Last updated 2026-07-10
TL;DR
A 504 plan in Georgia is a written document under Section 504 of the Rehabilitation Act that gives eligible students with disabilities access to accommodations in public school. Georgia follows federal law, processed through each local school district. Eligibility requires a physical or mental impairment that substantially limits a major life activity. Schools must evaluate within a reasonable time after a written request, typically 30 to 60 days.
What is a 504 plan and how does it work in Georgia?
A 504 plan is a legally binding accommodation plan under Section 504 of the Rehabilitation Act of 1973, a federal civil rights law [1]. It requires public schools to give students with qualifying disabilities the same access to education that non-disabled students get. Georgia public schools, including charter schools that take federal funding, must comply.
The plan itself is not an instructional plan. It doesn't change what your child is taught or set academic goals. What it does is remove barriers. A child with ADHD might get extended time on tests. A child with dyslexia might get audiobooks. A child with anxiety might get a quiet room for testing. The accommodation list lives in a written document the school keeps on file, and teachers are supposed to follow it.
Georgia has no state 504 law that adds requirements beyond federal law. The Georgia Department of Education points districts to federal guidance from the U.S. Department of Education's Office for Civil Rights (OCR) [2]. So every Georgia district writes its own local 504 procedures, and those procedures can look different from Fulton County to rural Toombs County. Always ask your district for its specific 504 procedures in writing.
For a side-by-side view of how a 504 plan differs from an IEP, see our iep vs 504 breakdown.
Who qualifies for a 504 plan in Georgia?
To qualify, a student must have a physical or mental impairment that substantially limits one or more major life activities [1]. Major life activities include learning, reading, concentrating, thinking, communicating, and caring for oneself, among others. The Americans with Disabilities Act Amendments Act of 2008 (ADAAA) broadened this definition, and courts now read "substantially limits" as a far lower bar than it once was [3].
Common qualifying conditions in Georgia schools include ADHD, dyslexia and other specific learning disabilities, anxiety, depression, Type 1 diabetes, severe allergies, asthma, and physical mobility impairments. That list is not exhaustive. A child doesn't need a clinical diagnosis to be evaluated, but a diagnosis is usually the fastest way to get the process moving.
Here's the point many parents miss. A student can qualify for a 504 even if their grades are fine. The law asks whether the impairment substantially limits a major life activity, not whether the child is failing. A bright kid with ADHD who exhausts herself to keep up, or a child with dyslexia who reads adequately because she has a photographic memory for context, can still qualify.
Students with disabilities that are episodic or in remission, such as epilepsy or cancer in remission, are evaluated in their active state [3]. Georgia schools cannot deny eligibility just because symptoms aren't present every day.
If your child has a bigger academic need that requires specialized instruction rather than accommodations alone, an IEP under IDEA may be the better fit. Our 504 plan overview explains the differences.
How do you request a 504 evaluation in Georgia?
Put the request in writing. Email works. A handwritten note works. What matters is a paper trail showing the date you asked. Address it to the 504 Coordinator at your school or district. Every Georgia school district that gets federal funds must have a designated 504 Coordinator [2].
Your letter should say something like: "I am requesting a 504 evaluation for my child [name], grade [X], because I believe they have a disability that substantially limits their access to education." You don't need to name the specific condition or cite the law, but naming the condition if you know it speeds things up.
Georgia has no state-mandated timeline for completing a 504 evaluation. Federal law requires schools to act within a "reasonable time." OCR guidance and common district practice treat 30 to 60 school days as reasonable [2]. Some districts finish evaluations in two to three weeks. Others drag it out. If you haven't heard back within 15 school days of submitting a written request, follow up in writing again and keep copies of everything.
The school may ask you to sign a consent form before evaluating. Sign it promptly and note the date. The clock on "reasonable time" typically starts from your written request, not from when you sign consent, but returning the signed consent quickly removes any excuse for delay.
Parents sometimes wonder whether to ask for a 504 or an IEP. If your child has a reading disability like dyslexia and needs specialized instruction beyond accommodations, start by checking whether they qualify for special education services under IDEA. A 504 plan school isn't a substitute for specialized reading instruction.
What happens during a Georgia 504 evaluation?
The school's 504 team, which usually includes a 504 Coordinator, classroom teachers, a school counselor or psychologist, and the parent, reviews information from several sources [2]. There is no single required test. The evaluation can include teacher observations, report cards, state test scores, work samples, previous evaluations, medical records you provide, and results from any school-administered assessments.
