It is the responsibility of ICSD to provide support for all students, including neurodivergent students and students with disabilities. The district primarily does this through the implementation of 504 plans, which create structural changes to a student’s schedule and routine at school, such as increased test-taking time. However, very little information about these plans is readily available to students, making the route to obtaining one difficult for many at IHS. This can leave vulnerable students without proper support in their school experience.
Under Section 504 of the Rehabilitation Act of 1973, the law “prohibits discrimination based on disability by recipients of federal financial assistance.” The goal is to help all students benefit from what the document calls Free Appropriate Public Education (FAPE). Certain requirements must be met to obtain a 504 plan, which ICSD outlines in their 504 Administrative Regulations. As stated therein: “A Section 504 plan will be written only if it is determined that a student has an impairment that substantially limits a major life activity and the student is found to require accommodations, modifications, programs or services from the school in order to receive a FAPE.” Determining whether a student meets these requirements is left to the Section 504 team for each district.
Although vague, the ICSD Administrative Regulations do offer some specifics on what conditions qualify. The document outlines that a person with a disability is any person with a physical or mental condition that renders them unable to complete certain aspects of daily life, such as eating, walking, communicating, or—equally as important—learning. The guidelines also offer a comprehensive list of body systems (e.g. respiratory, neurological) that could be potentially affected by disorders or conditions, adding that a mental or emotional illness or a learning disability could be included. Specific conditions that could necessitate a 504 plan include chronic fatigue, Attention Deficit Hyperactivity Disorder (ADHD), Generalized Anxiety Disorder, or hearing loss. Many students do not know that such issues fall under the jurisdiction of Section 504, preventing them from exploring the resource further.
Students with 504 plans usually acquire them by following a certain set procedure; if a student is struggling academically they are advised to talk to a teacher or guidance counselor. They might go on to meet with a social worker or therapist employed at the school for more support, or are referred to the Response to Intervention team, which exists to address academic and behavioral concerns. If a mental or physical disability is found to be the cause of these issues, then a 504 plan may be put in place for said student, allowing for certain accommodations to be made. This rigorous system serves to separate students with less severe impairments from those requiring a 504 plan and prevents any exploitation of the accommodations. Unfortunately, it also leaves many students unable to advocate for themselves and their needs, especially when coupled with the lack of information about the process.
Most students, for instance, only hear about 504 plans from their peers, instead of the administration. Not only does this increase the risk of misinformation, but it also limits the amount of potentially eligible students aware of these accommodations. This also perpetuates a major divide along racial lines. Nationally, white students are more than twice as likely to be granted a 504 than their Black and Hispanic peers. Similarly, a 2014 study by the Journal of Disability Policy Studies found that male students are considered nearly twice as often for 504 services than female students. Increased information for all students could help counteract this phenomenon.
Additionally, as the process for acquiring a 504 can be quite long, often taking place over many months, students should know about this resource as soon as possible to receive the support they need. Ideally, ICSD might send an email with the school’s mental health and disability resources to all students and families at the beginning of the school year, so that everyone is made aware of what options are available.
While it is true that there has been a rise in 504 plans across ICSD and other districts in recent years, which some might argue shows sufficient accessibility, this trend parallels the rise of severe mental illnesses in teenagers and increasing mental illness awareness. According to a study by the U.S. Department of Health and Human Services, there has been a 29 percent increase in the number of children (ages 3-17) diagnosed with anxiety from 2016 to 2020. Not all mental illnesses necessitate a 504 plan of course, but for students whose mental illness severely limits their abilities, 504 plans are essential. Information is more important now than ever.
Overall, it is clear that there are many students at IHS grappling with disabilities who could be helped by the implementation of a 504 plan, and who may be unaware of the plans as an option for support. Information about 504 plans and other support resources for students should be made readily available, perhaps with newsletters and emails that detail student support measures. This would enable all students, not just those privileged by race or gender, to have equal access to the plans. In order to ensure the best education for every student at IHS, it is imperative that support is made accessible to everyone who needs it.