Section 504

1. If he/she has a physical or mental impairment that substantially limits one or more major life activities;
2. If he/she has a record of such an impairment; or
3. If he/she is regarded as having such an impairment.

Under Section 504, an impairment may include any disability, long-term illness, or various mental or physical disorder that substantially limits a student's ability to perform one or more major life activities. Each student will be evaluated for eligibility and services under Section 504 on an individual, case-by-case basis. Some examples of conditions that may result in Section 504 eligibility include Diabetes, major depression, cerebral palsy, severe food allergies, and ADHD.

Many people have impairments. An impairment is only considered a disability under Section 504 when it substantially limits one or more major life activities.

To meet the definition of a person with a disability under Section 504, the impairment must substantially limit the person's ability to perform one or more major life activities.  In a practical sense, under Section 504, "substantially limits" can be determined by a comparison of an individual's performance of a major life activity to the performance of the same major life activity by most people in the general population. This type of comparison usually does not require scientific, medical or statistical analysis.

For schools to provide an appropriate education for students who are protected under Section 504, accommodations are generally necessary. Accommodations for a Section 504 student are typically performed in the general education classroom setting, and are meant to provide the student equal access to learning and extracurricular activities. 504 accommodations are not designed to fundamentally modify the program, standards, or what students are expected to know and be able to do. Instead, accommodations under Section 504 are meant to give all students equal access to their learning environment. 

• Allowing a student in a wheelchair to leave the classroom a few minutes early to account for longer passing periods.  
• Providing a student who is visually impaired books with larger print.
• Allowing a person with generalized anxiety extra time for test taking.
• Allowing a student with ADHD to keep a small object in their desk to manipulate quietly to help with focus.