Many students benefit from 504 Plans. However, even after a 504 Plan is created, some students may still need more support. Common signs that a student with a 504 Plan may need more help include grades that don’t improve, persistent behavior problems, or a new diagnosis.
This article helps parents understand what a 504 Plan is, how it can help students, and signs that a child may need more support than a 504 Plan can provide. It also explains how a therapeutic school in NYC can help.
What Is Section 504?
Section 504 is part of the Rehabilitation Act of 1973. The Rehabilitation Act is a federal civil rights law that requires federally funded programs and services to give people with disabilities equal access. Because nearly all public schools in America receive federal funding, Section 504 applies to public school students.
In the educational setting, Section 504 means children with disabilities, whether physical or learning, must be allowed to participate in educational programs in a way similar to their non-disabled peers.
What Does a 504 Plan Do?
When a student with a disability needs additional support to access educational services at their school, the school can create a 504 Plan.
Because Section 504 focuses on access for students with disabilities, most 504 Plans focus on removing barriers. For example, if a student has vision issues, the 504 Plan might require seating the student near the blackboard. Other common accommodations in 504 Plans include:
- Additional time on tests
- Taking tests in a separate, quiet location
- Frequent breaks
- The use of assistive technology
Generally, 504 Plans do not address the curriculum or how it is presented.
How Can You Tell When a 504 Plan Is Not Enough?
At least five signs indicate a student may need more support than a typical 504 Plan can provide.
Warning sign #1 – Continuing struggles
When a student’s 504 Plan is working properly, they should be making progress. If the student continues to struggle or things get worse despite having a 504 Plan in place, it could be an indication that more is needed.
Warning sign #2 – Heavy support required
In this scenario, the child’s grades are stable or even improving. However, the level of work it takes for the student to do this is beyond the norm. This usually means that a student needs far more time, effort, or support than their peers to finish their assignments. Teachers may also be providing support beyond what is required in the 504 Plan.
Warning sign #3 – Same struggles, new times or places
Sometimes, an issue that seems confined to one space “spreads” to another area. For example, a student has behavior issues that typically show up around lunchtime. The 504 Plan recommends short breaks or a small snack around this time to help. However, if the behavior issues move from lunch to other times throughout the day, the plan may need to be revisited.
Warning sign #4 – Skill, not access
Let’s go back to our example where the student’s seat was changed. Assume the student was moved to the front of the class because, at the time, adults believed the inability to see the board was the issue. However, even with a clear view of the board, the student still struggles with reading. In this situation, access isn’t the issue; skill is.
Warning sign #5 – Changing diagnosis
Students can receive a 504 Plan even when they don’t require special education. However, being diagnosed with a learning disability often means that a student needs more individualized instruction than a 504 Plan can provide.
What Can Parents Do When a 504 Plan Is Not Enough?
Parents should consider two possibilities: the 504 Plan is implemented improperly, or the student needs a different plan.
First, implementation matters. Unfortunately, several studies of parents of children with 504 Plans found that parents were often dissatisfied with how the plans were executed. As such, if things aren’t going in the right direction, asking the 504 team and teachers about any gaps in implementation is a good first step.
However, improving implementation will only work if the 504 Plan can actually address the student’s issues. If the student has a new diagnosis or new skill gaps, an IEP (Individualized Education Program) may help.
An IEP is controlled by the Individuals with Disabilities Education Act (IDEA). Unlike the Rehabilitation Act, the IDEA and IEPs require teachers to modify their instruction to the child’s individual needs. IEPs also include measurable goals.
Parents who think an IEP might be better for their child should begin the IEP process by submitting a referral. After you consent, your child will be evaluated. Then, the IEP team will decide if your child has a qualifying disability under the IDEA. If they do, you and the team will decide what the child’s IEP should contain.
Frequently Asked Questions About 504 Plans
- Does a child have to fail a course before an IEP becomes an option?
No. The relevant issues in the IEP process are: (1) whether the student has a qualifying disability, and (2) whether the disability demands special education services.
- Can a student get a 504 Plan and tutoring at the same time?
Yes. Generally, 504 Plans focus on removing disability-based barriers rather than providing academic support. As such, there is no bar to having tutoring and a 504 Plan at the same time.
- Can a student with a 504 Plan take AP or honors classes?
Absolutely. A 504 Plan or IEP does not limit a student’s ability to take challenging courses. In fact, twice-exceptional (2e) students may benefit from the challenge.
- Does a 504 Plan follow a student when they change schools?
It depends. Generally, if the new school is in the same district, yes. However, if the new school is in a different district, the new team will review the 504 Plan and decide whether to keep the current plan or start fresh.
How Can a Therapeutic School Help with a 504 Plan?
Therapeutic schools can help students with 504 Plans. Smaller class sizes mean that teachers are more attuned to each student’s individual needs. This is also helpful if a student needs to move from a 504 Plan to an IEP.
If your family is looking for a therapeutic school in New York City, consider Academics West. We can help your child forge their own path to success. Learn more about us by calling 212-580-0080, booking a call with an admissions coordinator, or scheduling a visit.