Section 504 in K-12 public school and in college - What’s the same and what’s different

WHAT IS IT

Section 504 of the Rehabilitation Act is a federal civil rights law that protects people with disabilities from discrimination and ensures they have equal access to education, programs, and services that receive federal funding.

While Section 504 applies in both K–12 and college settings, it works differently. In K–12, schools are responsible for identifying students and providing a 504 Plan with accommodations. In college, students must advocate for themselves, request accommodations, and work directly with the campus disability services office. What stays the same is the law’s core purpose: protecting students with disabilities and ensuring they have equal access to education.

Understanding Section 504: What Changes After High School?

If your child has had a 504 Plan in K–12, you’ve likely grown familiar with how their school supports their learning needs. As they prepare to head off to college, you may be wondering: What happens to that support now?

The good news is that Section 504 of the Rehabilitation Act still protects your child’s rights in college—but the way it's applied is different. The rules, responsibilities, and expectations shift in ways that can surprise many families.

This guide is here to walk you through:

• What stays the same

• How it changes in college

• An example - how Section 504 works in K–12 public schools vs college

• What you and your student need to do to prepare

My goal is to help you and your student have a little information to help you feel confident navigating the transition. It’s important to know what kind of support is available, even if it looks different from what you've experienced before in K-12 public school.

SECTION 504 in K-12 vs COLLEGE:

While Section 504 of the Rehabilitation Act is a civil rights law and applies in both K–12 public schools and in colleges that receive federal funding to protects students with disabilities from discrimination — it plays out differently in the two settings.

What's the Same and What's Different?

What’s the Same

• Anti-discrimination law: In both settings, Section 504 makes it illegal to discriminate based on disability.

• Access is key: Schools must ensure students with disabilities have equal access to learning.

• Accommodations are provided to help level the playing field and provide for equal access.

• Applies to all disabilities covered under the law (physical, mental, learning, etc.).

What’s Different

K–12 (Public School) vs College

• Responsibility

  K–12 (Public School) - The school must identify students and offer support.

  College - The student must disclose their disability and request accommodations.

• Plan Type

  K–12 (Public School) - 504 Plan created by school staff (sometimes with parents).

  College - No formal "504 Plan"; instead, students work with the disability services office to arrange accommodations. The student often receives an Academic Accommodation plan/AAP or something similar.

• Parental Involvement

  K–12 (Public School) - Parents are usually involved in meetings and decisions.

  College - Parents are not involved unless the student gives permission. And even then all the communication and planning will primarily be with the student, with the parent being in the role of consultant/support. The student is treated as an independent adult.

• Services vs. Access

  K–12 (Public School) - Can sometimes include services like counseling, behavior plans, or extra academic support.

  College - Focuses only on equal access accommodations, like extended testing time, note-taking support, accessible housing, etc.

• Proactive vs. Reactive

  K–12 (Public School) - Schools are legally required to be proactive in identifying and helping students.

  College - Colleges do not have to identify or approach students—they only respond once a student comes forward.

Quick Example:

• K–12 504 Plan: A student with ADHD might be identified by the parent or teacher. They could get a services and accommodation plan which might include extended time on tests, breaks during class, and weekly check-ins with a counselor.

• College Accommodations: The same student would need to register with disability services themselves and advocate for what they need. IF requested and justified with narrative or documentation information they may be approved for  accommodations—like extended test time. But there would be no weekly support or check-ins unless the student initiates it (or unless they are also enrolled in a special support program on campus).

Moving Forward

As your child transitions from high school to college, understanding how Section 504 changes is key. While the protections remain, the responsibilities shift—especially to the student. Encourage your child to connect with the college’s disability services office early, gather any necessary documentation, and practice self-advocacy. If your child finds self-advocacy challenging, they can start small by practicing how to talk about their needs with trusted adults, like a teacher or counselor. Role-playing conversations, writing down what they want to say, or bringing a support person to early meetings can help build confidence. Many colleges also offer orientation or coaching programs to support students in learning these skills. With the right preparation, they can continue to access the support they need to succeed in this next exciting chapter.