Siegel. It’s available wherever books are sold. (3)
What Is a 504 Plan?
One of the most frequently asked questions I receive is about the difference between IEPs and 504 plans. A 504 plan originated from a civil-rights law, the Rehabilitation Act of 1973 (section 504). The benefit is to remove any barrier that would prohibit students with disabilities to participate freely in education. Students who qualify for IEPs (remember, they are under the Individuals with Disabilities Education Act, or IDEA) require far more assistance to participate in their education. In essence, students who do not qualify for the classifications in the IDEA, but require some additional help to be able to fully participate in school may receive a 504 plan. The 504 plan and the Americans with Disabilities Act (ADA) help to protect all students from discrimination due to their disabilities.
What is considered a disability under section 504? Any student who has a physical or mental impairment that may limit one or more major life activities are regarded as having an impairment; or has any record/documentation of an impairment qualifies. Any disability that’s documented, such as food allergies, feeding tubes, diabetes, wheelchair/walker/crutches use, among many others will qualify. Remember, you have the right to request an evaluation by the school district to determine if your student will qualify for either an IEP or 504 plan.
The 504 is a list of specific accommodations that must be made for the student who needs them. There must be removal of all barriers in the regular education program for these students. Also, there is no funding from the IDEA for these supports. Either the school or the parents can request an evaluation. If the school requests it, the parents should be notified that the evaluation is taking place. Additionally, the evaluation must have input from a variety of sources, including those involved in the student’s education. When the meeting occurs for the 504 plan, the team comes together to discuss the accommodations which would best benefit the student. In essence, most of the accommodations listed in 9 this book (with the exception of specific educational placements) may apply and be included in the student’s 504 plan.
In my experience, there are some school districts that prepare a standard list of accommodations for a specific diagnosis and there is no such list. The purpose of the 504 plan is to look at the specific needs of the child being considered. Since every child is different, every 504 plan should be. Make sure you communicate with the team to see how the plan is working and re-evaluate the accommodations and plan annually (if not before).
Did you know that section 504 applies to colleges and adults in the workplace? It’s true! Anyone working for or attending a school which accepts federal funding must make accommodations for anyone who qualifies for the civil-rights law, the Rehabilitation Act of 1973 (section 504). Many people do not know their rights according to the law. It is for this reason that you should continue to meet with the guidance/counseling team in college and provide them with a copy of the most current 504 plan. Make sure to keep it updated in college because your employer needs to make these same accommodations for you too! This is very exciting and many people do not realize the benefits of this law throughout their lifetime! There are many ways to have the best and most successful life possible. Know your rights and never stop asking questions or advocating for yourself.
What Is the Difference between an Accommodation
and a Modification?
An accommodation is a change in the way a teacher delivers the target skill information (the concepts which are being taught) to the student; the response given by the student; the way in which the student responds and answers to demonstrate they understand; the time given for tests and assignments; the setting in which the student takes tests. We do not change the goals for the student’s education. For example, Jennifer has difficulty with distractions in the classroom when she is taking a test. Her IEP allows for the accommodations of taking the test in a quiet setting (guidance office) with additional time. Another student with sensory processing disorder has difficulty sitting still during science class. Her IEP allows for the accommodation of going to the sensory room or completing physical activities for 20 minutes prior to science. It also permits the use of a Tangle® fidget toy during class time. If Richard has low-vision, we can increase the print on worksheets, use a magnifier, or read material to him. There are many different accommodations for students and of course, they must be individualized by student, agreed on by the team, and listed in the IEP or 504 plan.
A modification is an actual change in the target skill (concept or material being taught). If we are modifying the instruction material, we are changing what we teach to the student. This is often the case when our students cannot work on grade level. Tyler is in seventh grade in most subjects, but in language arts, he functions at a fourth grade level. His IEP provides a modification that he will work from fourth grade textbooks and with special education instruction at his functional level. Modifications decrease the expectations we have for a student. They change the actual academic goals we expect. When modifications are made, we reduce the expectations about a student’s performance. Self-contained classrooms often have modified curriculums.
Can You Provide Me with a List of Some
Common Accommodations?
The IEP or 504 plan accommodations must be specific to your child’s needs and agreed upon by the team members attending the meeting. In each chapter, I have listed accommodations for specific needs or disabilities. There are generally five categories we can use to group accommodations: Scheduling, setting, instruction, student response, and timing. Here are several examples of accommodations:
• Break down projects into more manageable steps.
• Allow students to have extra time for testing or to turn in homework.
• Preferred seating near the teacher or board.
• Allow tests to be taken in a different area such as a quiet office.
• Permit students to use a standing table for classwork.
• Use multi-sensory techniques for teaching new concepts.
• Add a tutor.
• Add seating, e.g., small air discs, ball chairs, or T Stools.
• Permit manipulatives to teach math concepts.
• Use of a keyboard/computer vs. handwriting
• Write on special paper with adaptations of lines, color, and spacing.
• Use visual organizers, charts, schedules.
• Provide sensory adaptations for fidgeting with hands and body.
• Change the writing utensil.
• Provide an additional set of books for home.
• Add a communication book about homework for the team, including parents.
• Use teacher’s lecture notes to study.
• Limit the number of problems that the student answers for homework. For example: complete only odd or even problems.
• Do not grade for neatness on homework and tests.
• Allow earplugs or noise-cancelling headphones.
• Add a reward system.
• Enlarge materials for low-vision.
• Use word processors.
• Additional
