In this blog, I am broadly going over what a 504 plan is. To go into it, I’ll explain what the 504 plan is, what laws apply, who can get one, and what gets included.
First, what is the 504 plan? 504 plans are legally binding accommodations that a public or charter school setting must provide for students with a mental or physical impairment that substantially limits some life activity within the school setting.
504 plans are codified in federal statutes, specifically Section 504 of the Rehabilitation Act. This act specifies that public schools must provide these accommodations because if they don’t, they will discriminate against individuals with disabilities.
504 plans are different from an IEP. Sometimes they’re spoken about interchangeably, but there are differences between a 504 plan and an IEP. Wondering if a child can have a BIP without an IEP? It’s possible, but the specifics depend on the child’s needs.
A 504 plan is just accommodations provided to that student within the educational environment. An IEP may specifically have accommodations, but additionally, an IEP is more for children or students who need special education. They need pulled out and specialized instruction.
In 504, the student may be in the general education classroom the entire day. They need a specific 504 accommodation plan to help with their impairments. This setup also reflects the responsibilities of a teacher in an inclusion classroom.
How to Get a 504 Plan
You’ll find this question often asked by parents. It involves several parties, including the administration, general education teachers, and parents or guardians. They are all part of the team. The Center for Parent Information & Resources offers a comprehensive guide on how to get a 504 plan.
After every three years, the team must handle the evaluation process again. Then the student would be evaluated. They would look at the data, the student’s diagnosis, and any of the impairments, and they would go through those accommodations and see if they were a good fit.
The U.S. Department of Education provides more details on how 504 plans work within the educational system. Also, 504 plans are not just limited to academic areas. It can cover other aspects, such as transportation to and from school, transitions in the hallway, and specials.
That’s what’s great about them. The 504 plan can extend to lunchtime, bathroom breaks, or anything where there would be a substantial impairment on the student’s part that requires accommodation. This is just a glimpse of how comprehensive a 504 plan can be; for a more detailed understanding, you may refer to Understood.org’s guide on 504 plans.
Physical Impairments and 504
But after every three years, the team must handle the evaluation process again. Then the student would be evaluated. They would look at the data, the student’s diagnosis, and any of the impairments, and they would go through those accommodations and see if they were a good fit. Do we need to add more? Do we need to add less, or do we need to tailor the current accommodations to meet the student’s needs better?
504 plans also address the whole school environment. It may mean transportation to and from school, transitions in the hallway, and specials. So if the child has impairments in physical education, PE or art, fine motor skills, or music for sensory disorders, the 504 can address all of those things. That’s what’s great about them.
Also included is lunchtime, bathroom breaks, or anything where there would be a substantial impairment from the student that requires accommodation. That all can be there in the 504 plan. Think outside of just the general education classroom.
Also, we can talk about who qualifies for a 504 plan. The law states that a student must have a physical or mental impairment substantially limiting a major life activity.
How Is a 504 Different From an IEP?
It is different from an IEP. In IEP, the diagnosis must fit within one of the 13 categories. For a 504 plan, you can have any mental or physical impairment. But the second part is that it must substantially limit a major life activity. That would be something inside the classroom. Some examples are if someone has paraplegia and is in a wheelchair. They have a physical impairment, so there would need to be accommodations in the classroom.
What would that look like? They could sit in front of the class, have a clear area to and from, and sit in a specific part of the classroom. Things like that. And then mental impairment. For this one, I would say the most common is anxiety. Accommodations can be written if a child has a diagnosis of anxiety that substantially limits them in the classroom, specifically around taking exams. That student could take that exam in a quiet place outside the classroom, or maybe they’re given double the time to complete it.
What would that look like? They could sit in front of the class, have a clear area to and from, and sit in a specific part of the classroom. Things like that. And then mental impairment. For this one, I would say the most common is anxiety. Accommodations can be written if a child has a diagnosis of anxiety that substantially limits them in the classroom, specifically around taking exams. That student could take that exam in a quiet place outside the classroom, or maybe they’re given double the time to complete it.
Maybe it’s read out loud to the student. Perhaps the student is given study guides or prompts. The possibilities are endless with the 504 plan. And that’s another great thing. It’s completely tailored to meet the needs of the student.
Is There a Downside to Having a 504 Plan?
I just gave the example of a child with anxiety who maybe needs extended time on the exam or a quiet place. It’s important to know what’s causing the child’s anxiety. Is it just the environment? Then the accommodation would be tailored to them where it would be that they were allowed to take it in a different place. Maybe it’s the pressure of the time, and they get stressed out about that. Then they get additional time.
Another excellent example of accommodation is how the child can cue the educator whenever they need this accommodation. So, for example, if a child has anxiety and feels like they are going to have an anxiety attack or needs to remove themselves from the classroom, the accommodation would be written so that the student would give a specific cue.
That could be giving the teacher a thumbs up, or a one or a code word. Or they have a slip of paper they can hand to the educator. And so, in that way, no one in the class knows what’s happening, and the child isn’t singled out, but they’re getting the accommodations they need.
The educator is cued into what’s happening, and the student can communicate that. And then the last part, what makes a suitable accommodation is it’s written clearly so that anyone in the school can fulfill it. So, for example, if a substitute is brought in for the day, they should be able to read the 504 plan and know precisely how to implement those accommodations. And they should realize it quickly without asking anyone or singling out the student.
What Is a 504 Plan for Anxiety?
Examples of bad accommodations include singling out the student. So, if a child has anxiety, they may have more anxiety to raise their hand and ask the teacher if they can leave the classroom because they feel like they will have a panic attack now that all of their peers know. It can cause more anxiety for that student. It’s better to have some cue that the educator and the student understand, and no one else does.
Also, when accommodations are vague, I gave a previous example of a child being able to have double the time on the exam. A lot of 504 plans I have seen say extended time on exams. Well, how much ample time? Is it double? Is it triple? Are they allowed to spend the whole day on that exam?
Is it up to the special education teacher’s discretion? If the substitute is there, will they know how much extended time? See, it’s vague, so it’s hard to understand. If the educator is out or someone else is stepping in for the day, how do they implement that? So those are some examples of just bad accommodations.
504 Accommodations and the Rehabilitation Act
The other thing is the forgotten accommodations. When parents or 504 plan teams draft the 504 accommodations, they often only look inside the general education classroom. Look outside. Where are their issues? Is it in the hallway? Does the child need a prompt that they’re going to be transitioning? Do they need an aide or staff member to escort them in the hallway? The biggest one I have seen is the cafeteria.
People overlook it all the time. Cafeterias can be very loud if a student has a sensory processing disorder or anxiety. They’re smelly places; they’re busy. When children have issues with overstimulation or sensory processing, the cafeteria can be a terrifying place, and they may need accommodations within the cafeteria.
What would that look like?
They may be allowed to sit in a specified area every day. Maybe they’re allowed to eat their lunch outside the cafeteria because it’s just too much overstimulation for them—also, specials. We discussed PE or art, those fine motor skills, and therapy. If therapy is being brought in, the plan should mention it in however minutes or the frequency that the student will receive that treatment, maybe PT or OT.
A 504 plan is there to help that student who has an impairment. The possibilities are endless. You can get creative on a 504 plan, and parents have a say. They’re a valued team member and have legal rights and remedies to hold the school accountable if it does not provide the agreed-upon accommodations or does not want to give a 504 plan. And if they feel like the child has been evaluated and doesn’t need one. I have tons of blogs on this; you can check them out.
About Us:
Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.