504 Accommodation Plans

When parents/guardians provide the school with medical documentation (doctor’s note, test results etc.) a student may be considered for a plan. The student must have a physical or emotional disability, or an impairment (i.e. Attention Deficit Disorder) that significantly impacts one or more major life activities.  Examples of major life activities include caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, working, and learning.

Absolutely not. The student would need a 504 Plan only if this disability or impairment is impacting them significantly in school. Further, a student may have a condition but may not qualify if it is found that the condition is not significantly impairing them.

When parents/guardians present the school with medical documentation the child may be eligible for a 504 Plan. After medical documentation is received by Ms. Angelopoulos, it is then reviewed by a 504 Plan committee. This committee determines whether the child qualifies for accommodations under the plan. If they do qualify, Ms. Angelopoulos and the student’s teacher will draft a 504 Plan. It is then sent home to the parents/guardians to review and sign if it is to their satisfaction. Once the signed copy is returned to school the plan is in effect and will be implemented by all teachers who work with the student.  

Examples of accommodations might be, preferential seating (close to teacher/ instruction, away from distractions etc.), assignments or testing conditions may be adjusted (extensions of time, modification of test questions), increased response time, extra time to complete tasks, ability to take a break in between assignments or work standing up. Accommodations are tailored to each individual student’s needs.

Teachers are expected to reasonably follow the strategies written to implement the plan and to participate in the review. Further, if the plan is not working for the student, a teacher should ask for the assistance of support staff.