This type of plan falls under Section 504 of the Rehabilitation Act of 1973. This is the part of the federal civil rights law that prohibits discrimination against public school students with disabilities. That includes students with learning and attention issues who meet certain criteria.
Much like an IEP, a 504 plan can help students with learning and attention issues learn and participate in the general education curriculum. A 504 plan outlines how a child’s specific needs are met with accommodations, modifications and other services. These measures “remove barriers” to learning.
Keep in mind that a student with a 504 plan usually spends the entire school day in a general education classroom. And typically, children who require modifications would have an IEP, not a 504 plan.
504 plans are for K–12 public school students with disabilities. Section 504 defines “disability” in very broad terms. That’s why children who aren’t eligible for an IEP may qualify for a 504 plan. Section 504 defines a person with a disability as someone who:
- Has a physical or mental impairment that “substantially” limits one or more major life activity (such as reading or concentrating).
- Has a record of the impairment.
- Is regarded as having an impairment, or a significant difficulty that isn’t temporary. For example, a broken leg isn’t an impairment, but a chronic condition, like a food allergy, might be.
This definition covers a wide range of issues, including ADHD and learning disabilities. However, Section 504 doesn’t specifically list disabilities by name.
Having a disability doesn’t automatically make a student eligible for a 504 plan. First the school has to do an evaluation to decide if a child’s disability “substantially” limits his ability to learn and participate in the general education classroom.
This evaluation can be initiated by either the parent or the school. If the school initiates the evaluation, it must notify the parents and get the parents’ consent to evaluate a child for a 504 plan.
When doing an evaluation for a 504 plan, the school considers information from several sources, including:
- Documentation of the child’s disability (such as a doctor’s diagnosis)
- Evaluation results (if the school recently evaluated the child for an IEP)
- Observations by the student’s parents and teachers
- Academic record
- Independent evaluations (if available)
Section 504 requires evaluation procedures that prevent students from being misclassified, incorrectly labeled as having a disability or incorrectly placed.
There’s no standard 504 plan required by the law. Every school district handles it a little differently. In general, a 504 plan should include the following elements, all tailored to a child’s individual needs:
- Specific accommodations, supports or services
- Names of the school professional that will provide each service
- The name of the person responsible for ensuring the 504 plan is implemented
A 504 plan is developed by a team of people who are familiar with the student and who understand the evaluation data and special services options. This group, sometimes called the 504 team, might include:
- Your child’s general education teacher(s)
- Your child’s School Counselor
- The School Psychologist
- The school principal
- You, the parent(s)
- The child (depending on his age and maturity)
Adapted From: www.understood.org
Director of Student Services
513-273-3123
