504 Plan Examples for Students

504 plan examples show the various ways schools can make adjustments to meet the needs of students with disabilities. Rooted in Section 504 of the Rehabilitation Act of 1973, 504 plans ensure that students with disabilities have equal access to education as their peers in a regular classroom.

Overview of 504 Plans and Who Qualifies

A 504 Plan is designed to support students with disabilities by providing accommodations that allow them to participate fully in school activities. This plan is not part of special education but rather a civil rights law that mandates equal access to education for all students.

To qualify for a 504 Plan, a student must have a disability that makes it hard to do one or more major life activities, such as learning, reading, or concentrating. A student can also get a 504 plan if they have difficulty with physical activities like moving around or breathing. 

Some common conditions that may qualify a student for a 504 Plan include:

• Autism Spectrum Disorder (ASD)
• Attention Deficit Hyperactivity Disorder (ADHD)
• Chronic illnesses (such as diabetes, asthma, or epilepsy)
• Learning disabilities (like dyslexia)
• Vision impairment or hearing problems
• Mental health problems (such as depression or anxiety disorders)

The evaluation process usually involves gathering information from various sources, including medical records, teacher observations, and academic performance.

Examples of 504 Plan Accommodations by Disability Type

Every disability is different, so it’s important to create accommodations in a 504 Plan that fit each one. Here are some examples:

Attention Deficit Hyperactivity Disorder (ADHD)

Students with ADHD might receive accommodations such as:

1. Shorter test times to help reduce stress and keep them focused.
2. Breaking big assignments into smaller, easier parts to make them less overwhelming.
3. Simple instructions that are given in clear language, both spoken and written.
4. Fidget tools to keep their hands busy and help them concentrate.
5. A quiet spot in the classroom where they can work without distractions.

Autism Spectrum Disorder (ASD)

Students with Autism Spectrum Disorder might find these accommodations helpful:

1. Structured routines to make their day more predictable.
2. Visual aids or graphic organizers to help them learn better.
3. A buddy system to support them in social situations.
4. Sensory breaks to take a moment when things get too overwhelming.
5. Quiet spaces that they can go to when they need a break.

Physical Disabilities

Students with physical disabilities might need accommodations like:

1. Extra time for tasks that involve physical movement.
2. Help with moving between classes, for example, a staff member to assist them.
3. Wheelchair ramps and easy-to-use entrances to get around.
4. Access to adaptive technology, such as special computers or tools.
5. Special furniture, including adjustable desks or chairs, for comfort.

Mental Health Needs

Students dealing with mental health issues like anxiety or depression might find these accommodations helpful:

1. Ways to communicate their needs through a signal or note instead of speaking up in class.
2. Regular check-ins with a trusted teacher or counselor to see how they’re doing.
3. Less homework during really stressful times.
4. Quiet spaces that they can go to when they feel overwhelmed or anxious.
5. Access to counseling services during school hours for support.

Examples of Specific Situations Requiring 504 Plans

Here are some common situations that show how 504 Plans can help when students face challenges:

Chronic Illness Management

A student with diabetes may need scheduled breaks to check their blood sugar and have snacks during class. They might also require extra time for tests if they need to manage their condition.

Temporary Conditions

A student recovering from surgery might need more time for assignments and help moving around the school while they heal. They could also benefit from using crutches or having a wheelchair available for easier mobility.

Mental Health Crises

A student dealing with severe anxiety may need flexible attendance policies or access to a quiet space in the school when they feel overwhelmed. They might also benefit from regular check-ins with a counselor to talk about their feelings.

Episodic Conditions

A student with asthma may require accommodations like having quick access to their inhaler and being allowed to step outside if they have trouble breathing.

Differences Between a 504 Plan and an IEP

Both 504 Plans and Individualized Education Programs (IEPs) support students with disabilities, but they have important differences.

• Purpose: A 504 Plan helps students learn in regular classes without changing the curriculum. An IEP is for students who need special instructions because of more serious challenges and may change what the student learns.
• Eligibility: To get a 504 Plan, a student must have a disability that limits daily activities. For an IEP, the student must meet specific criteria under special education laws.
• Documentation: A 504 Plan is less formal and may not need a written plan. An IEP requires a detailed document with goals and services.

How a 504 Plan Is Created

Schools usually create a 504 Plan when a parent, teacher, or staff member requests an evaluation for a student. Each school may have its own way of doing this, but most have a team that includes the principal, teachers, school nurse, guidance counselor, and sometimes a psychologist.

To determine whether a student qualifies for a 504 Plan, the team checks the student’s grades and medical records. They also consider the teacher’s observations about the student’s performance and behavior in the classroom.

If the student is eligible, the team works with the parents to work out the support the student needs to do well in school. This support is then written down in the 504 Plan so everyone knows how to help the student succeed.

Common Accommodations in 504 Plans

Accommodations in a 504 Plan help students with disabilities succeed by making adjustments that suit their needs. These changes can vary widely depending on the student’s specific needs. However, they often include:

• Seating arrangements: Placing students in specific spots, such as close to the teacher or away from distractions.
• Extra time on tests and assignments: Giving students more time to complete their work.
• Assistive technology: Using modified textbooks that can be read aloud, such as audiobooks, or tools like speech-to-text software for writing.
• Verbal testing: Letting students take tests by speaking their answers out loud.
• Adjusted class schedules: Changing the timing of classes to better fit the student’s needs.
• Frequent breaks: Allowing students to take short breaks during long lessons.
• Visits to the nurse’s office: Allowing students to go to the nurse when they need to.

These adjustments are meant to assist students in dealing with the difficulties caused by their disabilities. For example, a student with attention challenges or who has trouble concentrating might do better sitting near the teacher, while a student with anxiety may need a quiet space during tests.

Conclusion

Understanding various 504 Plan examples is important for high schools looking to promote inclusivity. Schools must ensure that students with disabilities get the right support. By providing the right accommodations based on each student’s situation, schools can help students succeed both in school and socially.

Tools like Test Hound can be really helpful for schools that want to streamline their processes regarding student assessments and accommodations. The tool makes it easier to track and manage what students need for testing and ensures that accommodations are efficiently organized across different programs. 

By bringing together information from various systems into one platform, TestHound helps schools work more efficiently and accurately to meet students’ needs.

If your school is interested in new ways to improve the learning experience for children, you may also be interested in automating tasks and streamlining processes so that your teachers have more time to teach. Education Advanced offers a large suite of tools that may be able to help:

• Evaluation: A solution for documenting every step of the staff evaluation process, including walk-throughs, self-evaluations, supporting evidence, reporting, and performance analytics.
• Pathways: A graduation tracking tool that enables administrators and counselors to create, track, and analyze graduation pathways, ensuring secondary students stay on track to graduate.
• TestHound: Our test coordination software helps schools coordinate thousands of students across all state and local K-12 assessments while considering various accommodations, such as for reading disabilities, physical disabilities, and translations.