Need Help at School: Develop a 504 Plan with Your Team
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Abstract
Many children with chronic and complex health conditions—such as heart conditions, diabetes, and motor disabilities—encounter barriers to regular school attendance and full participation alongside their peers. While these conditions do not inherently affect a student’s ability to learn, they can lead to frequent disruptions in education due to medical appointments, extended absences, fluctuating energy levels, and periods of pain that can impact focus. Under IDEA, these students may not qualify for special education services, but they have the right to support through a 504 Plan, which provides accommodations to ensure equitable access to education. This article outlines the process for developing a 504 Plan for students with chronic and complex health conditions.
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References
Education for All Handicapped Children Act, Pub. L. No. 94-142, 89 Stat. 773 (1975).
Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 (2004).
Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (1990)
Kritikos, E. P., McLoughlin, J. A., & Lewis, R. B. (2018). Assessing students with special needs. NY, NY: Pearson.
Rehabilitation Act of 1973, Section 504 Regulations, 29 U.S.C. § 794 et seq. (1973). https://www2.ed.gov/about/offices/list/ocr/504faq.html
Smith, T. E. C., & Patton, J. R. (1998). Section 504 and public schools: A practical guide for determining eligibility, developing accommodation plans and documenting compliance. Austin, TX: Pro-Ed, Inc.
Yell, M. L. (2019). The law and special education, 5th ed. UK: Pearson.
Yell, M. L., Collins, J., Kumpiene, G., & Bateman, D. (2020). The Individualized Education Program: Procedural and Substantive Requirements. Teaching Exceptional Children, 52(5), 304-318. https://doi.org/10.1177/0040059920906592