The 4-1-1 on Your Child’s 504 Plan

What is a 504 Plan?

Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that protects qualified students from discrimination based on disability. If a learning, physical or neurological disability impacts a child’s ability and education, a 504 Plan can be a blueprint to create reasonable accommodations and support strategies for the student. 

One of the main distinguishers between a 504 Plan and an IEP (Individual Education Program) is that a 504 has a broader list of defined disabilities and fewer restrictions. The IEP provides specialized instruction that may include changes to the curriculum, while the 504 Plan allows accommodations to the curriculum.

Peter Wright of Wright’s Law stresses the importance of documentation regarding advocating and services for your child. “You write letters to clarify events and what you were told. When you train yourself to write things down, you are taking steps to protect your child’s interests. If you have a dispute with the school, your logs, and letters are independent evidence that supports your memory. Documents that support your position will help you resolve disputes early.”

Examples of accommodations, support, and services include specific directions and instructions for students, such as a visual schedule and frontloading transitions, seating placement, and occupational or physical therapy. These instructions can be ongoing throughout the school year or have a specific end date listed. Accommodations regarding the student’s academics and study skills could include shortened assignments and extra time allotted for test taking.

Behavioral interventions in a 504 could discuss strategies for the student to self-regulate and an individualized “sensory diet .”A “sensory diet” is a group of activities to assist with attention, arousal, and adaptive responses in the following areas: tactile, oral motor, visual, auditory, olfactory, vestibular, and proprioceptive. The student can be a “classroom helper” with these roles, helping the teacher carry materials and other assignments that fulfill their sensory need by aiding the teacher. Common examples include structured movement breaks, time on the swing set, wearing headphones, fidget spinners, and heavy lifting activities.  

What to Expect Before the 504 Meeting

• Parents/Guardians may be given Parent Assessments, often by various team members, such as the district or school’s occupational therapist (OT) and psychologist.

• Parents/Guardians will receive and should review in full a copy of the Notice of Parental/Guardian Rights and Procedural Safeguards under Section 504.  

Action Plan after the 504 Meeting

• Discuss how often the 504 team will meet.

• The best practice is to review a 504 Plan annually, but different districts will have their policies. It is important that any significant changes in placement or how the student is taught needs to be communicated to the parent.  

• Parents/Guardians will be asked whether they agree to the 504 Plan and asked to sign. Parents have the right to decline if they disagree and to specify which part (the evaluation process, identification, service plan, or another section).

• 504 Plans are discontinued three years after they are no longer used or after the child’s 25th birthday.

Local Help and Guidance

Special Kids Connect is a non-profit whose mission is to “develop resources, raise awareness, and provide support to children with disabilities and their families in Monterey County.” They offer one-on-one guidance for 504 assistance if parents have any questions or concerns about a child’s 504 Plans and IEPs.

Finally, remember that all 504 Plans are different. 504 Plans can vary based on the school, but all should include accommodations and services. Documenting all meetings, action plans, and duties allows the school administrators, educators, parents, and students to understand each other’s roles and responsibilities with one common goal: to help the child succeed.