Questions and Answers
1. How does the Rehabilitation Act of 1973 define a “person with disabilities”?
The Rehabilitation Act of 1973 defines a person with disabilities as any person who has a physical or
mental impairment that substantially limits one or more major life activities, has a record of such
impairment, or is regarded as having an impairment. Major life activities as defined in the Rehabilitation
Act of 1973 include caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking,
breathing, learning, and working. Learning does not have to be the major life activity affected in order
for an individual to be eligible for protections and services under Section 504.
2. How are students identified as having a disability?
A parent, teacher, or other member of the school staff may raise a concern about a student’s unique
need for special help. Parents, teachers, and other staff members will meet to discuss all relevant
information about the student. The parents’ participation in this meeting is critical and helps to
establish an accurate picture of the student’s needs. At the meeting, the team will consider whether the
student has a disability that substantially limits a major life activity. (See definitions in question #1.) If
the team needs more information, they will request the parent’s consent to evaluate the student. If the
team determines that the student does have a disability, they will then identify what types of support, or
accommodations, are appropriate to meet the student’s needs. The accommodations will be described
in a document referred to as the Section 504 accommodation plan.
3. What is included in a Section 504 accommodation plan?
A Section 504 plan describes the accommodations that the school will provide to support the student’s
education. The team that determined the student’s eligibility for Section 504 and identified the needed
accommodations will write the accommodation plan. While Section 504 does not require a written plan,
it does require documentation of evaluations and accommodations. It is very useful to have a written
plan to provide clarity and direction to the individuals delivering services or making accommodations.
While there is no time limit specified for an accommodation plan, a yearly review is recommended.
Section 504 accommodation plans may be updated at any time to reflect changes and recommendations
by the team.
4. What is the role of parents?
Parents are their child’s first and most important teachers, as well as their advocates. If a parent
believes his or her child has a disability or is having problems in school, the child’s teacher should be
contacted to discuss these concerns. Building a strong parent/school relationship begins with effective
communication. Parents play a key role by providing important information to schools about their
child’s needs, particularly for students with disabilities. As an added benefit, this involvement
demonstrates the importance the parent places on education.