What is a 504 Plan?
504 Plans are a legally binding documents that are designed for students with disabilities as recognized through the Rehabilitation
Act of 1973. 504 Plans ensure that school districts are in compliance with civil rights laws, rather than remediating students in need of special education. These plans require schools to eliminate barriers that would prevent the student from participating fully in the programs and services offered in the general curriculum.
Act of 1973. 504 Plans ensure that school districts are in compliance with civil rights laws, rather than remediating students in need of special education. These plans require schools to eliminate barriers that would prevent the student from participating fully in the programs and services offered in the general curriculum.
How does a 504 Plan compare to an IEP?
Individual Education Plans (IEPs) are written for students who receive special education services. IEPs document the student's present level of functioning, set annual goals for improvement, and designate the specially designed instruction and modifications that a student requires to remediate their deficits. The document itself is much lengthier than a 504, and parents have specific rights when their child receives special education services that are different from those afforded by a 504. (For your reference, parent rights for special education students can be found here, and parent rights for 504 students can be found here.) IEPs are rewritten annually, and students are re-evaluated every three years to determine eligibility for special education services. IEPs are legally binding documents enforced through the Office of Special Education (OSEP). Special Education Resource Teachers are responsible for the implementation of IEPs.
504 Plans are written for students with disabilities who receive all of their instruction within the general education setting. These students are able to adequately complete their educational programs alongside their peers when given accommodations, rather than modifications, to allow them to access the general education setting. 504 Plans are reviewed annually, and are legally binding documents enforced through the Office of Civil Rights (OCR).
504 Plans are written for students with disabilities who receive all of their instruction within the general education setting. These students are able to adequately complete their educational programs alongside their peers when given accommodations, rather than modifications, to allow them to access the general education setting. 504 Plans are reviewed annually, and are legally binding documents enforced through the Office of Civil Rights (OCR).
What is the difference between accommodations versus modifications?
Accommodations are designed to "level the playing field" for students without substantially altering their curriculum. Teachers often provide accommodations to students with 504 Plans, and for other students with academic or behavioral concerns without 504 Plans in their classroom as well. Some examples of accommodations include extended time to complete assignments and tests, taking tests in a smaller/ quieter setting, typing responses rather than handwritten, preferential seating, having someone proofread work, or reading items aloud to a student.
Modifications are provided through special education for students who are working toward being able to complete grade level tasks. Examples of modifications include working out of a lower grade level text, having fewer items on multiple choice tasks, shortened spelling lists, and taking tests in an altered format (i.e. matching rather than essay). Special education teachers oversee the use of modifications carefully, as research has demonstrated a fine line between lowering expectations for students to match their instructional level to decrease frustration and lowering overall student effort and achievement.
Modifications are provided through special education for students who are working toward being able to complete grade level tasks. Examples of modifications include working out of a lower grade level text, having fewer items on multiple choice tasks, shortened spelling lists, and taking tests in an altered format (i.e. matching rather than essay). Special education teachers oversee the use of modifications carefully, as research has demonstrated a fine line between lowering expectations for students to match their instructional level to decrease frustration and lowering overall student effort and achievement.
Does my child need a 504 Plan?
In order to qualify for a 504 Plan, a child must have a verified medical disability which impacts their education, but must not qualify for special education services. Disabilities that would qualify a student for a 504 are sometimes the same as those qualifying a student for special education, but not always. The difference for some students with the same disability qualifying for a 504 rather than special education is often their level of academic achievement or the level of impact their disability has on their educational progress.
Most often, verification of a 504 disability is supplied through the child's medical provider. Some examples of disabilities warranting 504 consideration are ADHD, Obsessive-Compulsive Disorder, or illnesses that result in chronic fatigue. After the school receives a request for 504 consideration and associated documentation of the disability, a 504 team will meet to discuss whether the child requires an accommodation plan at school to ensure appropriate access to the general education curriculum. Another thing to keep in mind is that, in addition to having documentation of a disability, members of the 504 team should be aware of what accommodations that individual child requires to be successful in the general education setting in order to develop a meaningful 504 Plan.
Most often, verification of a 504 disability is supplied through the child's medical provider. Some examples of disabilities warranting 504 consideration are ADHD, Obsessive-Compulsive Disorder, or illnesses that result in chronic fatigue. After the school receives a request for 504 consideration and associated documentation of the disability, a 504 team will meet to discuss whether the child requires an accommodation plan at school to ensure appropriate access to the general education curriculum. Another thing to keep in mind is that, in addition to having documentation of a disability, members of the 504 team should be aware of what accommodations that individual child requires to be successful in the general education setting in order to develop a meaningful 504 Plan.
Where can I find additional information about 504 Plans?
The following links may be helpful in answering additional 504 related questions:
