504 Plan Accommodation Checklist: A Caregiver's Guide
Every child’s plan will look different — this list is here to spark ideas, not serve as a one-size-fits-all template.
A 504 Plan ensures your child has equal access to learning by removing barriers caused by a disability or medical condition. Accommodations don’t change what your child is expected to learn. Instead, they change how your child can access learning or show what they know.
See our full guide about IEPs and 504 Plans for more information.
How to Read a 504 Plan
When reviewing your child’s plan:
Make sure each accommodation is clear, specific, and measurable — not vague statements like ‘extra help as needed.’ Instead, look for specifics such as ‘teacher will check in at the start of each assignment.’
Confirm that the accommodations address your child’s specific needs, not just generic supports.
Look for consistency — if an accommodation is needed across settings (classroom, specials, cafeteria, field trips), it should be listed for each.
Identify who is responsible for providing the support and how it will be implemented.
Ask:
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“How will we know this is being used?”
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“How will we track if it’s helping?”
Remember: A 504 Plan is a living document — it can be updated anytime. You don’t have to wait for the annual review.
Expanded Examples of Possible 504 Accommodations
Access & Environment
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Preferential seating (near the teacher, away from distractions, or near a peer model)
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Seating close to the board or visual aids for vision concerns
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Access to a quiet space for independent work or breaks
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Flexible seating options (wobble stools, standing desks, floor cushions)
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Noise-reducing headphones or earplugs
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Adjusted lighting (lamp lighting instead of fluorescent)
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Use of privacy dividers during work
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Visual schedules, step-by-step task charts, or timers
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Access to sensory tools (fidgets, weighted lap pads, chewable items)
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Permission to stand, stretch, or move during class when needed
Instructional Supports
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Written instructions alongside verbal directions
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Breaking assignments or projects into smaller, manageable steps
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Chunking information into shorter lessons
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Extra processing time before answering questions
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Graphic organizers or mind maps for writing
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Outlines or notes provided in advance of lessons
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Highlighted key concepts in reading passages
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Access to recorded lectures or lesson videos for review
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Modified pace of instruction or reduced workload for mastery
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Multiple means of showing understanding (oral, written, visual, project-based)
Testing Accommodations
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Extended time (e.g., 1.5x or 2x) on tests and quizzes
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Small group or separate testing location
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Frequent, scheduled breaks during assessments
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Allowing movement breaks during long tests
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Read-aloud or text-to-speech for directions or questions
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Scribe for written responses
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Allowing use of word banks, calculators, or formula sheets when appropriate
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Shortened test sections or alternate test formats
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Break long tests into shorter sessions over multiple days
Communication Supports
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Daily or weekly home–school communication log
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Teacher check-ins to confirm understanding before moving on
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Visual aids or picture symbols to support comprehension
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Clear, step-by-step instructions (no multi-step verbal directions without support)
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Access to AAC (communication device, PECS, sign language)
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Use of scripts, role-plays, or social stories to prepare for challenging situations
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Designated safe person the student can approach with concerns
Behavior & Self-Regulation
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Scheduled movement or sensory breaks
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“Cool down” pass the child can use when dysregulated
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Calm corner or sensory room access
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Transition supports (warnings before changes, countdown timers)
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Positive reinforcement and encouragement (not punishment-based systems)
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Peer buddy for transitions or unstructured times
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Visual or verbal reminders of coping strategies
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Reduced unstructured time if it causes distress (e.g., alternative recess location)
Medical & Physical Needs
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Permission to eat snacks or drink water as needed
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Access to the nurse for medication administration
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Adjusted physical activity in PE based on medical needs
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Extra time to transition between classes
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Elevator access in multi-story buildings
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Restroom breaks without penalty
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Flexible attendance policies for medical appointments or health-related absences
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Emergency evacuation plan tailored to the child’s needs
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Climate-controlled environment for certain medical conditions
Tips for caregivers
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Ask “Why?” for each accommodation — every item should connect to a specific barrier your child faces.
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If your child isn’t using an accommodation, find out why before removing it — it might need tweaking.
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Ask for examples of what it looks like in practice so you know how it will be implemented.
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Keep a running log of when accommodations work well and when they aren’t being followed — this helps guide updates.
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If a 504 Plan isn’t followed consistently, document what happens and bring it up at the next meeting — or request a meeting sooner if needed.
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Remember: 504s can be modified anytime — especially after new evaluations or if your child’s needs change.