What Is A 504 Plan And How Do You Get One For Your Child?

What’s inside this article: Everything you need to know about 504 plans, including what they are, who qualifies (spoiler: you don’t need a diagnosis!), how they differ from IEPs, and the exact steps to get one for your child. Plus, what you need to know about recent changes in 2025.

In some public schools in the United States, anywhere from 20 to 30 percent of students have 504 plans.

Have you wondered whether or not your child could benefit from this kind of support? Are you confused about what 504 plans are or the kinds of accommodations they offer?

If so, read on to learn more, including the steps you need to take to get a 504 plan for your child.

What Is a 504 Plan?

A 504 plan is a formal plan that ensures students who require additional supports at school receive the accommodations they need to be successful.

These plans are intended to remove barriers to learning and level the playing field. They’re available to any student whose needs limit their daily activities or affect their school performance.

This means your child does not need a diagnosis to have a 504 plan.

In addition to accommodating students and giving them the tools they need to succeed, 504 plans also prevent discrimination. They protect students with disabilities and are covered under Section 504 of the Rehabilitation Act, which is a civil rights law that was passed in 1973.

This also means a 504 plan is a legal document that your child’s school is required to follow.

What this means: This law was created by Congress and remains fully in effect. Despite recent news in 2025 about changes to the Department of Education, your child’s rights under Section 504 haven’t changed. Schools are still legally required to provide these accommodations.

Who Can Qualify for a 504 Plan?

Something important that a lot of parents may not know: Your child does NOT need a medical diagnosis to qualify for a 504 plan.

To qualify, your child must have a physical or mental difference that “substantially limits” one or more major life activities.

The key phrase is “substantially limits” – not “diagnosed with.”

Major life activities include:

Learning
Reading
Concentrating
Thinking
Communicating
Walking
Breathing
Sleeping
Eating
Speaking
Caring for oneself

This means if your child is struggling with attention and it’s making it hard for them to focus during class, even without an official ADHD diagnosis, they may still qualify.

Or, if anxiety makes it difficult for them to participate in school activities, they may qualify.

If they have differences in how they process written information and it’s impacting their ability to complete assignments, they may qualify.

Having a diagnosis from a doctor certainly helps your case and makes the process smoother. But the lack of one shouldn’t stop you from seeking support if your child needs it.

Common Reasons Students Need 504 Plans

While any difference that substantially limits a major life activity can qualify, here are some common reasons students benefit from 504 plans:

ADHD
Anxiety
Depression
Learning differences (like dyslexia or dysgraphia)
Autism
Food allergies
Asthma
Diabetes
Epilepsy
Temporary situations (recovery from injury, surgery, or serious illness)

Remember: even if your child maintains good grades, they can still qualify if their neurological or physical differences make learning significantly harder than it is for their peers.

Example 504 Plan Accommodations

504 Plans can include a range of accommodations tailored to your child’s unique needs.

The following are just a few examples:

For Focus and Attention Differences

Extra time on tests and assignments (usually 1.5x or 2x)
Breaking large assignments into smaller, manageable chunks
Scheduled movement breaks every 20-30 minutes
Preferential seating (away from distractions)
Written instructions in addition to verbal ones
Use of fidget tools or standing desk
Reduced homework load when appropriate
Permission to use noise-canceling headphones

For Emotional Regulation Needs

Advance notice of any schedule changes
Permission to take breaks when feeling overwhelmed
Alternative presentation options (recorded instead of live)
Testing in a quiet, separate environment
Designated safe person/place in school
Modified participation requirements for group work
Email check-ins with teachers instead of public questions
Extended time for transitions between activities

For Learning Differences

Audio versions of textbooks
Permission to type instead of handwrite
Copies of teacher notes or peer notes
Use of a calculator or multiplication charts
Spell-check and grammar-check tools allowed
Oral testing options
Highlighted or color-coded materials
Visual schedules and organizers

For Physical or Medical Needs

Unlimited bathroom access
Keeping a water bottle at desk
Snacks for blood sugar management
Elevator access
Modified PE requirements
An extra set of textbooks for home
Leaving class 5 minutes early to avoid crowds
Air conditioning for heat sensitivity

For Social Communication Differences

Lunch in a quieter space
Structured recess activities
Social skills group participation
Pre-teaching of social scenarios
Modified group work requirements
Regular check-ins with a counselor
Peer buddy system
Advance preparation for changes

For more ideas and examples, read 125+ Student Accommodation Ideas to Help Kids Succeed at School

It’s important to note that students on 504 plans are still learning the same material as their peers. The content of their education doesn’t change, only the way they go about learning it.

