Unit 25: Understanding the 504 Plan in Schools for Children with ASD
The parent of a child with Autism Spectrum Disorder suffers as a result of the complications of the educational system. An instrumental resource used to help their child’s educational needs is the 504 Education Plan. Together with the School Readiness Program, this Special Educational Plan can be a significant supporter of their child in their academic path. This blog post will research the most important characteristics of the 504 Education Plan dedicated to children with ASD. Knowing this plan will help parents, therapists, and educators achieve the required accommodations and support for children with ASD to succeed academically.
What is a 504 Plan?
A 504 Plan is a legally binding document developed under Section 504 of the Rehabilitation Act of 1973. Its aim is to give an equal opportunity for students with disabilities, including those with ASD, to education. In school, while an IEP is a specially designed plan for students who need specialized instruction, the 504 Plan focuses on the modifications and accommodations provided by a school to help these students maximize their educational experience.
Legal Rights Under 504 Plans
Students with disabilities are protected by Section 504 of the Rehabilitation Act of 1973 and thus have specific rights to ensure that they receive a free and suitable education. These rights include:
- The right to a Free Appropriate Public Education (FAPE)
- Protection from Discrimination
- Accommodations and Modifications
- Right to services and education.
- Right for notice of child’s identification, evaluation, and placement under a 504 Plan.
What Disabilities Qualify for a 504 Plan?
Disabilities by Section 504 of the Rehabilitation Act are quite diverse. These can include, but are not limited to:
✅ Physical Impairments: These are whatever physiological disorder or condition, cosmetic disfigurement, or anatomical loss that affects the functioning or structure of one or more body systems such as neurological, musculoskeletal, respiratory, and cardiovascular.
✅ Mental Impairments: They may be of a mental nature or psychosocial disorders like intellectual deficiency, organic brain dysfunction, Â emotional or mental illness, or specific learning disability.
✅ Sensory Impairments: This involves vision, hearing, or speech impairments.
✅ Chronic Illnesses: Such conditions can be diabetes, severe allergies, epilepsy, cancer, hemophilia, tuberculosis, cystic fibrosis, or other health conditions that require special health services during the school day.
✅ Learning Disabilities: Under this plan, dyslexia, dyscalculia, dysgraphia, and other learning issues can be accommodated.
✅ Behavioral Disorders: Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), and others.
✅ Temporary Disabilities: Accident-related or radical illness-related temporary disabilities can also be protected by a 504 Plan.
One should remember that a medical diagnosis does not automatically make the child eligible for a 504 Plan. One or more major life activities, including learning, must be significantly interrupted for qualification.
Qualifications for a 504 Plan for an Autistic Child
In order to qualify for a 504 Plan, a student with ASD has to meet certain qualifications.
✅ Physical or Mental Impairment
An autistic student will qualify for a 504 Plan if they have at least one physical and mental impairment. ASD is a developmental disorder that reflects on communication and behavior is classified with different kinds of physical and mental health conditions. As a result, students with ASD usually fit this requirement.
✅ Substantial Limitation on Major Life Activities
The disability needs to significantly restrict one or more major life activities. This does not imply that the student must be totally incapable of performing a life activity, but rather that the conditions make the activities considerably more difficult. Some of the major life activities are:
Learning Ability
With regard to education, learning ability is the life function that is often analyzed. Some problems that make it hard for children with ASD to learn are inattention, difficulty in dealing with abstract concepts, and notably social communication difficulties.
Self-Care
Self-care stands for the capacity to carry out basic activities of personal hygiene and independent living, such as eating, grooming, and using the toilet. Such tasks might be problematic for children with ASD because of sensory sensitivity, motor skill issues, or other similar problems.
Social Interaction
Another life activity that is greatly influenced by ASD is social interaction. Social skills pose a problem for the majority of children with ASD, they have problems interacting with peers and teachers, being part of group activities, and forming friendships.
504 Plan Examples
Accommodations and modifications included in the 504 Plan of a student with Autism Spectrum Disorder (ASD) will have preference for seating, extended time on tests and assignments, or modified homework. See below for specific examples of the 504 Plan.
Accommodations and Modifications for Autism in a 504 Plan
Developing a 504 Plan for a child with autism requires a custom approach to meet their individual needs. Here are some accommodations and modifications that could be incorporated into an autism student’s 504 Plan:
🌟 Scheduled Sensory Timeouts: Sensory overload is a often problem among autistic children. Organizing frequent breaks would help them with this and keep them focused all day.
🌟 Illustrative Timetables: Visual schedules help students with autism predict what will follow next, which reduces anxiety and improves transitioning from one activity to another.
🌟 Designated Calm Areas: Having a quiet corner in the classroom, which students can visit when they become over-stimulated, can be beneficial. It might be a soothing corner with calming items.
🌟 Sound-Blocking Headphones: Such materials can be helpful for students who are sensitive to auditory stimulation, as they help to eliminate distractions and create a more comfortable environment for the classroom.
🌟 Stress-Relief Toys: These toys can help students in concentrating, stress management, and self-regulation. Particularly, they are helpful for students who suffer from the problem of attention or anxiety.
