Section 504

Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that protects individuals with disabilities from discrimination. In schools, it ensures students with disabilities have equal access to education and school-related activities.

To qualify, a student must have a physical or mental impairment that substantially limits one or more major life activities. These activities may include learning, reading, concentrating, communicating, walking, and many others.

A student qualifies for a Section 504 Plan if:

• They have a physical or mental impairment that substantially limits one or more major life activities.  

• Major life activities include learning, reading, concentrating, communicating, walking, and more.  

• A medical diagnosis is helpful but not required.  

• The decision is made by a knowledgeable team reviewing multiple data sources.

No, a diagnosis is not required, though any information your child’s doctor can provide about your child’s needs is helpful. To qualify for a 504 plan, your student must have, or be regarded as having, a disability that affects one or more major life areas. 

Under Section 504 of the Rehabilitation Act, a disability must interfere with one or more major life activities. The Section 504 regulatory provision at 34 C.F.R. 104.3(j)(2)(i) defines a physical or mental impairment as any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito-urinary; hemic and lymphatic; skin; and endocrine; or any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The regulatory provision does not set forth an exhaustive list of specific diseases and conditions that may constitute physical or mental impairments because of the difficulty of ensuring the comprehensiveness of such a list.

Major life activities, as defined in the Section 504 regulations at 34 C.F.R. 104.3(j)(2)(ii), include functions such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. This list is not exhaustive. Other functions can be major life activities for purposes of Section 504.  In the Amendments Act (see FAQ 1), Congress provided additional examples of major life activities, including eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, and communicating.  Congress also provided a non-exhaustive list of examples of “major bodily functions” that are major life activities, such as the functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions.

Accommodations supports, and services are individualized, based on a student’s unique needs.

Here are some examples:

• A student with diabetes may have accommodations for using the bathroom at any time, permission to carry a water bottle and snacks, and access services from a nurse in a private location to test their blood sugar levels. 

• A student with ADHD may have accommodations for additional time to complete assignments, a separate location for testing, support to complete a homework calendar, and a second copy of textbooks at home. 

• A student with cerebral palsy may have accommodations and support for additional time to transition from one class to another, adapted PE activities, assistance to carry their lunch tray, shortened work assignments, and voice-to-text assistive technology for writing assignments. 

• A student with anxiety may have accommodations for taking a break, additional time to complete assignments, preferential seating in classes, counseling services with the school mental health specialist, and support to take tests in a separate, quiet environment. 

• It is important to note that 504 Plans are for supporting student access to general education and overcoming barriers caused by the student’s disability; they help a student learn and show what they know and can do.

•  Referral for Evaluation  (Parental Consent Required.  Evaluation may take up to 25 school days to complete)

• Team Review of Data and Eligibility Decision  

• Development of the 504 Plan (if eligible)  

• Implementation of Accommodations  

• Annual Review and Re-evaluation  (Evaluation every 3 years, 504 plan annually or more frequently as needed)

•  📄 OSPI Section 504 & Students with Disabilities Website

• 📄 Student's Rights Information Sheet: Section 504 (English) (Spanish)

• 📄 Section 504 Notice of Parents' Rights (English) (Spanish)

• 📄 Parent and Educator Resource Guide to Section 504

• 📄 Know Your Rights: Section 504 and ADHD

• Q: Does my child need a medical diagnosis for a 504 Plan?**  

• A: No. While medical information can help, it is not required.

• Q: How often is a 504 Plan reviewed?**  

• A: Plans are reviewed at least annually but can be revisited at any time if needed.

• Q: Who is on the 504 Team?**  

• A: The team includes parents/guardians, teachers, school counselors, administrators, and anyone knowledgeable about the student.

For questions or support, please contact:

• John Christensen

• 504 Designee

• Phone: 360-641-1296 or 360-879-1800

• Email: J.Christensen@eatonville.wednet.edu