5 Conditions That 504 Plans Might Cover

A previous post on iAchieveLearning.com detailed the value of Section 504 plans for incoming college freshmen with disabilities. This post will discuss some of the specific conditions for which a 504 plan could be written to address.

Parents of students with disabilities, health conditions, or diagnosed mental illnesses sometimes struggle with securing appropriate services that will meet their children’s needs. To receive special education services, a student must meet the criteria for one of the disabilities defined by the IDEA. This disability must hinder access to and progress in the general education curriculum, so the presence of a disability isn’t a guarantee of an IEP. Additionally, the IDEA doesn’t cover certain disabling conditions. Section 504 of the Rehabilitation Act covers a much broader group of conditions. The set of conditions it covers has expanded recently.

The process for determining 504 plan eligibility is similar to the process for determining IEP eligibility. A school employee or parent makes a referral, an evaluation is conducted, and a team determines eligibility along with necessary services. Requests for special education evaluations often result in 504 plans rather than IEPs. Parents need to understand that these plans might be genuinely more appropriate than IEPs for particular conditions.

The following list examines conditions that typically are addressed through 504 plans rather than IEPs.

1. ADD/ADHD – This is the condition that seems to overlap most between services under 504 plans versus IEPs. Many students with IEPs qualify based on having Other Health Impairment (OHI) as their disability. OHI covers anything from physical disabilities to conditions like ADD or ADHD. The difference in whether the condition triggers a 504 plan rather than an IEP is in the degree to which the condition affects school performance. Under Section 504, impairments must be recognized as limiting one or more life functions. In the school setting, this translates to affecting access to the learning environment. ADD or ADHD clearly could affect this access. Most students with these conditions aren’t considered to have disabilities and can be serviced via 504 plans. Understanding that this is an option is crucial for parents who find their child to be struggling per his or her condition.

However, an evaluation might recommend OHI as a disability for a student with ADD or ADHD if the behaviors associated with the condition are severe enough. This will denote special education services. In some extreme cases, students with ADHD will be found eligible under Emotional Disturbance rather than OHI. What can make the matter confusing for parents is that eligibility for services is up to teams of professionals who might interpret data differently from school to school. The important matter is for parents of children with these conditions to know that services are available through one law or another.

2. Diabetes – A student with diabetes can face a number of limitations in school. Some of these limitations are neurological and related to a child’s ability to concentrate per insulin levels. Others are more practical, such as lunch choices and time out of class for management of medication. A 504 plan can address the school menu for a student with diabetes. It also can address arrangements for assignments or notes missed while a student is with a school nurse or is absent due to illness related to the condition. While most accommodations for a student with diabetes will be practical and not directly related to academics, some students might need and thus receive accommodations related to exhaustion levels, such as taking tests over multiple sessions.

3. Allergies – Chemical sensitivities and food allergies are resulting in 504 plans for students in some schools. A 504 plan might put in place a need for labeling on any products in a school containing certain allergens. School-wide bans on certain substances have been enacted specifically through 504 plans. Like a plan for diabetes, menu choices might be adjusted. Training for staff working with the student might be included in the plan. A tip for parents seeking such accommodations is to provide as much verified medical information as possible during the evaluation process.

4. Anxiety – 504 plans for anxiety tend to be developed more often for students in high school than in elementary or middle school. Accommodations for high school students with anxiety usually are related to tests and might include alternative assessments or testing in a separate room from the rest of the class. Some students have plans that include accommodations for presentations and public speaking. Younger students might have such plan, though. They might receive accommodations such as a “cool down pass” that allows them a brief exit from the classroom when anxiety is building. Others get advanced warming for fire drills and other unusual disruptions.

5. Temporary Disabilities – Possibly least recognized among conditions covered by 504 plans are temporary disabilities. These are more than just broken bones. To qualify as having a temporary disability, the impairment must last over six months and must limit life activities much the same as any other qualifying condition would. Examples might include treatment for cancer or recovery from a major burn. If a student regains function at levels prior to the injury or illness, the plan can be discontinued.

While distinctions between what warrants a 504 plan over an IEP can be subtle, the most important part for parents is to know that services are indeed available for a variety of conditions that might impact learning. Those listed above are but a few of those served by 504 plans. Parents need to do their own research and work with school officials to determine what services are best for their children.

Written Jeff Hartman