about rights, eligibility, and services.
• Parent and Educator Resource Guide to Section 504 – U.S. Department of Education guidance that explains Section 504, eligibility, evaluations, and school responsibilities in plain language.
• IEPs vs 504 Plans (National Center for Learning Disabilities) – A parent-facing comparison of IEPs and 504 plans, including examples of when each type of plan is more likely to fit.
• Differences Between a 504 Plan and an Individualized Education Program (NEA) – A short summary for educators that explains how IEPs and 504 plans serve different purposes in supporting students.
• Manifestation Determination in School Discipline (Center for Parent Information and Resources) – A detailed explanation of manifestation determinations and how discipline procedures work for students with disabilities.
• Accommodations vs Modifications for IEPs and 504 Plans – A deeper look at how changes to instruction and environment work across both types of plans, with concrete school examples.
• Executive Function IEP Goals: Incorporating EF Skill Development Into IEPs – Sample goal ideas and guidance for writing IEP goals that address planning, organization, and other executive function skills.
• Executive Functioning Accommodations in School – Examples of classroom accommodations that support attention, organization, working memory, and emotional regulation.
• Is Your Child Going With a Disability to College? Here Are Your First Steps – Guidance for families on how IEPs, 504 plans, and documentation connect to college disability services.
• Free Executive Functioning Assessment – A quick way to map out executive function strengths and challenges that you can bring into IEP or 504 conversations.
• Comprehensive IEP Goal Bank – A large collection of measurable IEP goals across academic, executive function, and life skill areas for educators and clinicians.
• Real-Life Executive Functioning Workbook – Practical exercises that help teens and adults practice planning, organization, and follow through in everyday life.
• Executive function coaching at Life Skills Advocate – One to one coaching focused on building realistic strategies for time management, organization, and self-advocacy alongside school-based supports.