Section 504 Resource Center
Working Together to Support Every Student
Family • Student • Staff Resources
Student Resource Center
A student-friendly guide to understanding accommodations, building confidence, speaking up for yourself, and planning for the future.
What Is Section 504?
My Accommodations
Self-Advocacy
Success Tips
Planning for the Future
Student Questions
What Is Section 504?
Section 504 is a civil rights law that helps make sure students with disabilities have equal access to learning, school activities, and opportunities to show what they know.
Important: Accommodations do not lower expectations. They remove disability-related barriers so you can participate and demonstrate your abilities.
Everyone Learns Differently
Some students use glasses, technology, extra time, breaks, or a different location. Using tools that help you learn is normal.
Your Plan Is Individual
Your accommodations are based on your needs. Another student may have different supports, even if that student has the same diagnosis.
You Are Part of the Team
Your ideas matter. You can share what helps, what is difficult, and whether an accommodation is working.
Understanding My Accommodations
Accommodations are tools that help remove barriers. Your plan may include some of the examples below, but your actual accommodations are the ones written in your Section 504 Plan.
Extra Time
You may receive additional time for certain assignments, quizzes, or tests. Use the extra time carefully and keep working.
Preferential Seating
You may sit where you can focus, hear instruction, see materials, or reduce distractions. This does not always mean sitting in the front.
Breaks
Short breaks may help you manage attention, stress, pain, fatigue, or medical needs. Return to the activity when the break is over.
Teacher Notes
Copies of notes or projected materials may help you focus on understanding instead of trying to copy every word.
Assistive Technology
Tools may include text-to-speech, speech-to-text, audiobooks, enlarged text, or organization software.
Testing Supports
Your plan may include small-group testing, extended time, breaks, paper-based testing, or another approved support.
Know your plan: Ask your counselor, Designated Person, parent, or teacher to review your accommodations with you.
Be Your Own Advocate
Self-advocacy means understanding what you need, asking for help respectfully, and taking responsibility for using your supports.
Know
Learn which accommodations are in your plan and when they apply.
Communicate
Talk with teachers before a problem becomes urgent.
Participate
Share your ideas during meetings and explain what helps you learn.
What Can I Say?
“I have extra time on assessments. How should I arrange that for this test?”
“Could I use the seating accommodation in my plan?”
“I am having trouble understanding this assignment. Can you explain the first step?”
“One of my accommodations is not helping. Who should I talk with?”
Remember: Asking for an approved accommodation is not making an excuse. It is using a tool that your team determined you need.
Tips for Success
Use a Planner
Write down assignments, due dates, meetings, and tests. Check your planner every day.
Ask Early
Ask questions when you first become confused instead of waiting until an assignment is due.
Stay Organized
Use folders, labels, reminders, or digital tools to keep materials easy to find.
Use Your Tools
An accommodation only helps when you use it appropriately and consistently.
Prepare for Class
Bring needed materials, charge your device, and arrive ready to participate.
Take Care of Yourself
Sleep, nutrition, movement, medical routines, and healthy coping strategies can affect learning.
Planning for the Future
As you get older, you will gradually take more responsibility for understanding your disability, using accommodations, and speaking for yourself.
Elementary School
Learn the names of the tools that help you. Tell adults when something is difficult or helpful.
Middle School
Begin learning what is written in your plan and practice asking teachers for approved supports.
High School
Take greater ownership. Know your accommodations, communicate with teachers, and participate in meetings.
College or Training
You must usually identify yourself to the disability-services office, provide documentation, and request accommodations.
My Rights and Responsibilities
My Rights
- Be treated fairly and respectfully.
- Receive the accommodations written in my plan.
- Ask questions and share concerns.
- Participate in school programs and activities.
- Have disability information handled appropriately.
My Responsibilities
- Attend class and make a good-faith effort.
- Use accommodations appropriately.
- Communicate respectfully.
- Ask for help before a problem becomes urgent.
- Take increasing responsibility for my learning.
Student Questions
Why do I have accommodations?
Your team determined that a disability creates one or more barriers at school. Your accommodations help remove those barriers so you can have equal access.
Will everyone know I have a Section 504 Plan?
Your teachers and other staff members who need the information will know what they must do. Your disability information should not be shared with students who do not need to know.
Can I choose not to use an accommodation?
Talk with your teacher, parent, counselor, or Designated Person before deciding not to use a support. Some accommodations are available when needed, while others must be implemented consistently.
Can my accommodations change?
Yes. Your team may review the plan when your needs change, an accommodation is not helping, or you need a different support.
What should I do if an accommodation is not provided?
Respectfully remind the teacher, then talk with your counselor, Designated Person, parent, or the District Section 504 Coordinator if the concern is not resolved.
Does my plan automatically continue in college?
No. Colleges and training programs have different procedures. You generally must contact the disability-services office, provide documentation, and request accommodations.
Need Help?
You are not expected to handle everything alone.
Your Teacher
Ask questions about classwork and how to use accommodations in that class.
Your Counselor or DP
Ask questions about your plan, request a review, or share a concern.
Your Parent or Guardian
Talk about what is working, what is difficult, and what support you need.
Remember...
Your accommodations do not define you. They are tools that help you learn, participate, and demonstrate your abilities.
Learning to understand your strengths, explain your needs, and ask for support is an important skill that will help you in school and beyond.