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504 plan meeting terms

These terms are common in Section 504 eligibility, plan-development, review, and implementation meetings.

  • Section 504 of the Rehabilitation Act of 1973: A federal civil rights law that prohibits disability discrimination by programs and activities receiving federal financial assistance. In education, Section 504 protects eligible students’ access to school programs and services.
  • Americans with Disabilities Act (ADA): A federal civil rights law that prohibits disability discrimination in many settings, including public schools and higher education. The ADA and Section 504 use related disability protections, but the laws and procedures are not identical.
  • Disability under Section 504: A physical or mental impairment that substantially limits one or more major life activities, a record of such an impairment, or being regarded as having such an impairment. The rules for receiving a FAPE and a 504 plan involve an individualized determination.
  • Physical or mental impairment: A physiological condition, disorder, or mental or psychological condition that affects one or more body systems or functions. A diagnosis alone does not determine what accommodations a student needs.
  • Major life activity: An important everyday activity or function, such as learning, reading, concentrating, thinking, communicating, walking, breathing, seeing, hearing, eating, sleeping, or performing manual tasks.
  • Substantially limits: A case-by-case determination that an impairment significantly limits a major life activity. There is no single formula or universal score that applies to every student.
  • Mitigating measures: Supports or interventions that reduce the effects of an impairment, such as medication, equipment, assistive technology, or learned behavioral adaptations. In general, their beneficial effects are not considered when determining whether an individual has a disability, except for ordinary eyeglasses or contact lenses under federal guidance.
  • Section 504 eligibility determination: The team’s individualized decision about whether a student meets the applicable Section 504 disability standard and needs related aids, services, or accommodations.
  • 504 team or 504 committee: The group that reviews information, determines eligibility when applicable, develops or reviews the plan, and identifies services or accommodations. Membership varies, but may include a parent or caregiver, teachers, a 504 coordinator, school administrators, a school nurse, specialists, and the student when appropriate.
  • 504 coordinator: The school or district staff member who helps organize the Section 504 process, meetings, documents, implementation, monitoring, and communication.
  • Referral: A request for the school to consider whether a student may need an evaluation or Section 504 supports because of a disability or suspected disability.
  • Section 504 evaluation: A process that uses appropriate information to determine whether a student has a qualifying disability and needs regular or special education, related aids, services, or accommodations. Information may include school records, teacher observations, family input, student input, medical information, and other relevant data.
  • Reevaluation or periodic review: A later review of eligibility, accommodations, services, progress, and changing needs. Review schedules and procedures vary by school and district.
  • Free Appropriate Public Education (FAPE) under Section 504: Regular or special education and related aids and services designed to meet the individual educational needs of a qualified student with a disability as adequately as the needs of students without disabilities are met.
  • Equal access: An equal opportunity for a qualified student with a disability to participate in and benefit from educational programs, services, activities, and opportunities.
  • General education curriculum: The knowledge and skills that students are expected to learn in the general education program. A 504 plan generally supports access to and participation in the curriculum rather than lowering the learning expectations.
  • Least restrictive environment (LRE): The educational setting that provides the student with the greatest appropriate participation with nondisabled peers while still meeting the student’s needs. LRE is most closely associated with IDEA, but the concept may also arise in Section 504 placement discussions.
  • Placement: The educational setting or combination of settings in which a student receives instruction, accommodations, services, or supports. Placement decisions should be based on the student’s needs and applicable procedures.
  • Accommodation: A change to how, where, or when a student learns or demonstrates knowledge, or to the materials used. An accommodation changes access or the method of participation without necessarily changing what the student is expected to learn.
  • Reasonable accommodation: A change, aid, service, or adjustment that provides an eligible student with an equal opportunity to participate in education. The exact term and scope may vary between K–12 and postsecondary settings.
  • Related aids and services: Supports needed to meet a student’s individual educational needs, such as services, equipment, health supports, or assistance that enable access to education. The specific supports must be determined for the individual student.
  • Supplementary aids and services: Supports that help a student participate in the general education setting. Examples may include assistive technology, accessible materials, health-related supports, or instructional adjustments. This phrase is also used frequently in IDEA discussions.
  • Assistive technology: A device or service that helps a student access instruction, communication, reading, writing, organization, testing, or another school activity.
  • Modification: A change to what a student is expected to learn or demonstrate, such as altering academic standards or assignment expectations. Modifications are generally associated with special education and an IEP, so interpreters should reproduce how the school uses the term rather than explain its legal effect.
  • Testing accommodation: A change in the way a student takes a classroom or standardized test, such as extended time, breaks, a quiet setting, a reader, or an alternate response method. The plan should identify the accommodations that apply and the settings in which they are used.
  • Implementation: Putting the accommodations and services in the 504 plan into practice. This may include identifying responsible staff, settings, materials, schedules, and procedures for communicating the plan.
  • Progress monitoring: Reviewing information about the student’s participation, performance, health, access, and response to accommodations to determine whether the plan remains appropriate.
  • Procedural safeguards: Notice and process protections related to identification, evaluation, educational placement, records, parent participation, review, hearings, and complaints.
  • Impartial hearing: A formal review process for resolving a dispute under applicable Section 504 procedures. Local rules determine how a hearing is requested and conducted.
  • Grievance or complaint: A formal concern alleging that a school or district did not follow Section 504, the student’s plan, or applicable nondiscrimination requirements.
  • Office for Civil Rights (OCR): The U.S. Department of Education office that enforces civil rights laws, including Section 504, in programs receiving federal financial assistance.
  • Transition to college: The move from K–12 education to postsecondary education. A K–12 504 plan does not automatically transfer as the same document; colleges and universities use their own disability-services processes under Section 504 and the ADA.