If you suspect that your student needs additional supports, has a disability, it’s important to take proactive steps to understand your student’s needs and seek appropriate support. Here’s a structured approach to getting started:
WHERE TO BEGIN
FOR THE TEACHER
DOCUMENT OBSERVATIONS AND CONCERNS
Keep a record of the student’s academic, behavioral, and/or health challenges that lead to the suspicion of a disability/need. Note specific instances of difficulties and how they impact the student’s ability to participate in and benefit from their education.
TALK TO THE PARENT(S)
Talk to the parent(s) about your concerns. Keep parents informed about the referral process, the evaluation, and the development and implementation of the 504 plan. Establish a collaborative relationship with parents to ensure that the student’s needs are being met.
INITIATE A REFERRAL
Inform the school’s 504 coordinator or special education staff about your concerns and observations. Follow the school’s procedures for making a 504 referral, which may involve submitting a written request or attending a meeting.
COLLABORATE WITH THE 504 TEAM
Participate in the evaluation process, providing insights into the student’s strengths and needs. Work with the 504 team to develop an appropriate Section 504 plan that addresses the student’s specific needs.
IMPLEMENT THE 504 PLAN
Ensure that the accommodations and supports outlined in the 504 plan are implemented consistently and effectively. Document the student’s progress and adjust the plan as needed.
Early intervention is key. By taking action as soon as concerns arise, teachers can help their students build the skills and confidence needed to succeed.