Special Edition: Supporting Students with 504 Plans

A 504 plan is not a label or a limitation, it is a tool. It doesn’t define the student, but rather identifies the support they need to succeed. When teachers see a 504 plan as an inconvenience or extra task, they risk unintentionally reinforcing barriers. Instead, viewing it as an opportunity means embracing inclusivity and leaning into differentiated learning. Every accommodation is an opening to create a classroom where all students can thrive. "A 504 plan is a formal accommodation plan for a public school student who has a mental or physical impairment that substantially limits one or more major life activities. Although not explicitly required by law, schools develop 504 plans to comply with federal anti-discrimination law and regulations" (Sullivan, 2021).

Sullivan (2021) noted that, "a 504 plan is for students with a physical or mental impairment that substantially limits one or more major life activities relevant to school, such as learning, writing, walking, or emotional regulation." Sullivan also noted in her report that, "Section 504 ensures these students are not discriminated against, including those with conditions like attention deficit hyperactive disorder (ADHD), asthma, or diabetes. A student may have a 504 plan with or without an IEP, and teachers’ responsibility is to implement the plan fairly and consistently."

It is not a teacher’s job to determine whether a student has a disability or the severity of that disability, that is established through formal evaluation. A teacher's job is also to ensure compliance and support.

What Support Looks Like

Supporting students with 504 plans does not mean lowering expectations or dumbing down the material. Instead, it means leveling the playing field so students have a fair chance to meet those expectations. Some examples are listed below. However, the key is to implement these strategies naturally and inclusively, so accommodations feel like part of your regular classroom routine rather than singling out students. Here are some strategies . . .

• Extended time on tests and assignments - Offer all students flexible timelines for certain assignments or provide a “quiet work period” during class. Students needing extra time can work without stress, while others benefit from a structured time buffer. It frames extended time as a classroom option, not a special treatment.
• Preferential seating to minimize distractions - Use a flexible seating plan where students can choose or rotate seats based on focus needs, activity type, or collaboration goals. This is presented as a general classroom strategy for better learning rather than highlighting individual needs. Everyone can benefit from having the best seat for attention or comfort.
• Access to notes - Provide students with graphic organizer as a strategy of guided notes, or upload notes and PowerPoints on the platform used by all students, such as Google classroom, Blackboard, etc. This supports multiple learning styles and helps all students review material. It doesn’t single anyone out but integrates accessibility as a routine practice.
• Breaks during instruction to support focus and regulation - Schedule short brain breaks for the whole class, use movement activities, or provide flexible pause points during lessons. Breaks benefit everyone’s attention and energy levels. Students who need regulation can use them without drawing attention to themselves. Teachers can use this as a transition period as well. (ahhhh? Yes!)
• Assistive technology to support reading, writing, or organization - Introduce tech tools like text-to-speech apps, graphic organizers, or digital planners as optional resources available to all students. Framing tech as a classroom tool for productivity and engagement makes it inclusive. Students who need it can use it seamlessly without feeling singled out.

These supports are not shortcuts. They are intentional strategies to meet students where they are, just as we do for all learners. More importantly, they allow all students to take ownership of their learning.

The goal here is creating strategies that help students with accommodations naturally fit into the classroom workflow. When supports are normalized for everyone, students with 504 plans access their resources discreetly, and all students benefit from flexible, inclusive practices.

Teachers as Advocates

Teachers play a critical role in ensuring 504 accommodations are not just written on paper but lived in practice. This means . . .

• Reviewing each student’s plan at the start of the year and revisiting it often ~ At the beginning of the school year, teachers should really take time to carefully read each 504 plan. Understand the accommodations, modifications, and supports outlined for each student. Early review ensures you know what is required, reduces surprises, and allows you to integrate supports seamlessly into your lessons. Revisiting the plan periodically, especially after assessments, changes in workload, or new observations. This will help to ensure accommodations remain effective as students’ needs evolve.
• Proactively planning lessons with accommodations in mind, rather than reacting on the spot ~ Instead of reacting when a student struggles or needs an accommodation mid-lesson, plan ahead. Plan ahead. Plan ahead. For example, if a student has extended time for assignments, schedule quiet independent work periods. If a student benefits from the use of graphic organizers, include them as part of your lesson materials from the start. Proactive planning makes accommodations feel natural and ensures the classroom runs smoothly for all learners. In addition, teachers become less stressed.
• Checking in with students to ensure supports are actually helping ~ Don’t assume that just because an accommodation is in place it’s automatically effective. Ask students discreetly how the supports are working. Teachers should be mindful of how they frame the questions such as, “Did the extra time on this assignment help you complete it more comfortably?” or “Is this seating arrangement helping you focus?” Regular check-ins help adjust supports if needed and empower students to be part of the decision-making process regarding their learning.
• Communicating with families and the support team when adjustments are needed ~ Open communication is key to ensuring accommodations are working consistently across school and home environments. If you notice a student struggling despite support, reach out to families or the 504 coordinator early. Very, very, very early. Collaborating ensures students receive the right balance of help, while keeping all stakeholders aligned. It also models advocacy and partnership, showing students that their needs are taken seriously without framing them as burdensome. By embracing the responsibility of advocacy, teachers model respect, empathy, and equity.
• FERPA (Family Educational Rights and Privacy Act) guidelines must be maintained ~ Teachers should avoid discussing accommodations aloud in ways that could be overheard by others. Instead, teachers should engage in private conversations or use written notes when addressing individual concerns. Teachers should exercise caution by using student initials rather than full names when recording or sharing information with counselors or other school administration on a need to know basis. By keeping student information confidential, teachers protect privacy, build trust, and model professional responsibility while still providing the support students need.

Why It Matters

When teachers view 504 plans as opportunities, classrooms become more inclusive for everyone. Strategies like flexible grouping and varied assessment methods don’t just help students with 504 plans, they elevate the learning experience for all. In other words, inclusivity benefits the whole classroom community. To reiterate, students are not their 504 plans. They are individuals with talents, dreams, and potential. The plan is simply a roadmap to ensure they are given equitable access to reach that potential. As the new school year begins,  teachers should embrace this mindset and transform 504 accommodations from a requirement into a commitment to fairness, dignity, and belonging.

#EducatorsBridgingTheGap

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