A 504 plan is a document that provides assistance to students with disabilities. The name is derived from Section 504 of the Rehabilitation Act of 1973. The section states that no individual with a disability shall be denied the benefits of or excluded from participation in any activity that receives federal funding by reason of their disability. It goes on to define a person with a disability as someone with a mental or physical disability that substantially limits a major life activity.
That is more or less the legal background on 504 plans and that extends beyond schools. 504 plans are probably best known in the realm of education though and it is important for parents to understand just what they are. In layman’s terms, I describe 504 plans as a mechanism to level the playing field for a disabled student. The document usually provides accommodations that are intended to compensate for the disability. These accommodations can vary greatly and are entirely dictated by the disability.
What confuses parents most about 504 plans is their difference from an IEP plan. Perhaps detailing an IEP plan is a topic for another time, but in short, IEP plans provide accommodations for individuals who might have a disability in one of 13 specific areas. Thus, a 504 plan is a wider umbrella and might cover some things an IEP plan would not.
At my school, most 504 plans cover students with ADD or ADHD (which is usually not covered by IEPs) or with physical disabilities such as diabetes or temporary issues like broken limbs. Indeed, 504 plans are often issued temporarily for disabilities that might go away in time. Again, the plan’s functions might officially allow a student with torn knee ligaments to leave class a minute early in order to beat the rush to the next class while they remain in a wheelchair or a student with diabetes the opportunity to frequently visit a school nurse in order to check insulin levels. It can provide the opportunity to eat a snack in class, if needed for medical purposes or give extended time on a test for a student who has difficulty focusing.
It is important to note that a 504 plan cannot be put in place just because a parent thinks it might help out. A doctor or some professional needs to provide an official diagnosis and recommended a student be evaluated by a team at the school for a 504 plan. There is a process and a parent can’t just show up at school and say “I want a 504 plan right now.” I think it’s important for a parent to remember too that even if a student might qualify for a 504 plan in some cases, it might not be needed. If a student has a bad ankle sprain and is going to be on crutches for a while, talk to the school. You’ll probably find they are pretty willing to be accommodating even if there is a not paperwork in place that says they absolutely have to be.
As is the case with anything, communicating with the school is key. Counselors are well versed in 504 plans and can help point you in the direction for them if needed.
