Guidance and Counseling » 504 Plans

504 Plans

A 504 plan is a legal document falling under the provisions of the Rehabilitation Act of 1973.  It is NOT an Individualized Education Plan (IEP) and is NOT related to special education. It is a legal document stating that a student has a disability or impairment that restricts a major life activity and accommodations need to be put into place for that student to be successful. Once the helpful accommodations are put into place, all teachers who work with that student receive a copy and follow the plan. At the conclusion of each year all plans are reviewed and may or may not continue into the following year.
When parents provide the school with medical documentation (doctor’s note, test results etc.) a student may be considered for a plan. The student must have a physical or emotional disability, or an impairment (i.e. Attention Deficit Disorder) that significantly impacts one or more major life activities.  Examples of major life activities include caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, working, and learning.
Absolutely not. The student would need a 504 Plan only if this disability or impairment is impacting them significantly in school. Further, a student may have a condition but may not qualify if it is found that the condition is not significantly impairing them.
When parents present the school with medical documentation the child may be eligible for a 504 Plan. After the documentation is received it is reviewed by a 504 Plan committee. This committee determines whether the child qualifies for accommodations under the plan. If they do qualify, the student’s counselor will draft a 504 Plan. It is then sent home to the parents to review and sign if it is to their satisfaction. Once the signed copy is returned to school the plan is in effect and will be implemented by all teachers who work with the student.  
The student's counselor, the student’s teacher, parent/legal guardian, and 504 committee (speech therapist, general education teacher, special education teacher, basic skills teachers, nurse, and principal). The student’s physician or therapist may also be involved in the process.
Examples of accommodations might be, preferential seating (close to teacher/ instruction, away from distractions etc.), assignments or testing conditions may be adjusted (extensions of time, modification of test questions), increased response time, extra time to complete tasks, ability to take a break in between assignments or work standing up. Accommodations are tailored to each individual student’s needs.
Teachers are expected to reasonably follow the strategies written to implement the plan and to participate in the review. Further, if the plan is not working for the student, a teacher should ask for the assistance of support staff.