School, IEP & 504 Resources
Understanding School Supports for Your Child
Children with autism and other disabilities may be eligible for additional support at school through an Individualized Education Program (IEP) or a Section 504 Plan. A medical diagnosis and school eligibility are not the same thing, and schools conduct their own evaluations to determine whether a student qualifies for services and what supports are needed.
IEP vs. 504 Plan
Individualized Education Program (IEP)
An IEP is available to students who meet eligibility criteria under the Individuals with Disabilities Education Act (IDEA) and need special education because of their disability. An IEP may include individualized educational goals, specially designed instruction, speech or occupational therapy when educationally necessary, behavioral supports, accommodations, modifications, and supports for communication, social skills, independence, or other educational needs.
Section 504 Plan
A 504 Plan helps ensure that a student with a disability has equal access to their education. A student may qualify for a 504 Plan even if they do not need specialized instruction through an IEP. A 504 Plan may include accommodations such as extended time, reduced-distraction testing, sensory or movement breaks, preferential seating, changes to classroom routines, behavioral or communication supports, and other accommodations needed to access school.
What Is Child Find?
Child Find is the responsibility of public schools to identify, locate, and evaluate children who may have disabilities and may need special education services. Parents do not have to wait for the school to suggest an evaluation. If you are concerned that your child may have a disability that is affecting their education, you can request an evaluation.
How to Request a School Evaluation
If you have concerns about your child’s learning, communication, behavior, social skills, attention, independence, or other areas that affect school, you can request a special education evaluation. It is best to make the request in writing and keep a copy for your records. You can write, “I am requesting a comprehensive special education evaluation for my child because I am concerned that they may have a disability that is affecting their education. Please consider this a formal request for an initial evaluation under IDEA.” You can also include a brief description of your concerns and provide any diagnostic reports, therapy evaluations, or other records that may be helpful.
The school must obtain parental consent before completing an initial special education evaluation. In Nevada, an initial evaluation generally must be completed within 45 school days after written parental consent is provided, unless an exception applies or another timeline is agreed upon in writing.
Medical Autism Diagnosis vs. School Autism Eligibility
A medical autism diagnosis and school eligibility under Autism Spectrum Disorder are different. A medical diagnosis is made by a qualified healthcare professional and may be used for medical treatment, ABA therapy, insurance coverage, and other services, while school eligibility is determined by the student’s educational team and focuses on whether the student meets educational eligibility criteria and needs special education or related services. A medical autism diagnosis does not automatically mean that a child will qualify for an IEP under the Autism Spectrum Disorder category, and qualifying for special education under an Autism Spectrum Disorder category is not the same as receiving a medical autism diagnosis.
What If My Child Already Has an Autism Diagnosis?
Provide the school with a copy of your child’s diagnostic report and ask that it be considered as part of the evaluation. The school may consider information from parents and caregivers, medical or diagnostic evaluations, teachers, classroom observations, academic assessments, speech or occupational therapy evaluations, and other relevant records. The school will still complete its own educational evaluation and make an eligibility determination based on the student’s educational needs.
Parents Are Part of the Team
Parents are an important part of the special education process. Parents can share concerns and priorities, provide outside evaluations and records, ask questions about evaluation results, participate in eligibility and IEP meetings, ask how goals and services address their child’s needs, request copies of evaluation reports and educational records, and ask questions when they do not understand a recommendation. If a child is found eligible for special education, the parent works with the school as part of the IEP team to develop the student’s educational program.
This page is provided as a general community resource and is not legal advice. Special education and Section 504 eligibility are determined individually based on each student’s needs. Families with concerns about their child’s educational rights may contact their school district, the Nevada Department of Education, or a special education advocacy organization for additional support.
Last updated October 2026