Introduction
A 504 Plan, established under Section 504 of the Rehabilitation Act of 1973, is a formalized document that outlines the accommodations and services a student with disabilities requires to access the general education curriculum. Unlike an Individualized Education Program (IEP), which provides specialized instruction, a 504 Plan focuses on removing barriers to learning through accommodations. (goldmancenter.org)
Eligibility Criteria
To qualify for a 504 Plan, a student must have a physical or mental impairment that substantially limits one or more major life activities, such as learning, reading, concentrating, communicating, and more. Common disabilities that may qualify a child for a 504 Plan include:
- Attention-Deficit/Hyperactivity Disorder (ADHD)
- Dyslexia or other learning disabilities
- Anxiety disorders or depression
- Chronic health conditions (e.g., diabetes, asthma)
- Autism Spectrum Disorder
- Physical impairments (e.g., vision or hearing loss, mobility issues)
- Parents or guardians
- The student’s teachers
- Principal or designee
- Test score interpreter
- Medical records
- Educational assessments
- Teacher observations
- Parental input
- Specific accommodations and services required
- Who will provide these accommodations
- Where and when the accommodations will be implemented
- Extended time for tests and assignments
- Preferential seating
- Assistive technology
- Modified assignments
- Frequent breaks
- Behavioral intervention plans
- A 504 Plan outlines accommodations and services for students with disabilities to access the general education curriculum.
- Eligibility is determined based on whether a disability substantially limits one or more major life activities.
- The 504 Plan is developed by a team that includes parents, teachers, and school staff.
- Accommodations may include extended time, preferential seating, assistive technology, and more.
- The plan should be reviewed periodically to ensure it meets the student’s evolving needs.
- Goldman Center, 2023/https://goldmancenter.org/resources/publications/an-illustrated-guide-to-section-504-plans/
- Dearborn Public Schools, 2025/https://dearbornschools.org/services/students-with-disabilities-504-plans/
- Accessibility.com, 2023/https://www.accessibility.com/blog/504-plans-for-students-with-disabilities
- New Mexico Public Education Department, 2023/https://web.ped.nm.gov/bureaus/safe-and-healthy-schools/section-504-resources/
- Accessible Education TX, 2023/https://www.accessible-educationtx.com/post/the-section-504-plan-your-childs-educational-blueprint
The key factor in determining eligibility is whether the disability significantly limits the child’s ability to perform in a typical educational setting. (goldmancenter.org)
Step-by-Step Guide to Setting Up a 504 Plan
1. Initiate the Referral Process
The process begins with a written request from the parent or guardian, or when the school team identifies the need for additional academic or behavioral support for the student. Parental consent is required for the evaluation. (dearbornschools.org)
2. Assemble the 504 Team
A team of knowledgeable individuals collaborates to determine the student’s eligibility and develop the 504 Plan. This team typically includes:
The team may also include a school nurse, counselor, or other relevant staff members. (dearbornschools.org)
3. Evaluate the Student
The 504 team reviews various information to assess the student’s needs, including:
This comprehensive evaluation helps the team understand how the student’s disability affects their ability to participate in school activities. (dearbornschools.org)
4. Develop the 504 Plan
If the student is found eligible, the team develops a 504 Plan that outlines:
Accommodations may include:
Each 504 Plan is highly individualized and should reflect the specific needs of the student. (goldmancenter.org)
5. Implement the Plan
Once developed, the 504 Plan is implemented by the designated school staff. It’s crucial that all relevant personnel are informed of the plan and trained on how to execute the accommodations effectively. Regular communication between parents and school staff ensures the plan is being followed appropriately. (accessible-educationtx.com)
6. Monitor and Review the Plan
The 504 Plan should be reviewed periodically, generally on an annual basis, to ensure it remains appropriate based on the student’s needs. Any team member can request a review if there are concerns or if the student’s needs have changed. If the student is no longer disabled or no longer requires special accommodations, the plan can be terminated. (accessibility.com)
Parental Advocacy
Parents play a critical role in advocating for their child’s needs. Being informed about your child’s rights under Section 504 and maintaining regular communication with teachers and administrators can make a significant difference in your child’s academic success and overall well-being. (goldmancenter.org)
Conclusion
Establishing a 504 Plan is a collaborative process that involves parents, educators, and school staff working together to ensure students with disabilities receive the necessary accommodations to succeed academically. By following these steps, schools can create an inclusive environment that supports the diverse needs of all students.