504 plan examples by condition
By the IEP Atlas editorial teamLast updated
Short answer
A strong 504 plan example names the impairment, the major life activity it limits, and accommodations that each say what happens, when, how much and who provides it. Below are 24 annotated examples across 12 conditions, from ADHD and anxiety to diabetes and a broken arm, plus weak and strong versions side by side and the data that should back each one.
Each example below is written the way it should read in the plan itself, followed by a short note on what makes it strong. The students are fictional and the numbers are illustrations, not targets. If you are new to 504 plans, start with what a 504 plan is; if you are deciding between plans, see IEP vs 504.
What every example has in common
Section 504 requires schools that receive federal money to give students with disabilities an education that meets their needs as adequately as the needs of other students are met.[1] The regulations do not prescribe a form, so plans look different from district to district. The strong ones share four habits:
- They name the impairment and the major life activity. "ADHD substantially limits concentrating and learning" tells every teacher why the plan exists.
- Each accommodation is specific. It says what, when, how much and who. "Extra time" is not enough; "time and a half on tests and quizzes over 15 minutes, in all core classes" is.
- They come from data. The evaluation must draw on more than one source, such as grades, teacher reports, health records and observation.[2] Each accommodation should trace back to something the group saw.
- They name who is responsible. A plan that says "staff will" is a plan nobody owns.
Eligibility is judged without the benefit of mitigating measures such as medication, and the list of major life activities is broad. It includes reading, concentrating, thinking, eating, breathing and major bodily functions.[5] Those rules come from the ADA Amendments Act of 2008, which also applies to Section 504.[6]
Decision table: condition to major life activity
| Condition | Major life activity often limited | Accommodation category to look at first |
|---|---|---|
| ADHD | Concentrating, learning, thinking | Timing, task structure, organization |
| Anxiety | Thinking, concentrating, learning | Setting, predictability, a check-in person |
| Type 1 diabetes | Endocrine function, eating | Health access, food and water, testing pauses |
| Severe food allergy | Eating, breathing, immune function | Environment, emergency plan, staff training |
| Asthma | Breathing, respiratory function | Medication access, physical activity, air quality |
| Epilepsy | Neurological function, thinking | Emergency plan, recovery time, make-up work |
| Dyslexia | Reading, learning | Presentation, timing, audio access |
| Broken arm or other injury | Writing, performing manual tasks, walking | Response method, mobility, temporary changes |
| Migraine | Neurological function, concentrating, seeing | Light and noise, rest, attendance flexibility |
| Crohn's disease or IBS | Digestive function, eating | Restroom access, attendance, make-up work |
| Hearing loss (mild) | Hearing, communicating | Seating, captions, equipment |
| Depression | Thinking, concentrating, sleeping | Workload pacing, counseling access, attendance |
ADHD
Example 1. "Assignments longer than 20 items are split into sections of 5. The student checks in with the teacher after each section for a brief look and a nod. All core classes, independent work. Provided by the classroom teacher."
Why it's strong: the threshold (20 items) and chunk size (5) are numbers a substitute could follow.
Example 2. "The student writes homework in a planner before dismissal. The last-period teacher checks and initials it each day. The counselor emails parents a list of missing work every Friday."
Why it's strong: two people own two separate steps, and the frequency is stated.
For 24 more supports written this way, see ADHD accommodations for the classroom. The family view of the whole plan is in the 504 plan for ADHD guide.
Anxiety
Example 3. "The student may leave class for up to 5 minutes, no more than twice per class period, using a break pass, to go to the counseling office or a designated hallway bench. The student signs in on return. All classes."
Why it's strong: the limits keep the break from turning into avoidance, and the destination is set in advance.
Example 4. "The student is told of schedule changes, substitutes and fire drills at least one day ahead when the school knows in advance. The case contact is the school counselor."
Why it's strong: "when the school knows in advance" makes it doable; the counselor owns the message.
The 504 plan for anxiety guide walks a family through a full plan, and anxiety accommodations at school lists more supports.