You have the right to submit outside evaluations from private psychologists, pediatricians, or educational diagnosticians. The school must consider this information, though it isn't required to accept every conclusion [2]. If you have a private neuropsychological evaluation showing dyslexia, bring it. It carries real weight.
After gathering information, the team meets to answer two questions: does the student have an impairment, and does that impairment substantially limit a major life activity? Both must be true. The team then documents the decision. If they find the student eligible, they move straight into writing the plan at the same meeting or schedule a follow-up meeting soon after.
Parents are full members of the 504 team. You get to be at this meeting. You can ask questions, present information, and disagree with the team's conclusions. Document your disagreement in writing if the school decides your child doesn't qualify and you think they should.
What accommodations can a Georgia 504 plan include?
Accommodations change how a student learns, accesses material, or shows knowledge, without changing what is being learned. Georgia schools have wide discretion in what they offer, but the plan must be reasonably calculated to give the student equal access [1].
Here are the accommodation categories that show up most often in Georgia 504 plans:
| Category | Example accommodations |
|---|---|
| Time | Extended time (1.5x or 2x), frequent breaks |
| Setting | Separate testing room, preferential seating |
| Presentation | Text-to-speech, large print, read-aloud for tests |
| Response | Scribe, speech-to-text, typed instead of handwritten |
| Materials | Audiobooks, graphic organizers, notes provided |
| Behavioral | Check-in/check-out, sensory tools, movement breaks |
| Medical | Snack access, nurse visits, medication administration |
For a child with dyslexia, useful accommodations include audiobook access through services like Learning Ally or Bookshare, read-aloud on standardized tests, the ability to use a spell-checker, and reduced penalty for spelling errors on content-area assignments. Georgia Milestones accommodations must be pre-approved through the Georgia Department of Education's testing guidelines [4], so the plan needs to list them explicitly before a testing window.
Accommodations don't need to be expensive or complicated. Some of the ones that work best, like seating a child near the front or letting them type answers, cost the school nothing. If a school tells you a reasonable accommodation is "too hard" to implement, ask them to explain that in writing.
How long does a 504 plan last, and when is it reviewed?
A 504 plan has no automatic expiration date in Georgia, but federal guidance says schools must run periodic reevaluations [1]. Most Georgia districts review plans annually. Some do full reevaluations every three years, similar to IEP timelines, though the law doesn't require that pace. Ask your district what their policy is.
You can request a review any time your child's needs change, the accommodations aren't working, or your child moves to a new school or grade level. Transitions matter most: elementary to middle school, middle to high school, and into AP or honors courses where new teachers may not know the plan exists.
Plans follow the student within the same district automatically. If you move to a different Georgia school district, the new district must review the plan, but federal law and OCR guidance say it must continue accommodations while it does that review [2]. You shouldn't hit a gap in services during a move.
When a student graduates or leaves public school, the 504 plan ends. Colleges fall under Section 504 and the ADA but run under different rules. Colleges set their own disability documentation requirements and are not required to give the same accommodations a K-12 plan provided. Start that process early.
What are your rights if Georgia refuses or the school won't follow the plan?
You have real enforcement options, and you should know them before you need them.
First, if a school denies your child a 504 evaluation or finds them ineligible and you disagree, you can file a complaint with the U.S. Department of Education's Office for Civil Rights [2]. OCR investigates complaints at no cost to families. You generally must file within 180 days of the alleged discrimination.
Second, Georgia school districts must have a local grievance procedure under Section 504 [1]. Ask your district's 504 Coordinator for a copy of it. Filing a local grievance is not required before going to OCR, but it can sometimes settle things faster.
Third, you can request an impartial due process hearing. Section 504 requires districts to provide this right [1]. Unlike IDEA, Section 504 doesn't give parents the right to an independent educational evaluation at public expense, and the procedural protections are thinner. But the hearing right is real.
Fourth, if a teacher is simply ignoring the plan, document it. Write the teacher an email asking why a specific accommodation wasn't provided. Copy the 504 Coordinator. Most teachers respond when they know there's a paper trail. If they don't, escalate to the principal and then to the district 504 Coordinator.
Section 504 is enforced by OCR, which has resolved hundreds of cases nationwide finding that districts failed to implement plans, failed to evaluate students, or retaliated against parents who complained [2]. The threat of an OCR complaint is often enough to move a reluctant district.
