504 plans are formal plans that schools develop to give kids with disabilities the supports they need. These plans prevent discrimination and protect the rights of kids with disabilities in school. They’re covered under Section 504 of the Rehabilitation Act. This is a civil rights law.

504 plans aren’t part of special education. So, unlike IEPs, they typically don’t provide individualized instruction. But a central purpose of 504 plans is to give kids with disabilities access to the same education their classmates are getting. 

504 plans will provide accommodations, like extended time on tests or the ability to leave the classroom for short breaks. Some students may also get related services through a 504 plan, like speech-language therapy or study skills classes.

Schools typically create written 504 plans. But they’re not required to. There are no set rules for what a 504 plan should look like, or what it should include. The only things schools have to put in writing are their policies on 504 plans.

504 plans often include accommodations. These can include changes to the environment, changes to instruction, or changes to how curriculum is presented. Accommodations don’t change what kids learn, just how they learn it. The goal is to remove barriers and give kids access to learning.

Accommodations address specific challenges. A child with ADHD who’s easily distracted might get seating at the front of the class. A child with dyslexia might be allowed to use text-to-speech technology. And a student with slow processing speed might get extended time on tests.

Some students may be able to get related services under a 504 plan. These could include occupational therapy or a study skills class that focuses on organization. Some students might also get supports for social and emotional issues or for behavior challenges through a 504 plan.

While it’s rare, 504 plans can provide modifications. Unlike accommodations, modifications do change what a student is taught or is expected to learn. Students might get fewer homework assignments, for instance. Or they may be graded in a different way than their classmates.

The process for getting a 504 plan is different, and simpler, than the process for getting an IEP. But it varies from school district to school district. Kids don’t need to get a full evaluation to get a 504 plan, although many do. In fact, schools often suggest a 504 plan if a child doesn’t qualify for special education but needs support.

With 504 plans, schools look at information about a student from a few different sources. One source might be a medical diagnosis. Schools might also look at the student’s grades, test scores, and teacher recommendations.

Families or schools can request a 504 plan through the school district’s 504 coordinator, who may also be the IEP coordinator. (Ask the principal if you’re unsure who to contact.) The request must be made in writing. The school will then hold a meeting to decide if the child qualifies and what supports are appropriate.

504 plans are covered by Section 504 of the Rehabilitation Act. Under this civil rights law, students have the right to a free appropriate public education (FAPE). And that’s the whole point of 504 plans: to give students access to the same education their peers are getting.

Families have the right to be notified when their child is evaluated or identified with a disability. They also have the right to see their child’s records. And if they have a dispute about the 504 process, they have the right to complain.