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504 Plan and ABA Therapy for Autism
The fact is to be appreciated that each child with ASD is a unique human being and his or her strengths and weaknesses could be varied. Thus, the 504 Plan needs to be tailored for each student separately. This method should provide housing to assist students in addressing this issue and not to come up with an excuse for failure.
The use of therapies such as ABA Therapy and involvement in School Readiness Programs enables children with autism to get holistic support for their education and learning in school. ABA therapy, the leading treatment for autism, can be included in a 504 Plan. It is a behaviorist approach that promotes positive behaviors and discards negative ones and can be successful in school.
ABA Therapy which is delivered by AutismCOE, consists of evidence-based techniques that lead to the adjustment of socially significant behaviors and thus enable the students to adjust better to their social and academic activities. Whereas the 504 Plan aims at ensuring equal access to education, ABA therapy does so by enhancing life and social skills, which makes it a more comprehensive form of help for children with autism.
What Is the Difference Between A 504 Plan and an IEP?
IEPs and 504 Plans are both legal documents that support students with disabilities. The determination of either an IEP or a 504 Plan depends on the type, degree, and specific academic needs of the student. Although both of them strive to eliminate the barriers to receiving an education, they differ in specific aspects.
504 Education Plan
504 Plan (Section 504 of the Rehabilitation Act of 1973) is a type of special education plan that is popular among students who have any sort of disability (ranging from learning or attention disabilities), which affects their ability to learn in a “regular” classroom environment.
- The disability should severely restrict one or more fundamental life activities including learning.
- A 504 Plan offers accommodations and modifications so that students get fair access to learning.
- The accommodations might be in terms of the learning environment, instructional strategies, or anything that will help the student to learn among their peers who do not have disabilities.
Individualized Education Program
An IEP is a plan or program that is created under the Individuals with Disabilities Education Act (IDEA) which requires that a student who has an identified disability under the law receive special education and related services, for example, speech therapy, and occupational therapy, among other related services.
- It is meant for students who need special education services because their disability has a significant impact on their academic performance.
- The IEP specifies particular learning objectives for the child and details the services the school will deliver to help achieve these objectives.
- It is based on the specific student’s needs, as established in the IEP evaluation process, and it is reassessed and updated each year.
You May Also Like – ABA for School Readiness: Parent’s Guide to IEP
How to Get a 504 Plan in School?
A 504 Plan for a student with Autism Spectrum Disorder (ASD) can play a critical role in contributing to an appropriate academic environment. It has few major steps and although it may differ slightly from one school to another, the general line is the same.
At first, you need to contact the school of your child and ask for an assessment for the 504 Plan. This frequently requires you to write a formal letter to the school’s 504 coordinator or principal that details your child’s diagnosis of ASD and how it impacts their learning and school participation. Supporting documentation should be included that gives evidence of your child and their diagnosis and how the diagnosis affects their daily life, such as medical records, therapist reports, or evaluation results.
Once your request is received, your child’s school will assess to see if he or she qualifies for a 504 Plan. This assessment can involve classroom observations, reviewing school records, and the data presented by you and other professionals.
If your child is eligible, the team will include you as a parent or guardian in developing the plan. This plan will outline particular accommodations that meet your child’s needs, and thus, give them an appropriate educational environment.
Do not just wait but take part in the process, regularly communicate with the school, and stand up for what your child needs. Knowing the rights in the scope of Section 504 of the Rehabilitation Act is vital for your child to get the necessary help.
Read Here for Accessing Services for Autism Spectrum Disorder.
Frequently Asked Questions & Answer
Why is It Called a 504 Plan?
The 504 plan name comes from Section 504 of the Rehabilitation Act of 1973.
Is There a Downside to Having a 504 Plan?
If a student needs extra help, then a 504 plan does not provide the same amount of support that an Individualized Education Plan (IEP) does. It is critical that the child has a plan that includes all the required accommodations and support that they need to be successful academically.
Is a Medical Diagnosis Required for a 504 Plan?
A 504 plan does not have to be medical diagnosis-oriented. A child is eligible under Section 504 of the Rehabilitation Act provided that the child has a disability substantially limiting a major life activity. This is established through an extensive assessment by the school, which may incorporate medical records as well as classroom observations, academic records, and any other pertinent material.
Is Autism Covered Under Section 504 of The Rehabilitation Act of 1973?
Absolutely! Autism is treated as a disability in this law and therefore students with autism are allowed protection and accommodations under a 504 plan.
Conclusion
The 504 Education Plan is a helpful component that provides students with ASD all the support they need in order to excel at school. Comprehending the 504 Plan, specific issues related to autism children, and the process of obtaining them helps parents and educators advocate for their child’s educational achievement. Unite, we can make learning environments all-inclusive to children with ASD and help them to realize their full potential.
Please Note: The content of this blog is for informational purposes only and should not be considered a substitute for professional medical advice, diagnosis, or treatment. Consult a qualified healthcare professional for personalized guidance tailored to your specific situation.
Bhavika Bhasin (Author)
Bhavika Bhasin is the Research and Marketing officer at AutismCOE. She works with children and adults with ASD. Her clinical research includes evaluating various available autism screening and diagnosis methods and their efficacy. She is currently developing a novel screening exam that is indicated to be more accurate than the existing available exams. She is also writes articles papers for various publications.
