How to get a 504 plan for your child

A 504 plan lists the changes and supports a child with a disability needs to take part in school on equal terms. Think extra time on tests, a nurse's help, a seat near the teacher, or breaks. It comes from Section 504, a civil rights law that covers public schools.^[1] If you want the basics first, read what a 504 plan is.

This page walks you through getting one, step by step. It includes a sample letter with notes, the questions to ask, and who to call if you get stuck.

The steps, from first worry to signed plan

1. Write down what you see. Note the problems at school and when they happen. "Stops working after 10 minutes" is more useful than "can't focus." Save teacher emails and report cards.
2. Send a written request. Email or a letter to the 504 coordinator or principal works. A sample is below. Keep a copy with the date.
3. Give consent. The school will ask your permission before it evaluates your child. Sign and return it quickly.
4. The school gathers information. It must look at more than one source, such as grades, teacher reports, test scores, health records and observations.^[2]
5. Go to the meeting. A group of people who know your child looks at the information. They decide whether your child has a disability that substantially limits a major life activity, such as learning, reading, concentrating, eating or breathing.
6. Help write the plan. If your child qualifies, the group lists the supports. Ask for each one to say what, when, how much and who.
7. Get a copy and check it works. Ask each teacher if they have it. Check in after 4 to 6 weeks.

There is no federal day count for 504 evaluations. Many districts set their own, so ask what yours is.

A sample request letter, with notes

You can hold this next to your own letter or email.

What each part does:

• (1) Uses the words "Section 504 evaluation." That makes the request clear.
• (2) Names the condition and gives one or two facts about how it affects school. A number, like 6 lessons missed, is hard to argue with.
• (3) Attaches what you have. A doctor's letter helps, but your child does not need a diagnosis to be evaluated.
• (4) Asks for the next step and makes it easy to schedule.

Things that surprise many parents

• Good grades do not rule your child out. A child can earn A's and still be limited, for example by how long reading takes or by a health condition.
• Medicine does not count against your child. The school must decide as if your child did not have the benefit of medicine or other "mitigating measures," except ordinary glasses.^[4]
• Temporary conditions can count. A broken arm or a recovery from surgery can qualify if it is severe enough.
• A 504 plan does not give special teaching goals. If your child needs teaching, not just access, ask about an IEP. The guide on IEP vs 504 compares them, and what an IEP is explains the other plan.

Questions to ask the team

Copy these into your phone before the meeting. They are written the way you might say them.

1. "Who is our 504 coordinator, and how do I reach them?"
2. "What information will you look at to decide, and can I see it before the meeting?"
3. "How long does the evaluation usually take here?"
4. "Which major life activity do you think is affected?"
5. "For each support, who will make sure it happens?"
6. "Will substitute teachers and specials teachers get a copy?"
7. "Which of these supports also apply on state tests?"
8. "How will we know if the plan is working? When do we check?"
9. "If my child keeps struggling, when would you look at an IEP?"
10. "Can I get a copy of my rights under Section 504?"

If the school says no, or the plan is not followed

You have rights. The school must give you notice of its decisions, a chance to look at records, and an impartial hearing if you disagree.^[3] Steps that often help, in order:

• Ask for the decision and the reasons in writing.
• Ask for a meeting with the 504 coordinator.
• Use the district's grievance process.
• Request an impartial hearing.
• File a complaint with the U.S. Department of Education's Office for Civil Rights.

The Office for Civil Rights guide to Section 504 explains these rights in detail.^[5]

What to do next

• Write your request this week. Use the sample above as a starting point.
• Read the guide for your child's condition. See the 504 plan for ADHD or the 504 plan for anxiety. For wording ideas, see 504 plan examples.
• Call your Parent Training and Information Center. Every state has at least one. They help families with school plans for free. Find yours through the Center for Parent Information and Resources.^[6]
• Learn the words. The glossary explains Section 504, eligibility and accommodation in a few lines each.

Frequently asked questions

Use it in IEP Atlas

• Section 504 in the IEP glossary
• Eligibility in the IEP glossary
• IEP 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
• What is a 504 plan? Eligibility, contents and an example
• 504 plan examples by condition
• 504 plan for ADHD
• 504 plan for anxiety
• IEP vs 504 plan: differences, examples and how to choose

Sources

1. 29 U.S.C. §794: Nondiscrimination under Federal grants and programs (Section 504), Legal Information Institute, Cornell Law School
2. 34 CFR §104.35: Evaluation and placement, eCFR (National Archives)
3. 34 CFR §104.36: Procedural safeguards, eCFR (National Archives)
4. 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
5. Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools (2016), U.S. Department of Education, Office for Civil Rights
6. 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.