What is a 504 plan? Eligibility, contents and an example
By the IEP Atlas editorial teamLast updated
Short answer
A 504 plan is a written list of the accommodations and services a student with a disability needs to have equal access to school. It comes from Section 504, a civil rights law. A student qualifies when a physical or mental impairment substantially limits a major life activity, such as learning, reading, concentrating, eating or breathing. It does not include special education goals.
A 504 plan is named after Section 504 of the Rehabilitation Act of 1973. That law says programs that receive federal money, including public schools, cannot discriminate against people with disabilities.[1] For students, part of that promise is an education that meets their needs as well as the needs of students without disabilities are met.[2]
A 504 plan is how many schools write that down. It lists the changes, supports and services a student needs so the disability does not shut them out of learning, tests, activities or the school building. Extra time, a nurse's help with medication, a seat near the board, or a way to take breaks are typical.
Who qualifies for a 504 plan
A student qualifies under Section 504 when they have a physical or mental impairment that substantially limits one or more major life activities. Major life activities include learning, reading, concentrating, thinking, communicating, seeing, hearing, eating, sleeping, walking, breathing and caring for oneself. They also include major bodily functions, such as the immune system or blood sugar regulation.[5]
Two points make this test broader than many families expect:
- The limit is judged without mitigating measures. If a student's ADHD is managed with medication, the school asks how the ADHD limits concentration without the medication. Ordinary eyeglasses are the main exception.[5]
- Good grades do not rule a student out. A student with high grades can still be substantially limited, for example in the time and effort it takes to read, or in eating at school.
Common conditions that lead to a 504 plan include ADHD, anxiety, diabetes, food allergies, asthma, epilepsy, dyslexia, and temporary or long-term physical injuries. A diagnosis helps but is not required, and a diagnosis alone does not guarantee a plan.
What a 504 plan contains
The Section 504 regulations do not prescribe a form. Most districts use one with these parts:
- Student information and the date of the meeting.
- The impairment and the major life activity it limits.
- The evaluation information the group used: grades, teacher reports, medical information, observations.
- Accommodations and services, each with when it applies and who provides it.
- Who is responsible for each part, including teachers, the nurse and the counselor.
- A review date.
A 504 plan usually does not have present levels, measurable goals or progress reports. Those belong to an IEP. The guide on IEP vs 504 compares the two in a 10-row chart.
One student's 504 plan, start to finish
Noah is a fictional 6th grader. The dates and numbers show how the process can unfold.
August 15. Noah's pediatrician diagnoses ADHD. His parents share the report with the school counselor.
September 26. After six weeks of middle school, Noah has 9 missing assignments out of 30. His teachers say he understands the lessons but loses track of work and stops partway through tests. His math teacher refers him to the school's 504 coordinator.
October 2. The school asks for his parents' permission to evaluate. They agree.
October 2 to 16. The school gathers information: grades, teacher rating forms from 4 teachers, the pediatrician's report, and a 30-minute classroom observation in math. The observer notes that Noah worked for about 8 minutes, then stopped and drew for the rest of independent work.
October 20. The 504 group meets: Noah's parents, the counselor, his math and English teachers, and the 504 coordinator. They find that ADHD substantially limits Noah's concentrating and learning. They write a plan with five accommodations:
| Accommodation | When | Who |
|---|---|---|
| Assignments over 20 items split into chunks of 5, with a quick check after each | Independent work in all core classes | Classroom teachers |
| Planner checked and initialed before dismissal | Every school day | Last-period teacher |
| Weekly email listing missing work | Fridays | Counselor |
| Time and a half on tests over 15 minutes | All core classes | Classroom teachers |
| Test taken in a small-group room | Tests over 20 minutes | Resource staff |
January 12. At a short check-in, Noah has 2 missing assignments out of 28 in the last six weeks. His test scores rose from a median of 71% to 84%. The team keeps the plan as written and sets a full review for the spring.
Noah does not need specially designed instruction; he understands the content when he can stay with it. That is why a 504 plan fits. If his grades kept falling despite these supports, the next step would be an evaluation for an IEP. The ADHD accommodations page lists 24 supports like these, written out in full.
