What is Section 504? 

Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that protects individuals with disabilities from discrimination. In public schools, Section 504 helps ensure that students with disabilities have equal access to educational opportunities. Students who are eligible under Section 504 may receive accommodations and supports based on their individual needs. 

How is Section 504 implemented in schools? 

In schools, Section 504 helps ensure that eligible students with disabilities have equal access to educational opportunities. Depending on the student's individual needs, a Section 504 Plan may include accommodations and supports that address disability-related barriers to learning and participation. For example, a student with a visual impairment may need materials in a larger font to access classroom content. The specific accommodations included in a Section 504 Plan are determined based on the individual student's needs. 

What is the difference between a 504 plan and an Individualized Education Plan (IEP)? 

Both Section 504 and the Individuals with Disabilities Education Act (IDEA) provide protections for eligible students with disabilities, but they have different eligibility requirements and purposes. A Section 504 Plan identifies accommodations, supports, and services an eligible student may need to have equal access to educational opportunities.

An Individualized Education Program (IEP) is developed for a student who meets IDEA eligibility requirements and requires special education. An IEP outlines the student's individualized goals, specially designed instruction, related services, accommodations, and other supports, as appropriate. Students who receive special education through an IEP also receive disability protections, so a separate Section 504 Plan is generally not needed. 

Does my student need a 504 plan to get support at school? 

No. Students do not need a Section 504 Plan to receive many of the supports routinely available to students at school. Examples may include: 

• Communication with teachers (verbal, written, or electronic) 

• Teacher office hours or tutoring opportunities 

• Use of an agenda or organizational tools 

• Re-teaching and reassessment opportunities in accordance with the CMS Grading Policy 

• Opportunities to make up work following an absence in accordance with the CMS Grading Policy

Families should contact the student's teacher with questions about course-specific procedures or available academic supports. A student may need to be considered for Section 504 if there is reason to believe that the student has a physical or mental impairment that substantially limits a major life activity and may need disability-related accommodations or supports to have equal access to educational opportunities. 

What is the purpose of a Section 504 Plan? 

Section 504 Plans are designed to provide eligible students with the disability-related accommodations and supports needed for equal access to educational opportunities. Accommodations are individualized and are determined based on the student's needs. A Section 504 Plan is not intended to guarantee a particular academic outcome or grade. It does not replace general academic supports available to all students, such as tutoring or remediation. Instead, the Section 504 team determines what accommodations, aids, or services are needed to address disability-related barriers to access. 

The following are examples of supports available to students and do not require a Section 504 Plan: 

• Communication with teachers (verbal, written, or electronic) 

• Teacher office hours or tutoring opportunities 

• Use of an agenda or organizational tools 

• Re-teaching and reassessment opportunities in accordance with the CMS Grading Policy 

• Opportunities to make up work following an absence in accordance with the CMS Grading Policy

What accommodations are available to my student? 

Once the Section 504 team determines that a student is eligible and needs accommodations or services, the team develops an individualized Section 504 Plan based on the student's disability-related needs. Because each student's needs are different, there is no standard list of Section 504 accommodations. The team considers relevant information from a variety of sources, which may include:

• The student's individual disability-related needs

• Parent and student input

• Teacher and other school staff input

• Academic, behavioral, attendance, or health information, as relevant

• Medical or clinical information and recommendations, when available

• The student's age and developmental needs

• Accommodations or supports that have been effective for the student

Recommendations from parents, medical providers, or other individuals are considered by the team but do not automatically determine the accommodations included in a Section 504 Plan. Section 504 accommodations are intended to address disability-related barriers and provide equal access to educational opportunities. They do not guarantee a particular grade, academic outcome, or level of performance.

Will my student have accommodations on Advanced Placement (AP) Exams, the SAT and ACT? 

Having a Section 504 Plan does not automatically qualify a student for accommodations on AP Exams, the SAT, or ACT. Testing accommodations must be requested and approved through the appropriate testing organization, College Board for AP Exams and the SAT, or ACT for the ACT. Students and families should work with the school's Testing Coordinator to request testing accommodations and should begin the process early to allow time for review.

For more information, contact AK's Testing Coordinator, Courtney McNair, at courtneyj.burnett@cms.k12.nc.us or click here.

My student has had a 504 plan since elementary or middle school. Will the accommodations change when they get to high school? 

Possibly. A student's Section 504 Plan is individualized and may change over time as the student's needs, educational setting, and level of independence change. In high school, students are encouraged to participate in their Section 504 meetings and have a voice in identifying the supports they need. This provides an opportunity for students to develop and practice self-advocacy skills that will be important in high school and beyond. The Section 504 team will review the student's current needs and determine which accommodations and supports remain appropriate and whether any changes are needed.

How do I request a change my student's accommodations? 

