How to Advocate for 504 Accommodations That Actually Work
Under Section 504 of the Rehabilitation Act of 1973, public schools are required to provide accommodations to students with disabilities so they can access the general education curriculum equally.
But just because something is required by law doesn't mean it's easy to get in practice. We see many parents struggle—not only to obtain a 504 Plan, but to make sure it actually works.
At Advocates for the Voiceless in Riverdale Park, Maryland, we work every day to uphold the rights of children and families in Maryland. One of the most important ways we do this is by helping parents secure meaningful 504 accommodations for students with disabilities.
We want to break down how disability law applies in Maryland public schools, what steps you can take to request effective accommodations, and how to respond when a school offers vague or inadequate support.
We also want to make sure you're aware of your rights as a parent and how to push back when schools overstep or fall short.
Section 504 and Maryland Public Schools
Section 504 is a federal law that prohibits discrimination against individuals with disabilities in programs that receive federal funding—which includes public schools.
Under this law, a student qualifies for accommodations if they’ve a mental or physical impairment that substantially limits one or more major life activities. In Maryland, public school systems must comply with this law by developing accommodation plans that are tailored to each student's specific needs.
Disability law in Maryland mirrors federal standards but also incorporates state-specific guidance. For example, Maryland schools are expected to involve parents meaningfully in developing 504 Plans, and they must respond to requests in a timely manner.
Unfortunately, this doesn’t always happen. Many families encounter delays, vague language in plans, or pushback from school staff.
Common Barriers to Effective 504 Accommodations
Even when a child clearly qualifies for support, the 504 Plan they receive may fall short. This can happen for several reasons. Some school staff may not be fully trained in disability law or may be more focused on preserving school resources than truly meeting a child's needs.
Schools sometimes offer generic accommodations that don’t fit the student's actual challenges. In other cases, the accommodations are well-written but poorly implemented, leaving the child without real support in the classroom.
A Step-by-Step Path to Better Accommodations
Here's a simple process you can follow to increase your chances of receiving a functional 504 Plan:
Gather documentation: Before you even request a 504 evaluation, pull together any documents that support your child’s disability and need for accommodations. This may include medical diagnoses, psychological evaluations, notes from teachers, or even your own observations.
Make your request in writing: Under disability law, you have the right to request a 504 evaluation for your child. Submit this request in writing to the school principal or 504 coordinator. Be specific about the concerns you have and the accommodations you believe might help.
Participate fully in the evaluation: The school is required to evaluate your child’s needs, but that doesn’t mean you have to sit on the sidelines. Ask questions, request copies of any assessments, and prepare to advocate for your child during meetings.
Push for specific, measurable accommodations: Vague language like “preferential seating” or “extra time when needed” leaves too much room for interpretation. Ask for clear, concrete accommodations such as “student will receive 50% additional time on all classroom and state assessments” or “teacher will provide written instructions in addition to verbal directions.”
Confirm implementation and follow up: A 504 Plan is only useful if it’s followed. Stay in touch with your child’s teachers and make sure the plan is being used consistently. If there are problems, document them and request a follow-up meeting to make adjustments.
If you're not sure how to approach this process, don’t worry. You're not alone, and the law is on your side.
What to Do When the School Pushes Back
In Maryland, schools sometimes deny 504 requests or fail to act promptly. If that happens, your first step is to escalate your concerns to the district's 504 coordinator. You have the right to request a due process hearing or file a complaint with the U.S. Department of Education’s Office for Civil Rights.
In some cases, schools offer 504 Plans that technically comply with the law but don’t actually help the student. Disability law is about equal access, and if your child continues to struggle due to a poorly written or ignored plan, the school is still out of compliance.
The Limitations of 504 Plans Compared to IEPs
Many parents wonder whether they should pursue a 504 Plan or an IEP (Individualized Education Program). Both fall under disability law, but they serve different purposes.
An IEP is covered under the Individuals with Disabilities Education Act (IDEA) and includes specialized instruction. A 504 Plan, by contrast, provides accommodations but not modifications to curriculum or direct services.
In some cases, schools will steer families toward a 504 Plan when an IEP may be more appropriate. If your child is not making progress, it may be time to request a special education evaluation under IDEA. In Maryland, parents have the right to request an evaluation for special education services at any time.
Why Disability Law Advocacy Matters
Disability law isn’t just a set of technical rules—it’s a safeguard for equity in education. When you advocate for 504 accommodations, you’re not asking for special treatment. You’re asking for schools to level the playing field so children with disabilities have the same shot at success as their peers.
A 504 Plan can mean the difference between a student giving up on school or finally thriving in an environment that recognizes their strengths and supports their challenges.
Signs That Your Child’s 504 Plan May Not Be Working
It’s not always obvious when a 504 Plan is failing. Some children internalize frustration, others act out, and some fall into patterns of underachievement. Parents should watch for warning signs, including:
Falling grades despite accommodations
Refusal to go to school or signs of anxiety
Frequent discipline issues that may stem from unmet needs
Lack of communication from the school about implementation
Teacher comments that suggest a misunderstanding of the plan
These are red flags that the accommodations are either insufficient or not being honored. Under disability law, you have the right to call a 504 meeting at any time to review or amend the plan.
Legal Options When Schools Don’t Follow the Law
When informal efforts fail, Maryland parents do have legal options. You can request mediation with the district, file a formal complaint with the Maryland State Department of Education, or take your case to federal court.
While you don’t need an attorney to pursue these actions, having legal guidance can make a significant difference.
Contact Us to Start Working Toward a Better Educational Experience
Every student deserves a learning environment that recognizes their needs and supports their growth. Under disability law, that’s not just a hope—it’s a legal obligation. When schools deny or minimize that duty, we step in to hold them accountable.
At Advocates for the Voiceless, we take pride in amplifying the voices of children and parents who feel ignored by the public school system. Whether you're just starting the 504 process or you're dealing with a plan that isn’t working, we’re here to guide you forward.
We believe that disability law should be a tool for progress, not a barrier. If you’re facing roadblocks to getting the help your child deserves, we’re ready to advocate alongside you. We’re proud to serve Riverdale Park, Maryland, and the surrounding areas. Call today
