A 504 plan is a legal document, from Section 504 of the Americans with Disabilities Act (ADA), which specifies that no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary, or postsecondary schooling.
The 504 plan outlines a plan of instructional services for students in the general education setting. In terms of educational purpose, it is designed to plan an instructional program to assist students with special needs who are attending their schools regular education program. The 504 plan should not be confused with the Individual Education Program (IEP), but in some cases students transitioning from special education to regular class placement may qualify under the conditions of 504.
The student must be identified as disabled as outlined under Section 504.
Does the individual have a physical or mental impairment which substantially limits one or more of such person's major life activities; or have a record of such an impairment; or is regarded (perceived) as having such an impairment.
If the answer is "yes" to one or more of the above statements, the individual may qualify for the provisions under Section 504. This would be especially true, if the individual does not qualify for special education services under IDEA (formerly PL 94-142).
Basically, major life activities include some of the following:
caring for one's self,
the performance of manual tasks,
breathing,
seeing,
hearing,
walking,
working, and
learning.
If any of these activities are substantially limited due to a disability, the individual may be accommodated under a 504 plan.
A 504 plan should be considered appropriate when the individual meets the 504 criteria as having a disability and the individual is not being referred for special education services. Other questions to ask might include:
Is the student being considered for expulsion?
Is retention being considered?
Is the student returning to school after a serious injury?
Was the student referred for special education services and found not to qualify?
Is the student "at risk" of dropping out of school?
The team should ask some of these questions to help determine the appropriateness of a 504 plan.
Additionally, a 504 plan is a good way to formalize accommodations if a child is already receiving them on an informal basis. Sometimes teachers will provide informal or “undocumented” accommodations, support or services to students as a way to shore up their daily learning. While their efforts may be genuine and may also be helpful to the child in the short-term, it is inappropriate for such informal accommodations to be provided for any length of time especially if the teacher or school suspects the child has a learning disability or attention disorder. You have the right to request an evaluation (in writing) and/or to discuss whether your child is eligible for services under IDEA and/or Section 504.
Basically, there are four steps involved in the development of a 504 plan.
The student is referred by a teacher, parent/legal guardian, school support staff, physician, or therapist. It is possible for the student to initiate a self-referral.
A 504 plan meeting is scheduled and held.
A 504 plan is developed for the student.
The team sets a plan review date.
The student (where appropriate),
The parent/legal guardian,
The teacher(s),
The principal,
The district administrator(s), and
The support staff (school nurse, paraprofessionals, speech and language therapist, etc.).
The 504 plan should specifically lay out all of the accommodations and educational services that will be provided to your child. This is the case regardless of whether your child is in general education classes or receives special education instruction. It should be reviewed at least annually so it outlines what your child needs for the upcoming school year.
There are any number of possible accommodations that might be included in a 504 plan, such as:
A student may have his/her test questions modified (length of test or different questions)
A student may have a special seating assignment to accommodate need(s)
A student may be permitted to have an extra set of texts (a school set and a home set)
A student may be permitted to leave the classroom for certain activities
A student may be permitted to use a private rest room (mobility and dignity issues)
A student may be given extra time to get to her classes without being considered tardy or receiving consequences for being late.
A student is given time twice a day in order to go to the nurse for necessary medications
A student will be allowed snacks at times other than lunch if necessary
A student may be given extra time on writing and homework assignments
A student's progress will be monitored by a weekly progress report
There are many possible accommodations that a team may consider appropriate for an individual student. It is important to keep in mind that all participants within the scope of the 504 planning meeting share equal value when making recommendations. Any member of the 504 team may be required to carry out certain portions of the 504 plan to be assured that accommodations become a reality.
There is no standard 504 plan—every student has different needs and should receive a different plan.
Every student is entitled to receive accommodations and special education services that best fit their needs. This can include: computer/other technology, extended time or privacy for test taking, verbal or non-verbal cues, note-takers or other help. Do not let the school provide your child with a “vanilla package,” a set of accommodations the school says it gives to all students with a learning disability.
All parties who sign off on the 504 plan are legally accountable for implementing and providing accommodations to the student as outlined in the 504 plan. A person who disagrees with the plan and refuses to sign my still be obligated to make the accommodations as outlined in the 504 plan.
The 504 plan may be altered by sending a written notice to all persons who attended the first planning meeting in an effort to schedule a time for a plan review. Ideally, the plan should be reviewed and possibly modified at the scheduled time for review as indicated in the original 504 plan.
http://wvde.state.wv.us/institutional/SpecialEd/504%20FAQs.pdf
Specify how the modifications or accommodations will be provided and by whom.
Name the person who will be responsible for ensuring that all components of the plan are implemented (case manager).
Be distributed to all of the child’s teachers, specialists, and support staff.
Be placed in the child’s cumulative file.
http://www.ncld.org/students-disabilities/iep-504-plan/five-things-to-know-about-504-plan