504 Accommodation Plans

WHAT IS A 504 PLAN?                                    

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 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 need modifications would have an IEP, not a 504 plan.

Who qualifies for 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. If the school wants to move ahead without the parents’ consent, it must request a due process hearing to get permission to work around the parents’ refusal.

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

Section 504 requires evaluation procedures that prevent students from being misclassified, incorrectly labeled as having a disability or incorrectly placed.


BUILDING CONTACTS FOR INFORMATION ABOUT OR HELP WITH 504 PLANS:

District 504 Coordinator: Stefanie Wondriska-Clark

Becket-Washington Elementary: Leslie- Blake-Davis
Kittredge Elementary: Kathy Buckley
Craneville Elementary: Debbie White
Nessacus Middle School: Stephanie Shafiroff
Wahconah High School: Guidance Counselors

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