Has your child’s school recommended an evaluation for a 504 plan? Are you a teacher whose school counselor is recommending one for a student? You probably have questions, like what is a 504 plan? How can it help students? How do we set one up? We have the answers and resources you need here.
504 plans take their name from Section 504 of the Rehabilitation Act of 1973. This important civil rights legislation bans discrimination due to disability. Section 504 of the act states that no one can be denied participation in a program or activity that receives federal funding based on a disability. Public schools, of course, receive federal money, so they’re bound by this law.
This means every child is entitled to a free appropriate public education (FAPE). Section 504 says schools must evaluate students who might have disabilities, at no cost to parents or families. Based on the results of that evaluation, a student may be eligible for accommodations that help them succeed in school. A 504 plan lays out those accommodations.
It’s important to note that this law also states that people don’t have rights to accommodations that “fundamentally alter” an activity. So while a 504 plan might change how a student learns, it usually doesn’t change what a student learns.
An Individualized Education Plan (IEP) is another tool schools use to help ensure students get a free appropriate public education. IEPs are covered under a different law, though, known as the Individuals With Disabilities Education Act (IDEA). And though they have the same basic goals as a 504 plan, these two documents are very different in a lot of ways.
To qualify for an IEP, a student must have one of 13 specific disabilities listed in the act. There are very strict rules about who participates in creating and carrying out an IEP, how they’re written, and how often they’re reviewed. States and schools receive additional funding for students with IEPs to help them meet their special needs.
504 plans have fewer restrictions and requirements, but they also offer fewer protections. Schools don’t receive any extra federal funding to help accommodate these students, but they can be penalized if they don’t help kids with 504 needs.
Schools don’t get to decide who qualifies for an IEP, but they can determine who would benefit from a 504. Section 504 has a much broader definition of disabilities than IDEA. It protects any student with “a physical or mental impairment which substantially limits one or more major life activities.” This includes kids with difficulty concentrating, thinking, communicating, and learning, even if they haven’t been diagnosed with one of the specific IDEA disabilities.
There is no legally mandated formal process for setting up a 504. States and school districts may have their own rules. Generally, though, it happens like this:
If you’re a parent who believes their child would benefit from a 504, contact the school (preferably in writing) to start the process. Teachers should talk with their administrator or school counselor about students who may benefit.
There are no formal requirements for a 504 plan, and they look different for every child. In fact, schools aren’t even required to put them in writing, though they almost always do.
They often include:
504 accommodations will be different for every student and often involve some creative thinking on the part of schools and teachers. Here are some examples:
There are so many possible accommodations, it would be impossible to list them all here. The ultimate goal is to create a plan that helps level the playing field for kids with challenges.
Try these resources for parents, teachers, and schools.
