Wednesday Q&A: Should I get my child a 504?

“My son has ADHD and the school is suggesting a 504 plan. Do I want this on my son’s record?”

Getting a 504 on the books can be time consuming (diagnoses at the doctor, observations, meetings, and finally implementation), but a 504 plan can open doors for your kiddo that otherwise would have been shut. Or rather, it guarantees doors stay open.

A 504 plan is a legal document that gives your student accommodations to be successful in a general education classroom. For your child with ADHD, the plan may list accommodations like access to a fidget, breaks during state testing, or even checks for understanding during assignments.

In elementary school, parents tend to collaborate with one teacher each year. Working with just one teacher, it is more likely that these accommodations can remain informal. When you have good communication with an elementary school teacher, sometimes that is sufficient to get your son’s needs met.

Once your child moves to middle and high school and there are teachers for each subject, 504 plans significantly reduce the need for communication with multiple teachers about your son’s unique needs. Your student’s 504 plan is shared with each teacher by the school and it is required legally that the teachers implement these accommodations. Additionally, 504 plans are shared with long-term substitutes (in the age of covid where teachers may be out of the classroom, this is helpful to remember).

The drawback to a 504 is that your son’s ADHD and needs are officially documented within the school system. Some parents do not like to disclose diagnoses to the school system and prefer a more private route. I would say, however, that disclosing these diagnoses and creating a formalized plan helps ensure your son’s needs will be met. A diagnosis cannot be used against your child being selected for a team, club, or college. Disclosing diagnoses also has its benefits as it gives teachers insight as to why your child may need gentle reminders or need redirection. It can increase understanding between a teacher and student.

This is a personal decision— you have to weigh your desire for privacy with the benefits your son would receive from guaranteed, agreed upon accommodations. Ask yourself whether your son needs just one or two accommodations that are easy to communicate and implement, or if it’s a bit more than that. Are you willing to engage in emailing and explaining your child’s needs to each teacher every year, or would a document stating your child’s needs simplify things? If you truly value keeping keeping your son’s ADHD confidential, it may be worth the extra leg work.

My personal opinion is to treat ADHD like asthma or a broken bone. If your child needs an inhaler or crutches, you notify the school to ensure they have access to the building. Why not treat ADHD similarly to guarantee your child has equal access to succeed in the classroom?

From my experience working in schools, it’s easier on the parents and students (who are willing to share diagnoses) for there to be a living, breathing document that guarantees teachers and schools must meet your child’s needs in specific ways.