504 Plans vs. IEPs – What’s the Difference?

Sometimes parents confuse these two types of support, and honestly, sometimes schools do, too. But a 504 plan is different from an Individualized Education Program (IEP).

Here’s a clear breakdown:

504 Plan

What it does: Provides accommodations (changes HOW your child learns)
What it doesn’t change: The curriculum (WHAT your child learns)
Who qualifies: Any student whose differences substantially limit a major life activity
Evaluation process: Generally simpler and faster
Legal basis: Section 504 of the Rehabilitation Act (civil rights law)
Review schedule: Typically yearly
Complexity: Usually a 1-2 page document

IEP (Individualized Education Program)

What it does: Provides specialized instruction and related services
What it can change: May modify curriculum and learning goals
Who qualifies: Students who meet specific criteria under IDEA and need specialized instruction
Evaluation process: Comprehensive evaluation required
Legal basis: IDEA (Individuals with Disabilities Education Act)
Review schedule: Must be reviewed at least annually
Complexity: Detailed document, often 10-20+ pages

Important: You do NOT have to ‘try’ a 504 plan before getting an IEP. If your child needs specialized instruction, don’t let the school pressure you into accepting less than what they need.

Additionally, because the definition of a disability is broader in Section 504 of the Rehabilitation Act, some children who don’t qualify for IEPs can still get help through a 504 plan.

How to Get a 504 Plan: The Step-by-Step Process

If you think your child will benefit from a 504 plan, here are the steps you should take to ensure they get the help they need:

Step 1: Gather Documentation

For your child to receive a 504 plan, they must have documented evidence that they have physical or mental differences that are impacting one or more major life activities.

To begin the process of getting their plan and accommodations, you’ll need to gather records that verify this.

Gather any documentation available, such as:

Teacher emails mentioning observations
Work samples showing your child’s unique learning style
Your own observations (keep a log!)
Attendance records if anxiety affects school attendance
Any medical records you do have
Standardized test scores showing inconsistencies
Report cards with teacher comments

Remember: You’re showing how your child’s differences “substantially limit” their participation, not proving a specific diagnosis.

Step 2: Write a Formal Request to the School’s 504 Coordinator

Every public school in the United States has a designated staff member who’s responsible for handling 504 plans. They will be instrumental in helping your child access necessary accommodations.

You can typically find this person’s contact information on the school district’s website, or you can ask your child’s teacher or the school principal.

Here’s an email template you can use:

504 Plan Evaluation Request Email Template

Subject: Request for 504 Plan Evaluation – [Child’s Name]

Dear [Name],

I am writing to formally request a 504 plan evaluation for my [son/daughter], [Child’s Name], who is in [Teacher’s Name]’s [grade] grade class at [School Name].

[Child’s Name] has differences in [brief description, such as “how they process information and maintain focus” or “how they experience and manage emotions in the school environment”].

These differences substantially limit their ability to [specific major life activity, such as “learn,” “concentrate,” or “participate in school activities”] compared to other students.

Specific examples include:

[Specific example 1]
[Specific example 2]
[Specific example 3]

[If applicable: I am attaching documentation from [source] that supports these observations.]

Please begin the 504 evaluation process as soon as possible. I am available to discuss this further and provide any additional information needed.

Thank you for your attention to this matter.

Sincerely, [Your name] [Date]

Step 3: Follow Up if Necessary

Ideally, you’ll hear back right away from the school district’s 504 coordinator after submitting your request.

However, if you don’t get a reply within 5 school days:

Send a follow-up email
Call the main office
Visit in person if needed

Schools may be overwhelmed but they’re still required to meet your child’s educational needs. So, if you don’t hear back, your persistence isn’t being difficult – it’s advocating for your child.

Step 4: Participate in the Evaluation

Technically, your child does not need a formal evaluation to receive a 504 plan. However, the 504 coordinator will likely want to do some assessing of their own before approving your request.

They may gather information to determine eligibility, such as:

Reviewing your documentation
Observing your child in class
Looking at grades and test scores
Talking to teachers
Reviewing behavior records

Stay involved! You can:

Ask what they’re evaluating
Provide additional examples
Request specific assessments
Share what you see at home

Step 5: Attend the 504 Meeting

After the evaluation, the 504 coordinator will meet with you to discuss your child’s needs in more depth and let you know if they think a 504 plan is the right solution to their learning challenges.

This is a good opportunity for you to ask additional questions about what the plan entails or how the school is going to support your child.

