In our previous post, we explored the key documentation requirements for 504 plans and how schools can utilize various forms of documentation to determine eligibility. Now, we’re diving deeper into the accommodations that make 504 plans so powerful in unlocking a student’s potential—by removing barriers and providing the support needed for all students to thrive in the classroom.
What Are Accommodations & Why Do They Matter?
Think of accommodations like eyeglasses. If a student can’t see the board clearly, giving them glasses doesn’t provide an advantage—it simply allows them to access the same information as their classmates. That’s what accommodations in 504 plans do—they remove barriers so students with disabilities can show what they’re truly capable of.
Unlike curriculum modifications that change what a student learns, accommodations change how they learn the same material as their peers. They don’t lower expectations—they create equal opportunities.
Common Accommodations That Make a Difference
Extended Time
For students with ADHD, processing disorders, or fine motor difficulties, extra time on tests isn’t giving them an edge—it’s recognizing they need additional time to demonstrate what they know.
Preferential Seating
Strategic classroom placement can make a world of difference for students with attention issues, hearing impairments, or anxiety disorders. Sometimes, sitting closer to the teacher or away from distractions is all it takes!
Assistive Technology
Text-to-speech software, speech-to-text tools, and specialized programs can transform learning for students with disabilities. As one teacher shared about her student with dysgraphia: “His essays went from disorganized and incomplete to thoughtful and comprehensive virtually overnight. The ideas had always been there—he just needed a different way to express thems” include functions such as learning, concentrating, thinking, reading, and communicating—not just physical activities.
Motor Services as Accommodations: Yes, They Belong in 504 Plans!
While many associate therapy services exclusively with IEPs, they can absolutely be part of 504 plans when they’re necessary for educational access.
Physical Therapy (PT)
Students with physical disabilities often need PT to navigate school buildings, participate in PE, and engage in classroom activities. The California Board of Occupational Therapy confirms there are “no federal mandates prohibiting the provision of OT services to a child without special education eligibility” and that these services can be provided under Section 504.
Take James, a middle schooler with cerebral palsy who receives PT through his 504 plan. His weekly sessions help him move independently between classes and participate in adapted PE. Without these services, he’d miss out on crucial parts of his education.
Occupational Therapy (OT)
OT addresses the fine motor, sensory processing, and functional skills students need to succeed in school. Services might include handwriting help, sensory integration techniques, or strategies for self-regulation.
According to Devon Breithart, an OT educator, “While it is less common, a student on a 504 plan may require related services such as occupational therapy” including accommodations development, consultation, and sometimes direct services.
Emma, a third-grader with sensory processing disorder, struggled with overwhelming sensory input that made focusing impossible. Through her 504 plan, she receives OT consultative services. Her therapist developed a sensory diet and provided tools like a weighted lap pad and noise-canceling headphones—simple accommodations that dramatically improved her classroom engagement.
Feeding Therapy
Yes, even feeding therapy can be appropriate for students whose eating difficulties impact their education. Maya, a kindergartner with severe food allergies and oral-motor difficulties, received feeding therapy through her 504 plan because her issues caused anxiety during lunch and affected her energy throughout the day. Her plan also included a modified lunch schedule and allergy precautions.
For Special Education Directors & Coordinators
Implementing effective 504 plans requires thoughtful system design:
- Develop efficient documentation systems that track accommodation effectiveness
- Create clear collaboration protocols between general education teachers, specialists, and families
- Provide regular staff training on 504 responsibilities
- Establish consistency in implementation across classrooms and schools
For Special Education Teachers & Case Managers
Make your 504 process more effective with these practical tools:
- Create user-friendly implementation guides for general education teachers
- Develop simple progress monitoring tools to track accommodation effectiveness
- Build comprehensive accommodation menus organized by disability category
- Design protocols for smooth transitions between grades and schools
Working Together: Educators & Parents
Tips for Educators:
- Remember parents are experts on their children
- Explain the 504 process in plain language
- Look for ways to say “yes” to reasonable accommodation requests
- Ensure written accommodations are consistently implemented
Tips for Parents:
- Approach the team with collaboration, not confrontation
- Document how your child’s disability affects their education
- Gather professional evaluations that support your requests
- Frame discussions around educational access, not preferences
The Bottom Line
The most effective 504 plans come from thoughtful collaboration between families, educators, and specialists, with the student’s specific needs at the center. When we get accommodations right—whether they’re common like extended time or specialized like therapy services—we create educational environments where all students have the opportunity to thrive.
Resources to Learn More
- U.S. Department of Education: Parent and Educator Resource Guide to Section 504
- Wrightslaw: Section 504 Resources
- American Occupational Therapy Association: OT in Schools
- Council for Exceptional Children: Section 504 Resources
- National Center for Learning Disabilities: Understanding 504 Plans
