A 504 Plan is a school-based accommodation plan for a student with a disability who needs support to access school programs, activities, instruction, or facilities. It comes from Section 504 of the Rehabilitation Act of 1973, a federal civil rights law that protects people with disabilities from discrimination in programs receiving federal funding, including public schools.
A 504 Plan is different from an IEP. An IEP is provided under the Individuals with Disabilities Education Act, known as IDEA, and is for students who meet special education eligibility criteria and need specially designed instruction. A 504 Plan is generally for students who have a physical or mental impairment that substantially limits one or more major life activities but do not necessarily require special education instruction.
In practical terms, a 504 Plan may provide accommodations such as extended time on tests, preferential seating, access to an elevator, permission to carry medication, modified homework expectations during medical flare-ups, breaks during the school day, access to assistive technology, reduced-distraction testing, or other supports that allow the student to access school fairly.
A student may need a 504 Plan because of diabetes, asthma, anxiety, ADHD, mobility limitations, hearing or vision issues, chronic illness, temporary medical conditions, or other impairments. The key question is not whether the student has a diagnosis alone. The question is whether the condition substantially limits the student’s access to school or major life activities and whether accommodations are needed.
New York school districts usually manage 504 Plans through a building-level 504 team or district 504 coordinator. Families who believe their child may need a 504 Plan should contact the school principal, guidance counselor, school psychologist, nurse, or district 504 coordinator. Families should provide documentation when available, but schools should evaluate the student’s needs based on multiple sources of information.
A 504 Plan should be written clearly. It should identify the student’s disability-related needs, the accommodations or supports the school will provide, who is responsible for implementing them, and how the plan will be reviewed. Parents should ask for a copy of the plan and should make sure teachers, nurses, counselors, transportation staff, and other relevant personnel understand the accommodations.
A 504 Plan does not usually include annual goals, special education classification, or specially designed instruction. That is one of the major differences between a 504 Plan and an IEP. However, a 504 Plan is still important and enforceable. If a student’s needs are more significant and the child may need specially designed instruction, families may request a special education evaluation through the CSE or CPSE process.
Suggested state connection: Families with questions about special education eligibility, IEPs, and disability-related school supports can start with NYSED’s Special Education Parent Resources page. NYSED lists its Office of Special Education contact information for families seeking help locating resources.