| Section 504 is a Federal Law that provides for | | | | - Large assignments broken down |
| accommodations for people with disabilities. The law | | | | - Extra time to get to and from classes |
| requires that any entity receiving federal funding must | | | | - Use of a calculator |
| accommodate people with disabilities. Public schools fall | | | | This list is just a small sample of accommodations that |
| under this category. The accommodations must | | | | can be listed on a plan. The accommodations should |
| provide for access to the program. So, what does that | | | | assist the student and should be reviewed and |
| mean? Well, that means that any student with a | | | | changed, if necessary, once a year. If you feel that the |
| disability or suspected disability should be provided with | | | | accommodation plan is not sufficient to help your child, |
| accommodations or services to allow that student to | | | | reconvene the team to determine if your child in fact |
| access and make progress in the program. | | | | needs an IEP. |
| I have worked with many students that are on Section | | | | Teachers are supposed to follow this plan and provide |
| 504 Plans. Yet when I start to talk to their parents | | | | the accommodations listed, however, don't assume |
| about the plan, many of them don't know what it is or | | | | that the teacher can know every child on every plan. I |
| what it's supposed to do. They sometimes think it is an | | | | always recommend to my clients that they meet with |
| IEP (Individual Education Program). It's not. The 504 plan | | | | the teacher at the beginning of the school year. Usually |
| only provides accommodations and sometimes | | | | a few weeks after school starts, call and request a |
| services to allow the student access. For example: If a | | | | meeting with the teacher(s) and the guidance |
| student has a physical disability and is confined to a | | | | counselor. Bring a copy of the 504 plan with you and |
| wheelchair, the school would provide ramps, elevators, | | | | talk to them about your child. Explain how your child |
| adaptive equipment (wheelchair accessible desk) and | | | | learns and what he needs. Make sure that you explain |
| services could be physical therapy or an assistant to | | | | that you are there to help and not to complain. I find |
| help the student to navigate throughout the school. | | | | that teachers appreciate parents that are involved and |
| There is no educational component to the plan as | | | | care about their children. Teachers find it very helpful |
| there is in an IEP. If the disability affects the student's | | | | to get a better picture of a child than what is written |
| ability to learn and make progress in the curriculum and | | | | on a 504. Also, plan to meet with the teacher in the |
| the student needs specialized instruction, then the | | | | middle of the school year to see how things are going. |
| student should be on an IEP. | | | | But provide the teacher with your contact information |
| Some accommodations that can be found on a 504 | | | | so that any problems that come up can be |
| plan are: | | | | communicated to you right away. |
| - Preferential seating | | | | You should also plan to meet towards the end of the |
| - Opportunities for movement | | | | school year to see how things have gone. What |
| - Extra time on assignments and tests | | | | accommodations have helped what ones are no |
| - Separate testing area | | | | longer needed and if there is some that should be |
| - Extra set of books | | | | added? This allows you to plan for the summer and |
| - Lecture notes provided | | | | the next school year as well. |