Is a 504 Plan Right for your Child?

A 504 Plan is a document that describes how a school will remove barriers to learning for a student with a disability. Students with disabilities have a right to 504 Plans through Section 504 of the Rehabilitation Act.

504 Plans are based on the concept of equal access, and their purpose to to guarantee that students with any kind of disability have equal access to public education.

Students are eligible for a 504 Plan if they:

• are enrolled in grades K-12

• have any kind of disability (not limited to the 13 disability categories required for Special Education)

• the disability limits the student's ability to perform a major life activity, which can include but are not limited to:

  • working

  • concentrating

  • self-care

  • communicating

  • standing

  • lifting and bending

  • reading

  • breathing

  • learning

  • using hands

  • walking

  • speaking

  • eating

  • toileting

  • body functions (this can include almost any physical disorder)

• the disability makes it harder for the student to learn in a general education classroom

In almost all cases, students who are eligible for Special Education and an IEP are also eligible for a 504 Plan. However, many students are eligible for 504 Plans who are NOT eligible for Special Education and an IEP.

Since IEPs usually include more robust services and protections, students should generally only pursue a 504 Plan if they are NOT eligible for an IEP.

In order to receive a 504 Plan, families should start by formally requesting a school evaluation. They should write an email or letter to the school and say something like: "I would like to request a 504 Plan eligibility evaluation for my child, who has a congenital heart disease (CHD)."

In the note, parents should indicate any disabilities the child has, plus any suspected areas of disability, and briefly describe how these disabilities affect their ability to access the curriculum. Parents should send the school documents that prove their child has a disability, such as forms from a doctor.

After the written request, schools must follow this process:

• The school sends the parents a written form that they must sign in order to give the school consent to evaluate.

• Parents sign and return the consent to evaluate form.

• Schools perform an evaluation.

• The school schedules a meeting with the family and with the student (if the student is old enough).

• At the meeting, the school tells the family whether or not the student qualifies for a 504 Plan and why. If they qualify, they draft a plan. The family is part of the team and should fully participate in this process.

• The school gives the family the written 504 Plan. If the family agrees with the plan, they sign and return it.

• The school starts the services/ accommodations/ modifications described on the Plan.

• At least once a year, the full team meets to review progress, and to update the 504 Plan as needed. The timing of these meetings varies by state, but is usually once a year.

504 Plans are designed to ensure that students with disabilities are free from discrimination. They have a right to fully access public education, just like their peers without disabilities.

For many students with heart defects, a strong 504 Plan allows them to feel good in school, and to learn as well as they can.

This content was reviewed by an educator at Boston Children's Hospital.

Developmental care is best when it is local. Families local to Boston can receive care from the Cardiac Neurodevelopmental Program (CNP). Families from other regions can use the link below to find their local care team.