Then, you’ll collaborate with the 504 coordinator, your child’s teacher, and other representatives from the school to create a plan that centers your child and accommodates their needs.

Every 504 plan is unique and tailored to the child’s individual needs. However, if you’re unsure of where to start, there are plenty of templates available online that you can reference.

Bring:

List of specific accommodations you want
Examples of what has/hasn’t worked
Questions about implementation
A support person if you want one

Ask:

What happens if accommodations aren’t followed?
Who ensures that accommodations are implemented?
How will we measure if they’re working?
When will we review and update?

It can feel overwhelming sitting around a table with the school staff, especially if your child regularly encounters behavior challenges. You can bring an advocate with you if you feel like you need one to help you in advocating for your child.

Step 6: Get Everything in Writing

While not technically required, insist on a written plan that includes:

Each specific accommodation
Who’s responsible for implementing them
How you’ll track effectiveness
Review date
Contact person for concerns

Step 7: Monitor and Enforce

A 504 plan only works if it’s followed. Stay on top of it:

First week of school:

Email each teacher confirming they have the plan
Ask how they’ll implement specific accommodations

Ongoing:

Check in with your child weekly
Document any missed accommodations
Address concerns immediately with teachers
Escalate to 504 coordinator if needed

Red flags to watch for:

Accommodations only happening sometimes
“We don’t do that in my class”
“They seem fine without it”
“Other kids will think it’s unfair”

504 Plans in Private Schools: What You Need to Know

The rules are different for private schools:

Private Schools That Receive Federal Funding

If a private school receives ANY federal funding (including lunch programs, Title I funds, or federal grants), they must:

Provide 504 plans to qualified students
Follow the same non-discrimination rules as public schools
Make reasonable accommodations

Private Schools Without Federal Funding

These schools have minimal obligations:

Only required to make “minor adjustments”
Not required to provide formal 504 plans
May have their own accommodation policies
Still can’t discriminate under ADA

How to find out: Ask the school directly about federal funding, or check their annual report for funding sources.

Current Status: What the 2025 Changes Mean for Your Child

You might be worried about recent news regarding the Department of Education. Here’s what you need to know:

What HASN’T changed:

Section 504 is still federal law
Schools must still provide 504 plans
The evaluation process remains the same
Your child’s existing plan continues

What to watch:

Enforcement and oversight may shift to different agencies
Some administrative processes might change
Continue advocating as you always have

Bottom line: The process at your local school continues as normal. Don’t let political uncertainty stop you from getting your child the support they need right now.

Making 504 Plans Work in Real Life

Getting the plan is just the beginning. Here’s how to ensure success:

Build Relationships

Meet teachers before school starts
Share what works for your child
Maintain regular communication
Thank teachers who implement well

Teach Self-Advocacy

Self-advocacy is the ability to recognize your needs, preferences , and boundaries and to express those needs in a way that they get met.

The better your child is at advocating for themselves, the better they’ll be at having their needs met at school.

Here are some helpful resources:

Review and Revise

Formal review at least yearly
Request updates anytime needs change
Remove accommodations no longer needed
Add new ones as challenges emerge

Common Situations and Solutions

“The school says they don’t think my child qualifies.”

Request the denial in writing
Ask for specific reasons
Provide additional documentation
Consider an independent evaluation

“Teachers aren’t following the plan.”

Document each instance
Email the teacher (create a paper trail)
Copy the 504 coordinator
Request a team meeting if it continues

“My child is embarrassed by accommodations.”

Discuss how accommodations level the playing field
Work on age-appropriate self-advocacy
Consider more discrete accommodations
Involve your child in plan decisions

When a 504 Plan Isn’t Enough

Consider requesting an IEP evaluation if:

Accommodations aren’t providing enough support
Your child needs direct instruction in specific skills
They need a different approach to learning
Their needs require more intensive support
They need related services (speech, OT, counseling)

Remember: Your child’s success matters more than which type of plan they have.

Helpful Resources

For strategies and activities:

For legal support:

Office for Civil Rights (handles 504 complaints)
Your state’s Protection & Advocacy organization
Council of Parent Attorneys and Advocates (COPAA)
Local disability rights organizations

Get Started Today

Your child’s education can’t wait for political changes or perfect timing. If your child needs additional support, they deserve it now.

Remember:

You don’t need a diagnosis to request evaluation
The law still protects your child’s rights
Schools are still required to provide accommodations
Your advocacy makes the difference

Take the first step today. Write that email. Make that call. Your child deserves every opportunity to succeed, and you have the power to make it happen.

You’ve got this. And your child is lucky to have you fighting for them.