Section 504 Services and Accommodations

Once a student is determined to be disabled under Section 504 and in need of services and accommodations, the Section 504 team will develop a Section 504 plan. Although Section 504 regulations do not specify that a written plan is required, the district must document activities and decisions made regarding students with disabilities (34 CFR §104.35(c); Frequently Asked Questions about Section 504, OCR 2013). Thus, best practice is to put Section 504 plans in writing. A Section 504 plan is not written for a student eligible under the IDEA; all special education and related services and other needed supports are documented on an individual educational plan (IEP) rather than a Section 504 plan for those students.

Although the required components of a Section 504 plan are not prescribed by law, best practice suggests a plan should address the educational impact of the identified disability(ies) and the services and accommodations necessary to facilitate equal access to education in the least restrictive environment.
  • To assure information is available from the family, parents should be invited and encouraged to assist in developing the Section 504 plan.
  • Services and accommodations should be based on information and data used in the evaluation and disability determination process.
  • Services and accommodations should address the student’s identified disability and need to receive services to ensure that the student’s educational needs are met as adequately as those of his/her nondisabled peers.
  • The plan should indicate how, where, and by whom the services and accommodations will be provided.
  • The plan may include self-management of health conditions in the school setting or school-sponsored activities, if needed.
  • The plan may include services and accommodations for the school building, classroom, or transportation; administrative adjustments; academic and instructional accommodations; and/or behavioral intervention and testing accommodations.
  • The plan should indicate whether it is an initial plan, a revised plan, or continuation of an existing plan.
  • A monitoring system should be developed and responsibilities assigned for implementation.
  • Copies of the plan should be distributed to parents, teachers, and any responsible individuals.
  • A copy of the plan should be placed in the student’s records.

In general, a student identified as disabled under Section 504 should be provided the same types of accommodations for both classroom assignments and assessments. If a student needs additional time to complete assignments and tests, he or she should also be allowed extended time for classroom tests and standardized tests (if allowable).

Accommodations for testing situations, both classroom and standardized assessments, such as the Florida Standards Assessment (FSA) or end of course (EOC) assessments must be addressed when developing the Section 504 plan and the testing accommodation(s) specified in the written plan. Accommodations used in the administration of standardized tests must be consistent with what is specified in the test administration manual. Allowable testing modifications include the following:
  • Flexible scheduling
  • Flexible setting
  • Recording of answers
  • Mechanical aids

Further guidance pertaining to administration of tests to students with disabilities can be found in Rule 6A-1.0943, Florida Administrative Code, and on the Bureau of Exceptional Education and Student Services’ website at These guides include information about accommodations for EOC assessments.

Next: Click to proceed to Common Errors in the Development and Implementation of a Section 504 Plan.