Chances are, if you are a student, you’ve probably noticed some of your peers taking their tests in a separate room, or even having a little longer to complete an examination—or perhaps you yourself receive such accommodations. Similarly, if you’re a parent, you might have seen one of the above scenarios. Over the past few decades, education has increasingly focused on improving access for all students. According to the Center for Public Education, equity is ensuring that “all students receive the resources they need so they graduate prepared for success after high school. The term “504 plan” comes from the Rehabilitation Act of 1973, “a civil rights law that prohibits discrimination against individuals with disabilities”; Section 504 of the Act created a framework for schools to follow to help students with disabilities like attention deficit hyperactivity disorder (ADHD) or dyslexia to access the same education as their peers.

This takes the form of small changes—often referred to as “accommodations”—to the learning environment that level the playing field for these students. Common examples include extended time on tests, preferential seating, and quiet spaces proctored by an instructor for assessments. The idea behind these accommodations is simple: if someone, for example, has ADHD, they are likely to be more easily distracted, their focus interrupted, and their memory blocked if they are in a more high-stimulus environment. As examinations are a measure of your learning and ability, a student with ADHD might not be able to demonstrate their command of the material and skills without being in a lower-stimulus environment. Likewise, a student with Dyslexia may receive additional time on assessments as their reading speed may be slower or not be penalized for spelling mistakes. One 10th-grade student at Corona del Mar High School noted how “as someone with accommodations, they have really helped my ability to complete all my assignments on time and succeed.”

Although great strides have been made in the last few decades, there is still stigma and misunderstanding around these kinds of disabilities, which can include the students with disabilities themselves. Although statistics show that roughly 3 percent of all students have 504 plans—a not insignificant figure—in practical terms, this means that out of a year of 600 students, roughly 18 would have a 504 plan; a student with a 504 plan might be the only one in their class. This means that it is very easy for a student to feel isolated or an imposter amongst their peers. Unfortunately, this can be exacerbated if their peers don’t understand the purpose of the 504 plan; this could result in feelings that it is “unfair” or that the student receiving the accommodations is “dumb.” This can make it difficult for a student with a 504 plan to speak out if they feel that others are mistreating them, or their plan is not being followed correctly by their teacher—if a student already feels different, then making waves about what they perceive to be the source of their difference, the 504 plan, can seem to be a bad idea.

Thus, it is important for students with 504 plans to become aware of their rights and how to effectively self-advocate and for other students to be better informed about what a 504 plan is. A student with a 504 plan should meet with their teachers at the beginning of the semester to discuss ways the student will achieve their goals. One 12th-grade student at CdM added how “meeting with my teachers at the beginning of each school year has helped me succeed throughout my time at CdM. The teachers have been very supportive and helpful.” A 504 plan is an important part of a student with disabilities being able to achieve their best, so, if you have one, you should embrace it, and if you do not, know that a 504 plan is about giving a fellow student equity of access to the same education you have.