What is Section 504 of the Americans with Disabilities Act?

A 504 plan, named after Section 504 of the Rehabilitation Act of 1973, is a legal document that outlines accommodations and support services provided to students with disabilities in schools. The purpose of a 504 plan is to ensure that students with disabilities have equal access to education and are given necessary accommodations to participate in school activities. 

In order to qualify for a 504 plan, your child must have a disability and that disability must impact his or her ability to receive an education. Under Section 504, a disability is defined as a condition that impacts one or more basic life activities and can include physical, emotional, or cognitive disabilities. Because of this broad definition, a child who does not qualify for an IEP may qualify for a 504 plan.

If you believe your child has a disability, you should speak to the school district about scheduling an evaluation. Evaluations are not required for 504 plans, but they can help determine the best accommodations for your child. If you have a current evaluation, you may also bring that evidence to your local school site for consideration in development of the 504 plan. The school may also consult your child’s test scores, assessments from teachers and guidance counselors, and medical records. You may also submit a formal, written request for a 504 plan. Once the school district’s 504 plan coordinator receives your request, a formal meeting will be scheduled to review your request and determine what accommodations can help your child.

What is the Difference between a 504 Plan and an Individualized Education Plan (IEP)?

Unlike an Individualized Education Program (IEP), which is specifically for students who qualify for special education services under the Individuals with Disabilities Education Act (IDEA), a 504 plan is designed for students who have a disability but do not require specialized instruction. As mentioned above, the definition of disability under Section 504 is broad and covers physical, mental, or emotional impairments that substantially limit a major life activity, such as learning, walking, seeing, hearing, or speaking. a 504 plan largely supports accommodations within the general education setting to support equal access to instruction, whereas an IEP focuses on educational benefits, and often includes direct services such as speech or occupational therapy.

Who Monitors or Supports the 504 Plan?

A 504 plan is typically created by a team of school professionals, including teachers, administrators, and may also include related service providers, in collaboration with the student's parents or guardians. The plan identifies the student's specific needs and outlines appropriate accommodations and services to support their learning and access to the school environment. These accommodations can include preferential seating, additional time for assignments or tests, and other reasonable adjustments necessary to meet the student's individual needs. There is no standard 504 plan like there is with an IEP. A 504 plan generally includes information including the identified accommodations, supports or services for the child,  the names of who will provide each service, as well as the name of the person responsible for ensuring the plan is implemented.

Please refer to the resource documents below for sample 504 plans, disciplinary rights and best practices for students on 504 plans, and comparison chart of 504 and IEP.