Frequently Asked Questions
Q: Who do I contact to request a 504 meeting or to determine if my child is eligible for services in 504?
A: Each AISD campus has a 504 campus coordinator. The coordinator is the main point of contact for 504 related questions and concerns. Please contact your home campus to determine who serves as the campus 504 coordinator.
Q: If my child no longer needs accommodations, does this mean they will be dismissed from 504 services?
A: Not necessarily. 504 students may be placed on “504 Eligible with No Plan” status, also called monitor status, meaning although they are in 504, they do not currently have a plan (accommodations). Students on monitor status are still eligible for Section 504 protections, including 3-year re-evaluations.
Q: If my child is not failing or significantly behind their peers in school, does this mean they are ineligible for 504 services?
A: No. A student does not need to be failing classes or performing below grade level to be eligible for Section 504 services. Eligibility is based on whether the student has a physical or mental impairment that substantially limits one or more major life activities. The Section 504 Committee reviews a variety of information to determine whether the disability substantially limits the student as compared to their non-disabled peers, regardless of the student's grades or overall academic performance.
Q: If my child is in 504 with accommodations, does this automatically ensure they will receive these accommodations on college admission exams?
A: No. Accommodations used in school do not automatically transfer to College Board and/or ACT exams. Students must have an accommodation request submitted to and approved by the College Board's Services for Students with Disabilities (SSD) and/or ACT. Parent/guardian consent is required before a campus can submit a request on a student's behalf. Accommodations approved by the College Board and/or ACT are generally those that are documented and used routinely in the student's educational setting. Because the approval process can take several weeks, families are encouraged to begin the process early and work with their campus SSD Coordinator regarding requests and required documentation.
Q: Once my child graduates, will his college get information about his disability and accommodations?
A: No. Unlike K-12 schools, colleges and universities do not automatically receive or implement a student's Section 504 plan. Students are responsible for self-identifying and requesting accommodations through the college or university's disability services office. Students should provide their most recent Section 504 plan, along with any other requested documentation, for the institution to review. The college or university will determine eligibility for accommodations and any supports that may be provided at the postsecondary level.
Q: What is a 504 evaluation or reevaluation?
A: Unlike the special education process, the 504 evaluation does not necessarily mean “test.” Instead, it means the gathering of data from a variety of sources so the school 504 committee can make the required determinations. No formal testing is required. Common sources of evaluation data for 504 eligibility include, but are not limited to, teacher input, grades, disciplinary referrals, health information, parent and student input, standardized test scores, attendance records, etc. An evaluation is required prior to developing a 504 plan, every 3 years, and prior to any significant change of placement.
Q: Who is on the school’s Section 504 Committee?
A: The Section 504 Committee should consist of a group of individuals comprised of the following: the school’s Section 504 Coordinator, the student’s teacher, a parent, the student (if appropriate), and can include a school administrator and any other persons knowledgeable about the student, e.g. counselor or nurse, etc.
Q: What are considered reasonable accommodations?
A: A reasonable accommodation is one that enables a qualified student with a disability to participate fully in a program, take advantage of a service, or meet educational requirements. Examples of accommodations that can be used to support various student needs are: using preferential seating, accommodating special diets, accessible electronic and information technology, posting rules and procedures for classroom behavior, using computer-aided instruction and other audiovisual equipment, providing breaks, providing extra time on tests and/or assignments, using checklists to keep student organized, etc.
Q: How is Section 504 different from Special Education?
A: Section 504 is similar to special education in some ways, yet very different in other ways. Section 504 eligibility is broader than special education, in that special education limits eligibility to 13 categories of “disabilities” and requires an educational need for services. Section 504 law does not specify a list of impairments that may qualify a student and requires a substantial limitation to a major life activity, which may or may not be learning. In addition, most services (typically accommodations) that students receive in Section 504 are provided within the classroom by the classroom teacher. Section 504 procedures, paperwork and parental rights are also very different than in special education.
Q: Can my child be disciplined if he or she is eligible for Section 504?
A: Students eligible for Section 504 may still be disciplined in the same manner as their peers unless the discipline becomes a significant change in placement. A significant change in placement is when the student is suspended or expelled for more than 10 days. In this case, a Section 504 committee must determine whether the student's conduct is a manifestation, or caused by, the identified disability. If it is a manifestation, the student remains in his or her placement. If the conduct is not a manifestation, the student will receive the same discipline that a non-disabled student would receive. In cases where the student is under the influence of drugs or alcohol at school, the student is not entitled to this manifestation determination.
Q: What is an "impairment" as used in Section 504?
A: An impairment as used under Section 504 may include any disability, long-term illness, or various disorders that “substantially” reduces or lessens a student’s ability to access learning in the educational setting because of a learning, behavior or health-related condition. There is no list of eligible or ineligible disabilities. Are there any impairments that automatically qualify someone for Section 504? No, each decision on eligibility is made on an individual case-by-case basis.
Resources
State and Federal Resources
- : Legal information and rights. Frequently Asked Questions About Section 504 and the Education of Children with Disabilities.
- : Published by the Office for Civil Rights (OCR), December, 2016.
- : The information in this pamphlet, provided by the Office for Civil Rights in the U. S. Department of Education, explains the rights and responsibilities of students with disabilities who are preparing to attend postsecondary schools. This pamphlet also explains the obligations of a postsecondary school to provide academic adjustments, including auxiliary aids and services, to ensure the school does not discriminate on the basis of disability.
Scholarship and Financial Aid for Students with Disabilities Information
- is a list of scholarships available for students with disabilities, learning disabilities, ADD/ADHD, plus other disabilities. Includes financial aid resources compiled from many different websites.
- On , you’ll find scholarship information, career resources, school and program rankings and advice on what it takes to enroll and succeed in the college of your choice.