Type 1 diabetes
Example 5. "The student may check blood glucose and treat lows in any classroom, at any time, using supplies kept in a labeled bag. Teachers allow snacks, water and restroom visits without a pass. Follows the diabetes medical management plan from the school nurse."
Why it's strong: it points to the nurse's health plan instead of repeating medical orders in an education document.
Example 6. "If blood glucose is below 70 or above 300 mg/dL during a test, the student stops, treats, and resumes when in range, with the clock paused. If the test cannot be finished that day, the student completes it within 2 school days without penalty."
Why it's strong: the numbers come from the student's medical plan, and the make-up window is stated. Use the thresholds the student's doctor gives, not these.
Severe food allergy
Example 7. "Two epinephrine auto-injectors go with the student on field trips and to all off-campus events, carried by a trained adult named on the trip roster. The classroom teacher confirms this before departure."
Why it's strong: it names when (off campus), what (two doses) and who checks.
Example 8. "Classroom celebrations use only store-bought foods with ingredient labels, checked by the teacher against the student's allergen list. The student may bring a safe treat from home instead."
Why it's strong: it keeps the student in the event, which is the point of Section 504.
Asthma
Example 9. "The student carries an inhaler and may use it in any setting. In PE and recess, the student may rest without penalty when symptoms start and rejoin when ready."
Why it's strong: it removes the delay of walking to the nurse and protects the PE grade.
Example 10. "On days the local air quality index is above 100, outdoor PE is replaced with an indoor activity for the student. The PE teacher checks the index each morning."
Why it's strong: a public, objective trigger replaces "on bad days."
Epilepsy
Example 11. "Staff follow the seizure action plan from the school nurse. After a seizure, the student rests in the nurse's office until cleared, and is excused from tests and quizzes for the rest of that day."
Why it's strong: recovery time is built in, so the student is not tested while foggy.
Example 12. "Classroom teachers provide notes or slides for any lesson the student missed because of a seizure or recovery, within 2 school days."
Why it's strong: a deadline turns a kind gesture into a duty.
Dyslexia
Example 13. "The student has access to text-to-speech or audio versions of class novels and textbook chapters. Teachers post materials at least 2 days before they are assigned."
Why it's strong: the lead time is what makes audio access usable.
Example 14. "On tests that do not measure decoding, directions and questions are read aloud on request. On state tests, the student receives the read-aloud option where the state manual allows it."
Why it's strong: it separates class tests from state tests, which follow each state's rules.
If a student with dyslexia needs reading instruction, not just access, look at whether dyslexia qualifies for an IEP.
Broken arm or temporary injury
Example 15. "Until the cast is removed (expected by March 15), the student may answer written work orally, type with one hand, or use speech-to-text. Written assignments over one page are shortened to the first page."
Why it's strong: temporary impairments can qualify when they are severe enough, and an end date tells everyone when to review.[5]
Example 16. "The student leaves each class 3 minutes early with a peer to carry books and may use the elevator. Elevator key issued by the front office."
Why it's strong: the minutes, the helper and the key holder are all named.
Migraine
Example 17. "The student may wear a brimmed hat or tinted glasses indoors and sit away from windows and flickering lights. All classes."
Why it's strong: low cost, specific, and it matches known triggers from the doctor's note.
Example 18. "When a migraine starts, the student may rest in the nurse's office for up to 30 minutes and then return or go home per the nurse's judgment. Missed work is due 1 school day per day absent."
Why it's strong: the rest limit and the make-up formula are clear.
Crohn's disease or IBS
Example 19. "The student has an unlimited restroom pass and may use the nurse's private restroom. No questions asked in front of peers."
Why it's strong: privacy is written in, which matters to a teenager.
Example 20. "During flares documented by the nurse, deadlines for long-term projects move by up to 5 school days. The student and teacher agree on the new date in writing."
Why it's strong: the flexibility has a ceiling and a paper trail.
Mild hearing loss
Example 21. "The student sits within 6 feet of where the teacher usually teaches, with a clear view of the teacher's face. Videos are shown with captions on."
Why it's strong: "near the front" becomes a distance, and captions are a clear yes or no.
