A 504 Plan is a thoughtfully designed plan created, developed and implemented by schools to provide support to GENERAL EDUCATION STUDENTS by removing the barriers of learning for students with disabilities.A 504 Plan’s intention is to make changes to the student’s learning environment, NOT THEIR INSTRUCTION. This plan supports the student’s learning environment so they can access the curriculum.

Who is ELIGIBLE for a 504? The student must have a physical or mental impairment that substantially limits one or more of the student’s major life activities.

What are a student’s major life activities? Caring for oneself, performing manual tasks, Seeing, Hearing, Eating, Sleeping, Walking, Standing, Lifting, Bending, Speaking, Breathing, Reading, Learning, Concentrating, Thinking, Communicating, and Working. 
SOURCES: 29 U.S.C. § 705(9)(b) (20)(B); 42 U.S.C. § 12102(2)(A). 13 42 U.S.C. § 12102(2)(B). 14 42 U.S.C. § 12102(2).

"As providers at a public school, it is our legal and ethical obligation and commitment to provide a child with an appropriate education, not an OPTIMAL education."

Please note the direct quotes from The U.S Department of Education, Office for Civil Rights:
The U.S. Department of Education, Office for Civil Rights (2023, July 18) provides a comprehensive overview of Section 504, which addresses the rights of individuals with disabilities in educational settings, and highlights the following:

• "The determination of whether a student has a physical or mental impairment that substantially limits a major life activity must be made on the basis of an individual inquiry.”
• “At the elementary and secondary education level, the amount of information required is determined by the multi-disciplinary committee gathered to evaluate the student. The committee should include persons knowledgeable about the student, the meaning of the evaluation data, and the placement options. The committee members must determine if they have enough information to make a knowledgeable decision as to whether or not the student has a disability. The Section 504 regulatory provision at 34 C.F.R. 104.35(c) requires that school districts draw from a variety of sources in the evaluation process so that the possibility of error is minimized. The information obtained from all such sources must be documented and all significant factors related to the student's learning process must be considered. These sources and factors may include aptitude and achievement tests, teacher recommendations, physical condition, social and cultural background, and adaptive behavior. In evaluating a student suspected of having a disability, it is unacceptable to rely on presumptions and stereotypes regarding persons with disabilities or classes of such persons.” 

U.S. Department of Education. (2023, July 18). *Frequently Asked Questions About Section 504 and the Education of Children with Disabilities*. Retrieved from [https://www2.ed.gov/about/offices/list/ocr/504faq.html](https://www2.ed.gov/about/offices/list/ocr/504faq.html).
[1] – US Dept of Education Parent and Educator Resource Guide to Section 504 in Public
Elementary and Secondary Schools: https://www2.ed.gov/about/offices/list/ocr/docs/504-
Resource-guide-201612.pdf
[2] – AFC’s Guide to Section 504:
https://www.advocatesforchildren.org/sites/default/files/library/section_504_guide.pdf?pt=1
[3] – NYC DOE Guide to 504 plans: https://cdn-blob-prd.azureedge.net/prd-pws/docs/default-source/default-document-library/a-710.pdf?sfvrsn=7b4f0aab_122
[4] – Westchester Institute for Human Development IDEA and 504 comparison chart:
https://www.wihd.org/wp-content/uploads/2020/04/idea-504-comparison-chart.pdf