For Georgia parents building a documentation strategy, the ReadFlare parent advocacy kit has templates for 504 request letters, meeting notes, and follow-up correspondence that keep your paper trail clean.
How does a 504 plan differ from an IEP in Georgia?
This is the question parents ask most, and the answer matters because the two plans offer very different levels of support and legal protection.
An IEP (Individualized Education Program) is created under IDEA, the Individuals with Disabilities Education Act. It requires specialized instruction delivered by or supervised by a special education teacher, includes measurable annual goals, and has stronger procedural safeguards, including the right to an independent educational evaluation at public expense [5]. An IEP is only available to students who qualify under one of IDEA's 13 eligibility categories.
A 504 plan is a civil rights accommodation plan under Section 504 of the Rehabilitation Act. It provides accommodations but no specialized instruction. Eligibility is broader because the threshold is lower: substantially limited in a major life activity, with no required category list.
In plain terms: if your child with dyslexia needs the school to explicitly teach phonics using a structured literacy approach, that's specialized instruction and an IEP is the right vehicle. If your child just needs the school to let them listen to audiobooks and get extra time, a 504 plan can handle that.
Some Georgia districts use 504 plans as a first step before evaluating for IEP eligibility. That approach isn't legally required and can delay a child from getting the more intensive help they actually need. If you suspect your child needs specialized instruction, ask for an IEP evaluation directly, in writing.
See our full iep vs 504 comparison for a detailed breakdown.
Does Georgia Medicaid or insurance cover anything related to a 504 plan?
The 504 plan itself costs families nothing to request or implement. The school bears all costs.
Outside evaluations, which can strengthen a 504 application, are a different story. A full neuropsychological evaluation can run $1,500 to $4,500, depending on the provider and what's included. Private insurance sometimes covers psychoeducational testing when a physician orders it and it's coded as a medical diagnosis evaluation. Georgia Medicaid (through the Georgia Department of Community Health) may cover some psychological evaluation services for children in certain income brackets [6]. Call the provider first, get a preauthorization number, and confirm the coding before the appointment.
Assistive technology listed in a 504 plan, such as text-to-speech software, is typically provided by the school at no cost when it's written into the plan as an accommodation. You don't need to buy it yourself. If the school insists you provide your own assistive technology, that is almost certainly a Section 504 violation.
Prescription medication for ADHD or other conditions is a separate matter, handled through your insurance or Medicaid. The school must administer medication per the 504 plan's health section, but it doesn't pay for the medication itself.
What does a strong 504 plan for a child with dyslexia look like in Georgia?
A weak 504 plan lists vague accommodations like "extra support as needed" or "teacher check-ins." A strong plan names specific, measurable accommodations tied to documented needs.
For a child with dyslexia in a Georgia school, a well-written plan usually includes:
Extended time, specified as 1.5x or double time, more than "extended time." The ratio matters when the testing coordinator sets up accommodations.
Text-to-speech access in the classroom and on assignments, naming the approved software or app. Georgia Milestones-approved text-to-speech tools must be listed by name in the plan and checked against the Georgia Department of Education's accommodations guidance [4].
Audiobook access through a service like Bookshare (free for students with qualifying print disabilities) or Learning Ally. The plan should say who sets up the account.
Spelling and grammar checkers permitted on written assignments.
Read-aloud accommodation on content-area tests, not only standardized tests.
Note-taking support, such as teacher-provided guided notes or permission to photograph the board.
Some parents also push to get explicit phonics instruction written into the 504. This is where the line between 504 and IEP gets tricky. A 504 plan can note that the student benefits from structured literacy instruction, and it can require the school to provide it in certain cases, but if specialized reading instruction is the core need, an IEP with a specific reading goal and service minutes is the stronger legal vehicle.
For more on reading interventions that pair well with accommodations, the 504 plan school article covers how schools typically structure those services.
How do Georgia Milestones and standardized testing work with a 504 plan?
Georgia Milestones is the state's standardized assessment system for grades 3 through 12 [4]. Students with 504 plans can receive testing accommodations on Georgia Milestones, but only if those accommodations are listed in the 504 plan before the testing window and are verified as allowable under the state's accommodation guidelines.
