Section 504
What is Section 504?
Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, specifies that no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary or postsecondary schooling. "Disability" refers to a "physical or mental impairment which substantially limits one or more major life activities." This can include physical impairments; illnesses or injuries; communicable diseases; chronic conditions like asthma, allergies and diabetes; and learning problems. A 504 plan spells out the modifications and accommodations that will be needed for these students to have an opportunity to perform at the same level as their peers.
How does a 504 plan differ from an Individualized Education Plan (IEP)?
A 504 plan, falls under civil-rights law, it is an attempt to remove barriers and allow students with disabilities to participate freely, like the Americans with Disabilities Act, it seeks to level the playing field so that those students can safely pursue the same opportunities as everyone else. An IEP, which falls under the Individuals with Disabilities Education Act, is much more concerned with actually providing educational services.
Students eligible for an IEP represent a small group of all students with disabilities who require significant remediation and assistance, and are more likely to work on their own level at their own pace even in an inclusive classroom. Only certain classifications of disability are eligible for an IEP, and students who do not meet those classifications but still require some assistance to be able to participate fully in school would be candidates for a 504 plan.
Who is Entitled to a 504 Plan?
Any student whose day to day activities are affected by one of the following disabilities:
- Learning Disabilities, e.g., language, calculation, motor skill, communication disorders.
- Emotional, and Behavioral Disorders, e.g., anxiety, depression, personality disorder, bipolar, eating disorders, Schizophrenia.
- Developmental Delay (sensory motor, language, social, and emotional delays). Not to be confused with learning disabilities.
- Attention Deficit Hyperactivity Disorder. Listed separately because it is often coexists with other disabilities.
- Intellectual and Developmental Disabilities, e.g., Autism, Asperger Syndrome, Down Syndrome, and Fetal Alcohol Spectrum Disorder.
- Physical Disabilities or Impairments, e.g., orthopedic, neuromuscular, cardiovascular and pulmonary disorders.
- Auditory Disabilities or Impairments (hearing loss, auditory processing disorder).
- Visual Disabilities or Impairments (e.g., blindness, color blindness, partial blindness).
- Medical Conditions, e.g., asthma, food allergies, seizure disorders, diabetics.
How to begin the Process for a 504 Plan?
A teacher, staff member, physician, or a parent can make a referral if they feel there is evidence of issues which adversely affect the student's educational well-being. Any one of these individuals may contact the school counselor and inform them about the difficulty the student seems to be having. The school counselorwill then set up an initial meeting; developa plan for the student (with the assistance and input of the 504 Team; then after the initial meeting, facilitates setting an annual review date to update, report and/or revise recommendations from the plan.
Who is Involved in the 504 Plan Process?
The 504 Team may include but are not limited toparents/legal guardian, teachers, principal, administration, support staff (nurse, counselor, psychologist, and speech therapist), a physician, and the student.
For more information on 504, please refer to the Vermont Department of Education Website: