What is a 504?
In my last post, I discussed IEP Basics. IEPs are comprehensive plans for students diagnosed with a particular disability and used specifically for special education services. While IEPs are commonplace in schools across the country, relatively few students qualify for such support.
In today’s post, we will examine what is commonly called a “504.” While 504s and IEPs have some common features, each is intended for certain subset of students. This post will help clarify the differences so you can decide which is most appropriate for your student.
What are 504 Accommodations?
Under Section 504 of the Rehabilitation Act of 1973, individuals are protected under federal law from discrimination related to a disability. Unlike an IEP, 504 is not specific to school. However, for the sake of this post, Section 504 pertains to students diagnosed with a learning disability or other educational-impacting condition. These students are entitled to fair treatment in school based on their diagnosed disability, hence the term “accommodation.” 504 accommodations are a service, not a program.
In general, 504 accommodations are not nearly as comprehensive as an IEP and do not include targeted, supplemental support. Rather, 504 accommodations allow flexibility within the classroom setting to help meet the student’s needs. Services for students with a 504 often include:
Extended time on tests
Reduced-distraction environment for tests
Copy of class notes
Use of a word processor for in-class writing
Use of a calculator for math assignments
Shortened assignments (modifications)
Tests and quizzes administered orally
Frequent breaks throughout the day
Who Qualifies for 504 Accommodations?
Students who are diagnosed with a specific disability that inhibits their ability to perform in the general education classroom typically qualify for 504 accommodations. Diagnoses for 504 are more broadly defined than in an IEP. Common diagnoses that qualify for a 504 are:
Dyslexia
Dysgraphia
Dyscalculia (math disorder)
ADHD
Anxiety
Auditory Processing Disorder
Mild emotional and behavioral disorders
How Does the Process Work?
The process for 504 accommodations is not nearly as involved and comprehensive as an IEP. First, students must have an evaluation that identifies their disability. This evaluation can be part of an IEP or can be conducted by an outside evaluator such as a psychologist. The school may also request an evaluation if a child is struggling in a particular area, such as reading or writing. Keep in mind, if a public school recommends a child be evaluated, the school has an obligation to provide that evaluation for free.
Once the evaluation is conducted, parents will meet with the appropriate school representatives to discuss the results. This will usually include the school psychologist or counselor, the student’s teachers, and often times the school principal. Parents are also allowed to bring an outside advisor to assist in the process.
Once the team is assembled, everyone will discuss options for accommodations, focusing on those that will help the student meet his or her needs in the general education classroom. A final decision on the student’s accommodations should be written in the student’s plan and clearly communicated to all teachers.
How Are Accommodations Given?
Unlike an IEP, a student must be proactive in using his or her 504 accommodations. Teachers are encouraged to help students with the process, but ultimately the student must self advocate. Setting up accommodations can require time and resources, so students must plan accordingly to receive their extra time, quiet testing environment, etc. If a student has issues with receiving accommodations, he or she should contact the school counselor.
What Is the Key Difference Between 504 and IEP?
An IEP is a comprehensive plan to assist students in a special education setting. The plan is highly involved and often requires the student to attend classes outside of the general education ones or use an aid inside the general classes.
504 accommodations are designed to help students in the general education setting so they have equal access to learning and extra-curricular activities. 504 is meant to “level the playing field” by providing in-class accommodations. Students with a 504 do not typically receive supplemental instructional or behavioral support at school.
What Should My Student Do?
For both an IEP and 504 an evaluation is the first step. Once the evaluation is complete, you will have a better understanding of which is right for your student. Due to budget issues, schools are more inclined to offer 504 accommodations, which cost very little. And quite frankly, most students in these situations will not need an IEP. Understanding the differences between an IEP and 504, however, will help you make the best decision when it is time to meet with the school. It will also give you the information you need to advocate for your child. Remember, you have a loud voice in your child’s education; use it!
Obtaining appropriate services in school is essential for students diagnosed with educational-impacting conditions. If you or your child has concerns about his or her performance in the classroom, an evaluation can uncover these conditions and get your child on the path to success.