Special Ed Speaks

During a 504 the team reviews a student’s needs, strengths, and areas of concern, and determines if a student is eligible for a 504 plan, then collaborates with parents to develop appropriate accommodations and supports.

The meeting begins with introductions of all attendees, including parents, teachers, specialists, and sometimes the student (especially for older students). The team reviews the purpose of the meeting, which is to discuss a student’s educational needs and determine if they qualify for accommodations or services under Section 504. 

The team will assess whether the student has a physical or mental impairment that substantially limits one or more major life activities. This assessment involves considering the student’s individual needs and how their impairment affects their ability to participate in school. The team will determine if the student meets the eligibility criteria for a 504 plan. 

If the student is found eligible, the team will work with the parents to develop a 504 plan that outlines the necessary accommodations and services.  Accommodations are changes to the learning environment or teaching methods that help students access the curriculum. Services may include specialized instruction, counseling, or other support services. The 504 plan should be tailored to the student’s individual needs and strengths. The plan should clearly state the accommodations and services, who will provide them, and how they will be implemented. 

Parents are key members of the 504 team and should be actively involved in the process. They have the right to participate in the meetings, ask questions, and share their perspectives. Parents should receive a copy of the 504 plan and be informed about their child’s progress. 

504 plans should be reviewed periodically, typically annually, to ensure they are still meeting the student’s needs. The team may make adjustments to the plan as needed, based on the student’s progress and changing circumstances.