The Georgia Department of Education publishes an annual Accommodations Manual that lists which accommodations are allowed for Milestones, which require documentation, and which are not permitted for certain test types [4]. Common approved accommodations include extended time, text-to-speech (with restrictions by grade and subject), separate testing room, and scribe. Some accommodations that seem reasonable in a classroom, like reading math problems aloud to a student, have restrictions on specific Milestones sections built to measure reading.
The school's test coordinator must enter accommodations into the testing platform before the test window opens. If your child's plan includes Milestones accommodations, confirm in writing, before the testing window, that they've been entered. Parents cannot verify this themselves in the system, so you're relying on the school to do it right. Ask for email confirmation.
For the ACT and SAT, students with 504 plans can apply for testing accommodations, but the College Board and ACT run their own separate approval processes [7]. A Georgia 504 plan supports but does not automatically grant approval. Apply early, at least six months before the test date, because these processes take time.
What records should Georgia parents keep about a 504 plan?
Keep a dedicated folder, physical or digital, and put everything in it.
At minimum, keep: your original written request for evaluation and proof you sent it; the school's written response; the evaluation documents; the signed 504 plan with all accommodations listed; every written communication with teachers, 504 coordinators, and administrators; documentation of any incident where an accommodation wasn't provided; and annual review meeting notes.
Under FERPA (the Family Educational Rights and Privacy Act), parents of students under 18 have the right to inspect and copy all school records related to their child [8]. That includes 504 documents. You can request copies any time. Georgia public schools have 45 days to respond to a records request [8], though most districts respond faster.
When something goes wrong with the plan, whether a teacher ignores it or the school claims it doesn't exist, your documentation is what gives you power. A parent who sends a calm email saying "I am following up on our conversation; per the meeting on [date], the school agreed to [accommodation]. I'd like confirmation that this has been put in place" is far more effective than a parent who calls frustrated with no paper trail.
The ReadFlare parent advocacy kit includes a 504 tracking log built for exactly this.
Frequently asked questions
How do I request a 504 plan in Georgia?
Write an email or letter to your school's 504 Coordinator requesting an evaluation. State your child's name, grade, and that you believe they have a disability that limits their access to education. Keep a copy and note the date. Georgia has no mandated state timeline, but most districts treat 30 to 60 school days as reasonable. Follow up in writing if you hear nothing within 15 school days.
Does Georgia have its own 504 laws beyond federal law?
No. Georgia does not have a separate state 504 statute. Georgia public schools follow federal Section 504 of the Rehabilitation Act of 1973 and OCR guidance from the U.S. Department of Education. Each local school district writes its own 504 procedures, so the specific timelines and forms vary from district to district. Always ask your district for its written 504 procedures.
Can a child with dyslexia get a 504 plan in Georgia?
Yes. Dyslexia is a recognized reading disability that can substantially limit reading and learning, both qualifying major life activities under Section 504. A Georgia student with a dyslexia diagnosis or documented reading disability can qualify for accommodations like extended time, text-to-speech, and audiobook access. If the student also needs specialized reading instruction, an IEP may provide stronger support than a 504 plan alone.
What is the difference between a 504 plan and an IEP in Georgia?
A 504 plan provides accommodations under federal civil rights law but does not include specialized instruction. An IEP under IDEA provides specialized instruction, related services, and measurable annual goals, with stronger procedural protections including the right to an independent educational evaluation at public expense. IEP eligibility requires one of 13 IDEA disability categories. The 504 eligibility threshold is broader but the services are less intensive.
How long does it take to get a 504 plan approved in Georgia?
Georgia has no state-mandated timeline. Federal guidance and common district practice treat 30 to 60 school days as a reasonable window from written request to plan completion. Some districts move faster. If you've submitted a written request and haven't heard back within 15 school days, follow up in writing. If the school still doesn't respond, contact your district's 504 Coordinator directly or consider filing an OCR complaint.
Can a private school student get a 504 plan in Georgia?
Private schools that receive federal financial assistance must comply with Section 504. Most fully private schools don't take federal funding and are not required to provide 504 plans. The local public school district still has to conduct a Child Find evaluation for students with suspected disabilities, even if the child attends private school, but the duty to implement a 504 plan falls on the receiving school.
What happens to a 504 plan when my child changes schools in Georgia?
Within the same Georgia district, the 504 plan transfers automatically. If you move to a new Georgia district, the new district must honor the existing plan while it conducts its own review. Federal OCR guidance says services should continue during transition so there is no gap. Bring a copy of the plan when you enroll and confirm in writing that accommodations will continue from day one.
