What is a 504 Plan and How Do I Implement One?

Navigating the world of Individualized Education Programs (IEP’s) and 504 plans can initially feel like stepping into uncharted territory, especially for a first-year teacher. Trust me, I’ve been there.

The sheer amount of information, legal requirements, and diverse needs of each student can be overwhelming (…to say the least), leaving you feeling uncertain about how to best support your students in the most inclusive and effective way.

In this post you’ll learn:

What a 504 plan is
The purpose of a 504 plan and its legality
The difference between a 504 and an IEP
What disabilities are covered under a 504 plan
How a student gets a 504 plan
How to implement a 504 as a classroom teacher

A teacher looking over a 504 plan and deciding how to implement it.

I want to start by saying it is COMPLETELY normal to experience moments of confusion or doubt when it comes to understanding the intricacies of IEP’s and 504 plans. The complex terminology, specific accommodations, and procedural guidelines can seem like a lot to absorb and implement. However, it’s important to remember that you are not alone in this journey.

After over 20 years inside the classroom, I want to help you understand what exactly is a 504 plan and how to implement it…in the simplest possible terms.

What is a 504 Plan?

A 504 plan, is a legal document created under Section 504 of the Rehabilitation Act of 1973 in the United States. A 504 plan makes accommodations to the child’s environment NOT the curriculum in order to level the educational playing field.

It’s important to reiterate that it is a LEGAL document. It’s not something that you can just ignore.

It is designed to support students with disabilities in accessing a free and appropriate public education (FAPE) right alongside their peers.

IEP VS. 504

The most common question surrounding a 504 plan is always what’s the difference between a 504 and an IEP? I know I definitely had this question myself when I was first introduced to both.

IEP (Individualized Education Program) and 504 (Section 504 plan) are both legal documents designed to support students with disabilities in the United States education system. While there are similarities between the two, there are also key differences in terms of eligibility criteria, services provided, and the level of support offered.

Here’s a handy dandy Venn Diagram to help explain some of the similarities and differences between the two.

Infographic showing the similarites and diferences between a 504 plan and an IEP.

What disabilities are covered under a 504 plan?

The purpose of a 504 plan is to ensure that students with disabilities receive the necessary accommodations and support to address their individual needs. Unlike an IEP, students do not need to have a full evaluation to receive a 504 plan. A lot of the time, a student will get a 504 plan after not meeting the eligibility requirements for an IEP.

A 504 covers any disability that substantially limits a major life activity.

These disabilities may include:

physical impairments (broken bone, cerebral palsy, vision impairment, etc.)
health conditions (epilepsy, diabetes, asthma, etc)
mental health disorders (depression, anxiety, etc)
learning disabilities
And any other impairments that substantially limit one or more major life activities, such as learning, walking, hearing, or seeing.

How does a student get a 504?

The laws surrounding a 504 are not as stringent as those around an IEP. The process for getting a student a 504 differs from state to state and even school to school. It’s important to familiarize yourself with your state’s laws as well as your school’s guidelines.

Below are the common steps for referring to and writing a 504.

1 – Identify a need: A parent or teacher can refer a student to begin the process. They have identified a need and believe the student has a disability that substantially limits a major life activity.

2 – Collect Data: After a student has been referred, the 504 team will collect data (medical diagnoses, teacher input, behavior data, parent input, etc.)

3 – Collaborative Meeting: The team will then meet to determine the child’s eligibility and if the student would benefit from accommodations that could be included in a 504.

4 – Write 504: If a student meets eligibility, the 504 coordinator will write the plan and share it with all needed parties.

How do I implement a 504 as a teacher?

You will likely have some students who already have a 504 plan, and others that you will refer (following the steps above or the steps outlined by your school). It is then your legal duty to implement the 504 plan by following all accommodations and requirements listed.

Here are some easy steps to implementing a 504 as a teacher:

1 – Familiarize Yourself with the 504 Plan: First and foremost, make sure you obtain a copy of the student’s 504 plan and review it carefully. Do not be afraid to ask questions if you do not understand the accommodations and services outlined in the plan!

2: Communicate with the 504 Coordinator. This may be a school counselor, assistant principal, or another staff member. This person is typically responsible for overseeing the implementation of 504 plans and can provide guidance and support throughout the process. Make sure you know who this is and establish an open line of communication.

3: Collaborate with Family: If the 504 coordinator does not have a meeting already set up (it’s not required every year), it would be helpful to meet with the student and their parents: This meeting provides an opportunity to clarify any questions, address concerns, and establish (more) open lines of communication. Remember you are a team!!

4: Create a Supportive Learning Environment: Implement the accommodations specified in the 504 plan within your classroom. These may include adjustments to seating arrangements, extended time for assignments or tests, preferential seating, access to assistive technology, or any other necessary supports. Ensure that the student’s learning environment is conducive to their individual needs.

5: DOCUMENT, DOCUMENT, DOCUMENT: By documenting, this proves that you are following the law and proving any progress (or lack thereof) that is being made. This documentation helps track the student’s journey and facilitates ongoing collaboration with parents, administrators, and support staff.

Maintain Confidentiality

Important Reminder! Always make sure you are maintaining confidentiality. I know this may seem obvious, but it is so important. Only share relevant details with individuals who have a legitimate need to know, such as school administrators, support staff, or other teachers working directly with the student.