West Hawaii
Teacher Induction & Mentoring Program

Creating an Inclusive Classroom: A Guide to 504 Accommodations for New Teachers

As a new educator, you'll encounter students with a variety of learning styles and needs. Here is an overview of 504 Plans and how you can implement them effectively in your classroom to ensure all students have an equal opportunity to succeed.

What is a 504 Plan?

A 504 Plan is a legal document grounded in Section 504 of the Rehabilitation Act of 1973. It ensures that students with disabilities are not discriminated against and have equal access to educational opportunities and benefits as their peers.

Who qualifies for a 504 Plan?

Students with a physical or mental impairment that substantially limits a major life activity, including learning, may qualify for a 504 Plan. This can encompass a wide range of disabilities, such as ADHD, dyslexia, vision or hearing impairments, and chronic health conditions.

What's the difference between an IEP and a 504 Plan?

It's important to understand the distinction between 504 Plans and Individualized Education Programs (IEPs). Both are designed to support students with disabilities, but they differ in their scope and intensity of services provided.

IEPs: Developed under the Individuals with Disabilities Education Act (IDEA), IEPs are more comprehensive for students with significant disabilities. They outline specialized instruction, related services (therapy, counseling), and accommodations to help students meet grade-level standards and access the general education curriculum.

504 Plans: Grounded in Section 504, 504 Plans focus on providing accommodations to ensure students with disabilities can access and participate in the general education curriculum without needing specialized instruction. These accommodations may include extended time on tests, preferential seating, or the use of assistive technology.

In simpler terms, think of an IEP as a detailed roadmap for students who require significant support to access education, while a 504 Plan provides targeted adjustments to level the playing field for students who can succeed in the general classroom with some accommodations.

I. Introduction

• What is a 504 Plan?

  • Briefly explain the purpose and legal basis of 504 plans (Section 504 of the Rehabilitation Act of 1973).

  • Emphasize providing equal educational opportunities for students with disabilities.

• Who qualifies for a 504 Plan?

  • Briefly explain the eligibility criteria (students with disabilities that substantially limit a major life activity, including learning).

II. Understanding Your Students' 504 Plans

• Importance of familiarizing yourself with each student's 504 Plan.

• Key Components of a 504 Plan:

  • Student's disability and how it affects learning.

  • Specific accommodations outlined in the plan.

  • Roles and responsibilities (teachers, parents, specialists).

III. Common 504 Accommodations

• Categorize by area of impact:

  • Instructional Strategies:

    • Extended time on tests and assignments.

    • Preferential seating (reduced distractions).

    • Use of graphic organizers or study guides.

    • Assistive technology (text-to-speech, speech-to-text software).

    • Modified note-taking strategies.

    • Chunking information and frequent breaks.

    • Alternative assignments or assessments.

  • Classroom Environment:

    • Reduced distractions (seating near teacher, noise-cancelling headphones).

    • Movement breaks or fidget tools.

    • Access to preferential lighting or temperature adjustments.

  • Communication:

    • Providing clear and concise instructions.

    • Allowing extra time to process information and respond.

    • Offering alternative ways to communicate (written notes, drawings).

IV. Implementing 504 Accommodations Effectively

• Collaboration is key (communicate with parents, specialists).

• Differentiate instruction to meet individual needs while maintaining grade-level standards.

• Tips for Success:

  • Start by prioritizing the most essential accommodations.

  • Seek clarification from the 504 team if needed.

  • Maintain open communication with students about their needs.

  • Focus on the student's strengths and potential.

V. Resources

• Links to relevant websites (school district's 504 resources, national organizations).

• Contact information for the school's 504 coordinator or special education department.

VI. Conclusion

• Briefly reiterate the importance of 504 accommodations in promoting student success.

• Encourage new teachers to ask questions and seek support.