Answering Your Questions about 504 Plans: How to Know if It’s Right for Your Kid

Most people are familiar with special education services at schools. If you’re a parent, you’ve also probably heard of an Individualized Education Program (IEP), which is a plan that outlines special education services and other supports for children who can’t learn without these services. However, not all children qualify or need an IEP, but they might still benefit from additional supports at school. There is another option: a 504 plan.

“Some parents aren’t aware that 504 plans exist, and others don’t recognize what these can do,” says Fraser Case Manager Paige Tack, who used to work as a special education teacher.

What is a 504 plan?

PACER states, “Section 504 of the Rehabilitation Act of 1973 (commonly referred to as Section 504) is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive federal financial assistance. Those programs include public school districts, institutions of higher education and other state and local education agencies. To qualify under Section 504, a student must have a disability, and that disability must limit a major life function.”

However, the definition of disability is broad. According to Pacer, “A student is determined to have a disability if he or she has a physical or mental impairment affecting a body system.”

What life activities are considered major? Pacer shares a partial list: 

• walking
• seeing
• hearing
• speaking
• breathing
• learning
• working
• caring for oneself
• performing manual tasks
• eating
• sleeping
• standing
• lifting
• bending
• reading
• concentrating
• thinking
• communicating

Who might use a 504 plan?

Before a student qualifies for a 504 plan, they must have an evaluation. A previous diagnosis for a condition like anxiety, depression or attention-deficit/hyperactivity disorder (ADHD) is considered during the evaluation.

Paige says in her experience, the majority of students with a 504 plan have a mental health concern, like depression and anxiety. Dyslexia hearing or vision difficulties, physical impairments, epilepsy, and allergies are other conditions that may qualify for 504 accommodations.  A child with autism may also have a 504 plan.

What’s the difference between an IEP and a 504 Plan?

Pacer states, “The Individualized Education Program (IEP) is the document that outlines the special education and related services that your school district will provide for your child at no cost to you.” An IEP is for children who need special education services to support their learning. They may also have a paraprofessional who helps them in the classroom and other supports. Like a 504 plan, an IEP is a service protected by federal disability law and provided through public schools.

However, not all children need the intensive support of an IEP, and not all will qualify for it. A 504 plan allows children to participate in a typical classroom with simple modifications or adjustments to the environment.

“However, with a 504 plan, you don’t have a case manager, so parents may have to advocate for their kids to make sure their needs are met and continue to be met,” says Paige.

What are some accommodations typical of a 504?

The type of accommodation will depend on a young person’s needs. A child or teen with anxiety might need more time during tests. A young person with dyslexia might need a test read out loud to them. A teen with ADHD might learn better by sitting closer to the front of the classroom or away from windows.

Amy Pagett, an onboarding and QA specialist for Fraser Case Management, shares that some young people with ADHD may also need extra breaks during the school day. For example, they may need a break so they can have a snack. Some ADHD medications suppress appetite, so they may not be hungry until later when their medication wears off.

Other accommodations might include using sensory tools and fidgets during class, sitting on a yoga ball or placing covers over fluorescent lights to dim the brightness.

“We know traditional schooling doesn’t work for every single person,” says Amy. “So why not do the things we can that are relatively simple and low cost?” 

What impact can 504s have?

Amy shares that her niece has autism and didn’t need to be in special education. But she did require accommodations in school, like taking frequent breaks to get up and walk around.

“Having those accommodations helped her be successful in high school and start to prepare for her future,” says Amy. “She was able to enroll in Postsecondary Enrollment Options (PSEO) and graduate with her associate’s degree, just before her high school graduation.”

Simple accommodations can help engage kids who may seem disinterested in school or who appear to be poor students. It can be the difference between liking and hating school.

“The 504 plan isn’t something that that’s hard to do, but it can be so helpful and so crucial. It can keep kids from falling behind, from dreading going to school and slipping between the cracks,” says Paige.

Teach advocacy skills

Having a 504 plan can also teach young people to advocate for themselves at a young age. Paige says they can learn to acknowledge it, and say, ‘I learn differently, and here’s the support I need to learn,’ which is a skill they can bring into adulthood.

“It also raises awareness for teachers, other school staff and students — that it’s okay to ask for support,” Amy says. “It can be empowering to ask for accommodations.”