Rules at a glance, and where they vary
| Rule | What Section 504 requires | Where districts and states differ |
|---|---|---|
| Who decides | A group of people who know the student, the evaluation data and the placement options | Who sits on the group; most districts include parents |
| Evaluation | Required before the first plan and before any significant change in placement | How long the evaluation takes; there is no federal day count |
| Evaluation sources | Information from more than one source, documented and carefully considered | Which forms and rating scales are used |
| Written plan | Not required in the regulations' text, but widely used and recommended | Plan format and level of detail |
| Review | Periodic reevaluation | Many districts review every year; some every 3 years |
| Parent rights | Notice, a chance to review records, an impartial hearing and a review process | Who runs the hearing; local grievance steps |
| Complaints | A complaint can go to the Office for Civil Rights | District grievance process first, in some districts |
| State tests | Accommodations allowed when the state manual permits | Each state's manual sets the list |
These rules come from the Section 504 regulations on evaluation and placement[3] and on procedural safeguards,[4] and from the federal resource guide.[5] Public schools are also covered by Title II of the Americans with Disabilities Act, which adds similar protections.[6]
Common 504 accommodations
The best accommodations come from the student's needs, not a menu. These appear often:
- For attention: chunked assignments, written directions, breaks, seating away from distractions, small-group testing.
- For health conditions: snacks and water in class, nurse visits, rest breaks, a plan for missed work after absences, an emergency plan.
- For anxiety: a quiet place to take tests, a check-in person, notice before changes, a pass to step out briefly.
- For physical needs: elevator access, extra time between classes, a second set of books, adapted physical education.
- For reading: audiobooks or text-to-speech, extra time, tests read aloud.
Each accommodation should say when it applies, how much and who provides it. The pillar guide on IEP accommodations explains that rule, and it works the same way in a 504 plan.
Your rights with a 504 plan
A 504 plan is binding on the school. If a teacher is not following it, start with the 504 coordinator. If that does not fix it, you can ask for a meeting, use the district's grievance process, ask for an impartial hearing, or file a complaint with the Office for Civil Rights.
Every state has at least one Parent Training and Information Center that helps families with school plans for free. You can find yours through the Center for Parent Information and Resources.[7]
When a 504 plan is not enough
If your child is falling behind even with accommodations, ask in writing for an evaluation for special education. A child who needs teaching designed for their needs, not only access, may qualify for an IEP. The guide on what an IEP is walks through each part of one, and the IEP checklist shows what it must include.
The glossary entries for Section 504, eligibility, accommodation and the ADA give short definitions you can share with family members.
Frequently asked questions
What does a 504 plan do?
It lists the accommodations and services a student with a disability needs to learn and take part in school on equal terms with other students. Teachers and staff must follow it. It does not provide special education instruction or goals.
Who can request a 504 plan?
A parent, teacher, counselor, doctor or the student can raise the request with the school. Parents usually make the request in writing to the school's 504 coordinator or principal. The school then decides whether to evaluate.
Does a 504 plan need a doctor's diagnosis?
No. A medical diagnosis can be helpful evidence, but the school decides eligibility from all the information it gathers. A school should not refuse to evaluate only because a family has no diagnosis.
How often is a 504 plan reviewed?
Section 504 requires periodic reevaluation and a new evaluation before any significant change in placement. Many districts review plans every year by local policy. Parents can ask for a review at any time if something is not working.
Use it in IEP Atlas
- Section 504 in the IEP glossary
- Eligibility in the IEP glossary
- IEP in the IEP glossary
- ADA in the IEP glossary
- Accommodation in the IEP glossary
Related guides
- What is an IEP? A plain guide to the plan and what is in it
- IEP vs 504 plan: differences, examples and how to choose
- What should be included in an IEP: a printable checklist
- ADHD accommodations in the classroom
- 504 plan examples by condition
- 504 plan for ADHD
- 504 plan for anxiety
Sources
- 29 U.S.C. §794: Nondiscrimination under Federal grants and programs (Section 504), Legal Information Institute, Cornell Law School
- 34 CFR §104.33: Free appropriate public education, eCFR (National Archives)
- 34 CFR §104.35: Evaluation and placement, eCFR (National Archives)
- 34 CFR §104.36: Procedural safeguards, eCFR (National Archives)
- Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools (2016), U.S. Department of Education, Office for Civil Rights
- 28 CFR Part 35: Nondiscrimination on the Basis of Disability in State and Local Government Services, eCFR (National Archives)
- Center for Parent Information and Resources, CPIR
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.