If you believe your student's accommodations need to be changed, please contact Section 504 Counselor Jessica Wade at jessicam.wade@cms.k12.nc.us to request a review. The Section 504 team will review relevant information about the student's current needs and determine whether changes to the student's accommodations are appropriate. A Section 504 Plan may be reviewed and updated as needed and is also reviewed annually.

What should I do if I have concerns about the implementation of my student's Section 504 plan? 

If you are concerned that an accommodation in your student's Section 504 Plan is not being implemented, please contact us promptly so that we can address your concern. Implementation concerns are different from requests to change a student's accommodations and do not need to wait for a Section 504 review meeting.

Contact Section 504 Counselor Jessica Wade at jessicam.wade@cms.k12.nc.us or your student's assigned administrator. 

Does a 504 accommodation plan excuse student absences? 

Generally, no. A Section 504 Plan does not prevent absences from being recorded. Schools are required to maintain student attendance records, and absences are recorded and coded according to applicable attendance procedures and documentation. If a student's disability affects school attendance, the Section 504 team may consider the student's individual disability-related needs and determine whether accommodations or supports are appropriate.

If your student has a medical condition or chronic health concern that may result in significant absences, please contact their assigned administrator regarding available district processes and supports. Please also remember to submit any absence documentation to the main office so that attendance records can be coded appropriately. 

Can a 504 plan reduce the amount of work or assignments my student is required to complete? 

Section 504 accommodations are individualized based on a student's disability-related needs. A Section 504 Plan does not automatically reduce academic expectations, course standards, or the amount of work required of a student. If a student's disability affects their ability to complete assignments or demonstrate mastery, the Section 504 team will consider the student's individual needs and determine whether accommodations or other supports are appropriate. Accommodations should provide the student equal access to educational opportunities while maintaining the essential learning expectations of the course. 

For advanced courses, including Honors, Advanced Placement (AP), and International Baccalaureate (IB), accommodations must also be considered within the academic and assessment requirements of the course or program. Accommodations provide access but do not guarantee that essential course requirements or academic standards will be changed. 

Are there any accommodations that address student motivation? 

Section 504 accommodations are designed to address disability-related barriers to access rather than to create or guarantee student motivation. However, if difficulties with engagement, initiation, or participation are related to a student's disability, the Section 504 team may consider whether accommodations or supports are needed to address those disability-related barriers. Students may also benefit from supports available outside of Section 504. Families may contact their student's school counselor to discuss additional strategies and resources.

College Admissions

A college or university may not deny admission to an otherwise qualified applicant solely because of a disability. Students are not required to disclose a disability in order to apply for admission. After admission, a student who wants disability-related accommodations or supports in college will generally need to identify themselves to the college and follow the institution's process for requesting accommodations. The process for receiving accommodations in college is different from the K–12 Section 504 process. Students with Disabilities Preparing for Postsecondary Education explains that students have different responsibilities when they transition to postsecondary education.

College Accommodations 

A student's high school Section 504 Plan does not simply transfer to a college or university. Postsecondary schools have their own procedures for determining eligibility and providing disability-related accommodations and services. Students who want accommodations in college should contact the prospective school's disability or accessibility services office to learn about its procedures, documentation requirements, and available accommodations. The accommodations provided in college may be different from those included in the student's high school Section 504 Plan. Disability protections also apply to many private colleges and universities. Students should contact each institution directly to learn about its disability services and accommodation process.

Trade/Vocational Programs 

Having a Section 504 Plan does not automatically prevent a student from participating in a trade, vocational, or career program. However, programs may have specific academic, technical, or other eligibility requirements. After high school, a Section 504 Plan does not automatically transfer to a trade or vocational program. Students who need disability-related accommodations should contact the program directly to learn about its eligibility requirements, disability services, and process for requesting accommodations. Postsecondary students with disabilities who meet a program's academic and technical standards may be eligible for academic adjustments, auxiliary aids, or services that provide equal opportunity to participate.

Military Aspirations 

Having a Section 504 Plan does not by itself determine whether a student is eligible for military service. However, military branches have specific medical and eligibility requirements, and a student's underlying diagnosis, medical history, or history of accommodations may be considered as part of the military's eligibility review. Students interested in military service, ROTC, or a service academy should speak directly with the appropriate recruiter or program representative for current eligibility requirements and guidance specific to their circumstances.

Employment 

Having a Section 504 Plan in school does not automatically affect a student's eligibility for employment. Employers covered by the Americans with Disabilities Act (ADA) may not discriminate against a qualified applicant or employee because of a disability. A student's school-based Section 504 Plan does not transfer to the workplace. If an individual needs disability-related accommodations at work, they may request reasonable accommodations through the employer's process. Workplace accommodations are determined separately from accommodations provided at school.

Employers may still require applicants and employees to meet job-related qualifications and perform the essential functions of the position, with or without reasonable accommodation. Federal disability law also limits the disability-related questions covered employers may ask during the application process.