A 504 plan advocate helps you request, write and enforce Section 504 accommodations the school will actually follow.
A 504 plan is not a lesser IEP. It is a different tool, designed to remove barriers so a student with a disability can access the same education as their peers. Done well, it changes a child’s school experience. Done badly, it is a page of vague promises no teacher follows.
Most 504 plans fail for one of two reasons: the accommodation is worded too generally, or no one is responsible for making sure it happens. A 504 plan advocate fixes both. We help you describe the need precisely, write accommodations a teacher can implement, and identify who is accountable for each one.
We work with students with ADHD, anxiety, depression, dyslexia, chronic medical conditions, concussion recovery, diabetes, asthma, food allergies, mobility needs and temporary disabilities. Section 504 is broader than IDEA, and many students who do not qualify for an IEP do qualify here.
504 plans can include services, not just accommodations. Related aides and services are permitted when necessary for access. If your child needs a nurse, an aide or a specific therapy to attend school, that belongs in the conversation.
Documentation that shows the disability and how it substantially limits a major life activity.
Not “extra help,” but extended time on timed assessments, a reduced homework load, scheduled breaks or access to a quiet space.
Who provides each accommodation, when, and how it is documented.
A plan for making sure every teacher on the schedule knows the accommodations.
A schedule for checking whether the plan is working and changing it when it is not.
Plans that account for medication schedules, health office involvement and emergency procedures.
We help you put the request in writing and explain the disability in functional terms.
We draft specific accommodations, assign responsibility and prepare you for the meeting.
We help you track implementation and escalate when the plan is not followed.
Transitioning from an IEP to a 504 plan is a reduction in services and should not happen without evaluation, notice and your informed agreement. If the school proposes it, ask what data supports the change.
An IEP provides specialized instruction and related services under IDEA for students who qualify under one of the disability categories. A 504 plan provides accommodations and access under Section 504, and covers a broader range of disabilities.
A student with an IEP generally does not need a separate 504 plan, because the IEP already provides access. In rare cases a 504 plan may cover an area the IEP does not, but duplication is usually a sign the IEP needs revision.
No. Section 504 protections continue in college, but the plan itself does not. Students need to request accommodations through the college’s disability services office. We help families prepare that transition.
No. Section 504 does not require failing grades. The question is whether a disability substantially limits a major life activity and affects access to education.
Free consultation. Bring your child’s current plan or your concerns, and we will start there.
