504 Plans vs. IEPs: What Play Therapists Need to Know to Support Students in Schools

Presenter: Hannah Holcomb, LPC, RPT™

Class begins: 9:00 am

Break: 10:30 am to 10:45 am

Class ends: 12:15 pm

Course Description

Play therapists frequently work with children who receive school-based support, yet the distinction between Section 504 Plans and Individualized Education Programs (IEPs) is often unclear. This course provides play therapists with a clear, practical overview of the differences between 504 Plans and IEPs, including legal foundations, eligibility criteria, types of services provided, and how each impacts a child’s educational experience. Emphasis is placed on the play therapist’s role in collaboration, documentation, advocacy, and ethical communication with families and school teams. Participants will leave better equipped to support clients navigating educational accommodations and special education services.

Course Objectives

By the end of this course, participants will be able to:

1.Differentiate between Section 504 Plans and Individualized Education Programs (IEPs), including their legal foundations and purposes, and articulate how these frameworks intersect with play therapy theories and school-based mental health supports.

2.Identify eligibility criteria for 504 Plans and IEPs, recognizing common developmental, emotional, and behavioral presentations frequently encountered in play therapy practice that may qualify a child for school-based services.

3.Explain the accommodations, services, and protections provided under 504 Plans and IEPs, and evaluate how play therapy techniques and interventions may complement or support these educational plans.

4.Define the role of the play therapist in supporting children with 504 Plans and IEPs, including collaboration with school personnel, consultation with caregivers, and integration of play therapy skills within multidisciplinary teams.

5.Apply knowledge of 504 Plans and IEPs to play therapy treatment planning, including writing goals that align with school supports, advocating for developmentally appropriate interventions, and empowering families through a play therapy-informed framework.

6.Recognize ethical and professional considerations when interfacing with school systems, including documentation practices, communication boundaries, scope of play therapy practice, and adherence to relevant legal and ethical standards.