What Qualifies for a 504 Plan? 10 Key Elements

Key Takeaways

• 1.6 million students in America qualify for a 504 plan, and education professionals are legally obligated to identify, create, implement, and monitor their effectiveness.

• To qualify for a 504 plan, a child must meet specific criteria indicating their disability inhibits full classroom participation and would be otherwise capable of meeting core curriculum standards.  

• Because these plans are both extremely beneficial for their students and mandated by law, training is essential to ensure educators thoroughly understand the elements and expectations 504 plans entail.  

When a child has a disability or health condition, it affects their ability to learn, thrive, or participate fully in school. And for 1.6 million disabled students in America today, a well-constructed 504 plan is a game-changer.  

Unlike an Individualized Education Program (IEP), which falls under special education law (IDEA), a 504 plan is designed for students who don’t need specialized instruction but still require adjustments, supports, or services to succeed in the general education setting. Both plans are mandated by federal law, and professional development courses like Understanding and Implementing Section 504 Plans: Ensuring Equity and Access for All Students are for helping educators identify appropriate plans and implement them effectively. effectively.  

Is your student eligible? Here are the 10 key elements that can help you think through what qualifies for a 504 plan.

1. Clear Identification of the Student’s Disability

The foundation of any 504 plan begins with identifying the student’s disability. To qualify, a child must have a physical or mental impairment that substantially limits one or more major life activities. These daily life activities include learning, reading, concentrating, or getting around. While a medical diagnosis is not strictly necessary for receiving a 504 plan—or may not be considered sufficient evidence for one— it’s a powerful piece of the puzzle.

This section of the plan should clearly describe the nature of the disability and how it affects the student’s day-to-day functioning at school. It’s crucial to be specific. The more detailed the information, the easier it is for teachers and staff to understand the student’s needs and create effective solutions.

2. Documentation and Evaluation

Before developing a 504 plan, schools must conduct a thorough evaluation. This may include medical records, psychological assessments, academic data, and teacher observations. The goal is to ensure that the plan is based on evidence, not assumptions. Evaluations should also be revisited periodically, especially if the student’s condition changes or if accommodations seem ineffective.

Parents have the right to request a re-evaluation at any time, and schools must obtain parental consent before conducting initial evaluations. However, parental input is not mandatory as with an IEP.

3. Specific Accommodations and Supports

A 504 plan is only as good as the accommodations it outlines. These adjustments enable students to access learning on an equal footing with their peers. Examples include:

• Extended time on tests and assignments

• Preferential seating near the teacher

• Use of audiobooks or speech-to-text software

• Permission for movement breaks

• Modified homework load

Generic plans that simply copy and paste standard accommodations rarely serve students well. Accommodations should be tailored to the individual student’s unique needs.

4. Classroom and Testing Modifications

In addition to general supports, a strong 504 plan should specify classroom and testing modifications. These include changes in how information is presented, how students demonstrate learning, or the environment in which testing occurs.  

When defining what qualifies for a 504 plan as opposed to an IEP, the student’s disability should not require modifications to the core curriculum. Students on a 504 plan will be expected to meet the same established goals for testing and course content as their peers.

For example, a student with ADHD might benefit from testing in a quiet room, while a student with dysgraphia might need to type responses instead of handwriting them. Clear guidance prevents confusion among staff and ensures consistent implementation of accommodation in alignment with policies and procedures.

5. Health and Medical Management

For students with chronic health conditions such as diabetes, asthma, epilepsy, or severe allergies, their 504 plan often includes health management protocols. This section might outline:

• Medication administration procedures

• Recommendations to be followed in case of an emergency

• Guidance on the allowance of snacks or water during class

• Flexibility for attendance requirements in response to medical appointments

• Environmental modifications

Including these details ensures that all school personnel are aware of how to keep the student safe and supported throughout the day.

6. Roles and Responsibilities

The most successful 504 plans clearly define who is responsible for each part of implementation. Teachers, school counselors, nurses, and administrators should all understand their roles. For example:

• The teacher ensures classroom accommodations are in place.

• The school nurse manages medical needs.

• The 504 coordinator monitors compliance.

A clear accountability structure helps prevent gaps and ensures consistency across different classes or school years.

7. Communication Plan

Open communication between parents, teachers, and school staff is essential. The 504 plan should outline how and when updates will be shared. Communication preferences may include emails, quarterly meetings, or progress reports.

Regardless of the chosen method, clear communication fosters trust and enables adjustments if the student’s needs evolve. It also ensures everyone stays on the same page about what’s working and what’s not.

8. Periodic Review and Updates

Students grow, change, and face new challenges over time, and a well-written 504 plan includes a timeline for review, usually once a year. During a plan review, the team should evaluate the effectiveness of accommodations, consider new information, and make revisions as needed. Regular updates keep the plan relevant and responsive, preventing it from becoming outdated and ultimately ineffective.

9. Procedural Safeguards and Parent Rights

Under Section 504, parents have specific legal rights. These include:

• Participating in meetings

• Reviewing educational records

• Requesting an impartial hearing if they disagree with school decisions

A strong 504 plan should include information about these procedural safeguards, enabling families to understand how to effectively advocate for their child. Awareness of these rights fosters collaboration rather than conflict.

10. Implementation and Monitoring

Once you’ve identified what qualifies for a 504 plan and created a strategy, the final element is ensuring the plan goes into action. It’s not enough to have a beautifully written document; accommodations must be consistently applied across all classrooms and activities.

Schools should have a system for monitoring compliance, documenting implementation, and addressing issues promptly if staff are not following the plan. When everyone takes ownership, the 504 plan becomes a living document that genuinely supports the student’s success.

Do You Know What Qualifies For a 504 Plan?

A 504 plan is a promise that reflects a school’s commitment to equity, inclusion, and accessibility. With the right approach, these tools can help a disadvantaged student participate with their peers and find limitless success in the classroom—but only if education professionals have the training and knowledge to implement them.  

Premiere is helping teachers and administrators make their classrooms welcoming and supportive for all their students. Professional development courses like Understanding and Implementing Section 504 Plans: Ensuring Equity and Access for All Students help educators differentiate between 504s and IEPs, identify eligibility, create compliant plans, and monitor progress effectively.  

All of Premiere’s award-winning courses are created by industry experts and help busy teachers meet their professional obligations and develop their careers on a timeline that works for them.

FAQs

Do you have to have a medical diagnosis to qualify for a 504?

A medical diagnosis may be neither necessary nor sufficient to justify the creation of a 504 plan. Rather, what qualifies for a 504 plan is a combination of factors indicating a student would substantially benefit from accommodations.  

Can someone with ADHD get a 504?

If it’s determined that a student with ADHD meets 504 qualifications, they may qualify for a wide range of possible accommodations depending on their situation. Education professionals must also realize that this student could qualify for an IEP, and training is essential for properly applying these legally mandated tools.  

Who is eligible for a 504 plan?

Students with disabilities that impact daily life activities such as learning, reading, concentrating, and mobility may be eligible for a 504 plan. Additionally, they must be able to meet established core curriculum standards without modification when benefitting from 504 accommodations.