Example 22. "The teacher wears the remote microphone during whole-class instruction. The student checks that it is on at the start of class. The audiologist trains staff each fall."
Why it's strong: equipment, user and trainer are all named. See the remote microphone system entry.
Depression
Example 23. "The student may meet with the school counselor once a week for 20 minutes during a non-core period and may request an extra check-in on hard days."
Why it's strong: a scheduled time keeps the support from depending on the student asking.
Example 24. "When the student misses 3 or more days in a row, the counselor meets with the student and parents within 2 days of return to set a make-up plan with no more than 2 make-up assignments due per day."
Why it's strong: it prevents the pile of work that makes return harder.
Weak and strong versions side by side
The weak versions below are common in real plans. Each strong version is tied to the data that should support it.
| Weak | Strong | Data behind it |
|---|---|---|
| Extra time as needed | Time and a half on tests over 15 minutes in core classes | Student finished 2 of 6 unit tests in fall; scores on finished sections averaged 85% |
| Preferential seating | Seat within 6 feet of the teacher, away from the door | Observation: 11 off-task episodes near the door in 30 minutes, 3 at the front |
| Breaks when upset | Up to 2 breaks of 5 minutes per period with a pass | Counselor log: student left class 9 times in 2 weeks with no plan |
| Access to nurse | Checks blood glucose in class; nurse follows the medical plan | Missed 140 minutes of class in a month walking to the nurse |
| Modified assignments | Assignments over 20 items split into sets of 5 | 9 of 30 assignments missing; most stopped after the first few items |
| Reduced homework | Math homework capped at 10 problems, odd numbers only | Parent log: 75 minutes a night on math homework in October |
"Reduced homework" and "modified assignments" can drift into modifications, which change what is learned. Most 504 plans stick to accommodations. The guide on accommodations vs modifications explains the line, and the 504 plan accommodations list has 16 more items with a check on each.
Printable review checklist
Print this page from your browser; there is no sign-up or email form. Then check your own plan against this list:
- The impairment and the major life activity are both named.
- Each accommodation says what, when, how much and who.
- Each accommodation traces to data from the evaluation.
- Health conditions point to the nurse's health plan rather than repeating it.
- Temporary needs have an end date or review date.
- State test accommodations are listed separately from class accommodations.
- There is a review date and a contact person.
Parents have the right to notice, to review records, and to an impartial hearing if they disagree with the school's decisions.[3] For federal guidance in plain language, the Office for Civil Rights resource guide is the best single document.[4] Glossary entries for Section 504, accommodation and eligibility give short definitions to share.
Frequently asked questions
What does a good 504 plan look like?
It names the impairment and the major life activity it limits, lists accommodations that each say what, when, how much and who provides them, and has a review date and a contact person. Each accommodation should come from evaluation data.
How many accommodations should a 504 plan have?
There is no set number. Most plans work best with the few accommodations the data support, often 4 to 8. A long list of generic items is harder for teachers to follow and harder to check.
Can a 504 plan include a health plan?
Yes. Many plans for diabetes, allergies, asthma or epilepsy refer to a separate health plan written by the school nurse. The 504 plan covers education access, and the health plan covers medical steps.
Can a 504 plan cover a temporary injury?
It can when the impairment is severe enough to substantially limit a major life activity, such as writing or walking, even if it is expected to heal. The plan should include an end date or review date.
Use it in IEP Atlas
- Section 504 in the IEP glossary
- Accommodation in the IEP glossary
- Eligibility in the IEP glossary
- Remote microphone system in the IEP glossary
Related guides
- What is an IEP? A plain guide to the plan and what is in it
- What is a 504 plan? Eligibility, contents and an example
- IEP vs 504 plan: differences, examples and how to choose
- 504 plan accommodations list
- 504 plan for ADHD
- 504 plan for anxiety
- How to get a 504 plan for your child
Sources
- 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
- Questions and Answers on the ADA Amendments Act of 2008 for Students with Disabilities Attending Public Elementary and Secondary Schools (2012), U.S. Department of Education, Office for Civil Rights
- ADA Amendments Act of 2008, U.S. Equal Employment Opportunity Commission
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.