What can I do if a Georgia school refuses to evaluate my child for a 504?
First, make sure your request was in writing and you have proof you sent it. If the school refuses, ask for the refusal in writing with the reasons. You can then file a complaint with the U.S. Department of Education's Office for Civil Rights within 180 days of the refusal. OCR investigates at no cost to families. You can also consult a special education attorney or advocate.
Does a 504 plan in Georgia cover college entrance exams like the SAT or ACT?
A 504 plan supports, but does not automatically grant, accommodations on the SAT or ACT. The College Board and ACT have separate approval processes. Having a current Georgia 504 plan with documented accommodations strengthens the application. Apply at least six months before the planned test date. Schools must submit documentation through each testing organization's SSD (Services for Students with Disabilities) portal.
How often is a 504 plan reviewed in Georgia?
Georgia districts typically review 504 plans annually, though the law requires periodic reevaluation without specifying a frequency. Many districts do a more thorough reevaluation every three years. You can request a review any time your child's needs change, accommodations aren't working, or your child is transitioning between school levels. Review meetings are held with the parent as a team member.
What if a teacher in Georgia refuses to follow a 504 plan?
Document the failure in writing by emailing the teacher and copying the 504 Coordinator, asking specifically why the accommodation wasn't provided. Keep copies of all responses. If the issue continues, escalate to the principal and then the district 504 Coordinator. If the school still fails to implement the plan, you can file a grievance under the district's local 504 procedures or file a complaint with OCR. Schools bear responsibility for staff compliance.
Does Georgia offer any financial help for families paying for private 504 evaluations?
The school must evaluate your child at no cost if you request it. If you choose a private evaluation, Georgia Medicaid may cover some psychological testing for income-eligible families. Private insurance sometimes covers psychoeducational testing when a physician orders it. Out-of-pocket costs for private neuropsychological evaluations in Georgia typically range from $1,500 to $4,500 depending on the provider and scope of testing.
Can a child with ADHD get a 504 plan in Georgia?
Yes. ADHD is one of the most common qualifying conditions for 504 plans in Georgia. It qualifies as a mental impairment that substantially limits major life activities including concentration, learning, and self-regulation. A diagnosis from a physician or psychologist is the most direct path to eligibility. Common accommodations include extended time, preferential seating, chunked assignments, movement breaks, and organizational supports.
Can a 504 plan require a Georgia school to use structured literacy or phonics instruction?
A 504 plan can specify instructional approaches as accommodations, but enforcing instructional methodology through a 504 is harder than through an IEP. If a child with dyslexia needs structured literacy instruction delivered by a trained specialist, that is more naturally a special education service under an IEP. A 504 can note preferred approaches, but for binding instructional requirements, the IEP process with measurable goals and service minutes is a stronger tool.
Sources
- U.S. Department of Education, Office for Civil Rights, Parent and Educator Resource Guide to Section 504: Districts must have a 504 Coordinator, must evaluate within a reasonable time, must accept outside evaluation information, and must provide local grievance procedures; OCR complaint must be filed within 180 days
- ADA National Network, ADA Amendments Act of 2008 Overview: The ADAAA of 2008 broadened the definition of disability and clarified that episodic or in-remission conditions are evaluated in their active state
- U.S. Department of Education, Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400: IDEA requires an IEP for eligible students with 13 qualifying disability categories, including specialized instruction, measurable annual goals, and the right to an independent educational evaluation at public expense
- Georgia Department of Community Health, Medicaid for Children: Georgia Medicaid may cover psychological evaluation services for income-eligible children
- College Board, Services for Students with Disabilities: The College Board has its own accommodation approval process separate from school 504 plans; a school-based 504 plan supports but does not automatically grant College Board accommodations
- U.S. Department of Education, Family Educational Rights and Privacy Act (FERPA): Parents of students under 18 have the right under FERPA to inspect and copy all educational records; schools have 45 days to respond to a records request
- Georgia Department of Education, Special Education Services and Supports: Georgia follows federal IDEA and Section 504 requirements; districts write local 504 procedures independently
- Learning Ally, Audiobook Services for Students with Print Disabilities: Learning Ally provides audiobook access for students with qualifying print disabilities including dyslexia
- Bookshare, National Instructional Materials Accessibility Center: Bookshare is free for U.S. students with qualifying print disabilities and provides accessible format books for classroom and independent reading