504 Accommodations: Everything You Need to Know

504 accommodations are adjustments made to a school’s learning environment, testing methods, or curriculum so students with disabilities can participate fully in school activities in the same way as those without disabilities. These adjustments are designed to prevent discrimination against students with disabilities and are backed by Section 504 of the Rehabilitation Act, 1976.

The law requires schools to provide reasonable accommodations to students who have disabilities. This way, they can access the same or comparable educational programs and activities as their peers.

Understanding 504 Accommodations

The goal of Section 504 of the Rehabilitation Act is to ensure all students have equal access to education, whether or not they have a disability. One way the law achieves this is by allowing accommodations specifically for students with disabilities. However, accommodations do not change the content of what students learn. Instead, they adjust how students learn the material.

For instance, a student with a disability might be allowed extra time on tests or the use of assistive technology during classes. The aim is to give students with disabilities equal opportunities to succeed academically.

Typically, schools outline accommodations in formal documents known as 504 plans. These plans detail the specific support for each student with a disability. Here are a few examples of what’s included in a 504 plan:

• Changes in how instructions are delivered (for example, giving additional attention)
• Adjustments in how the curriculum is presented (such as offering lesson outlines)
• Modifications to the learning environment (for example, allowing the student to take tests in quieter settings)

Who Is Eligible for Section 504 Accommodations?

To be eligible for accommodations under Section 504, students must meet two criteria:

• They must have a physical or mental impairment
• This impairment must substantially limit one or more major life activities

Major life activities include everyday tasks, such as taking care of oneself, learning, and communicating. Students can qualify for accommodations even if their condition is temporary or fluctuates over time.

However, to meet eligibility criteria, any temporary impairment has to substantially limit their ability to perform major life activities for an extended period. For instance, major injuries such as a broken leg or conditions like a serious illness with extended recovery time could qualify if they significantly impact the student’s ability to participate in school activities.

Types of Accommodations

Various 504 accommodations are available to help students with disabilities learn and participate equally alongside their peers. Some examples include:

1. Instructional Accommodations

These accommodations help students better understand and complete their schoolwork:

• One-on-one time for personalized instruction
• Extra check-ins with teachers for support
• Specialized teaching methods tailored to their learning style

2. Environmental Accommodations

These accommodations involve adjusting the classroom environment to help students learn and participate more effectively:

• Having access to a safe space when needed
• Working in quiet areas with fewer distractions
• Sitting in a specific spot that helps them focus or feel comfortable

3. Testing Accommodations

These adjustments make tests more accessible:

• Taking oral tests instead of written ones
• Having extra time to finish tests or exams
• Being allowed to use open books during tests

4. Presentation of Curriculum

This involves changing how information is presented:

• Breaking down big assignments into smaller tasks
• Getting class notes or outlines before lessons

5. Related Services

These include additional support services such as speech therapy, occupational therapy, counseling, or physical therapy—whatever is needed for each student’s specific situation.

Examples of 504 Accommodations

Section 504 accommodations can take many forms to support students with disabilities. Here are some examples:

• Time Adjustments: Teachers can give students extra time to complete tests, assignments, or reading tasks. This ensures they have enough opportunity to finish their work.
• Seating: Students might be seated in a specific location, such as at the front of the class, to help them focus or hear better.
• Class Schedule Adjustments: Some students may have adjusted class schedules that allow for extra breaks throughout the day or different scheduling arrangements that accommodate their needs.
• Testing Modifications: Tests might be administered orally instead of in writing or taken in a quiet setting to reduce distractions and stress.
• Technology Use: Students may use appropriate assistive technology, such as text-to-speech software or computers, to complete written assignments more readily.
• Classroom Changes: The classroom environment might be modified to manage health concerns. For example, perfumes and lotions may be removed from the classroom space to avoid triggers for students with sensitivities or allergies.
• Field Trips: In cases where field trips could exacerbate a student’s condition, they may not be required for participation. This way, students with health concerns can opt-out if necessary without penalty.

Developing and Approving 504 Plans

A team of specialists at the school typically develops 504 plans. These teams may be referred to by different names, such as the school resource team, student assistance team, or 504 team. The school's 504 coordinator typically approves the plan once it's drafted.

While schools don’t have to involve parents, guardians, or caregivers in creating these plans, many schools invite families to participate in the process and attend 504 meetings. Involving families in decisions related to a child’s learning experience is considered a best practice for any school or educational team.

Although the law governing 504 plans doesn’t mandate a specific written format, most plans include similar information. These written plans help document and communicate accommodations for students with disabilities.

504 Plans vs. IEPs: What's the Difference?

504 plans and Individualized Education Programs (IEPs) both have the goal of helping students succeed, but they work in different ways. A 504 plan provides accommodations in the regular classroom so students can learn alongside their peers. An IEP is for students who need specialized learning or special education services.

The main difference is that 504 plans typically don’t change what a student learns, but IEPs can. In essence, 504 plans are not considered to be part of special education, although some students may have both a 504 plan and an IEP to address different needs. For example, a student might have an IEP for learning support and a 504 plan for related services. 

Here’s a quick summary of the key differences:

• Eligibility: It’s easier to qualify for a 504 plan than an IEP. To get an IEP, a child has to have one of 13 specific disabilities covered by a federal law called the Individuals with Disabilities Education Act (IDEA). A 504 plan just requires that the child have a disability that makes it harder for them to succeed in a regular classroom.
• Evaluation: IEPs involve a lot of paperwork. They require documentation of a student’s present levels of performance (PLOP), while 504 plans do not. A full, individual evaluation is required for an IEP, but a 504 plan might not need such an extensive evaluation.
• Parental Involvement: Parents/guardians are a critical part of the IEP team, but 504 plans don’t always require families to be involved.

Despite these differences, both 504 plans and IEPs share the same goal: to help students succeed academically and do well in school.

Conclusion

In summary, 504 accommodations are important for ensuring equal access to school for all students, regardless of their abilities. These accommodations allow schools to remove barriers to learning, particularly for students with disabilities.

Implementing these adjustments effectively can be challenging, but resources like TestHound can simplify the process. With this tool, schools can manage and track accommodations, and teachers can spend less time on paperwork and more time helping students succeed.

If your school is interested in new ways to improve the learning experience for children, you may also be interested in automating tasks and streamlining processes so that your teachers have more time to teach. Education Advanced offers a large suite of tools that may be able to help:

• Evaluation: A solution for documenting every step of the staff evaluation process, including walk-throughs, self-evaluations, supporting evidence, reporting, and performance analytics.
• Pathways: A graduation tracking tool that enables administrators and counselors to create, track, and analyze graduation pathways, ensuring secondary students stay on track to graduate.
• TestHound: Our test accommodation software helps schools coordinate thousands of students across all state and local K-12 assessments while considering various accommodations, such as for reading disabilities, physical disabilities, and translations.