Texas 504 Plans for Children with Autism: Complete Guide

Navigating school accommodations can feel overwhelming, especially when you are already coordinating therapies, appointments, and daily routines. If your child is autistic and school feels harder than it should, you may be wondering what supports exist, how to access them, and what to ask for.

If you are searching for a 504 plan in Texas, trying to understand what a 504 plan is in Texas, or looking up how to get a 504 plan in Texas, this guide walks you through the process step by step.

In this guide, you will learn:

• What a Texas 504 plan is
• How it differs from an IEP
• Eligibility requirements
• Common accommodations for autistic students
• How to request and implement a 504 plan in Texas
• How 504 plans and ABA therapy work together

You do not need to become an expert overnight. You just need clear information and a starting point.

Key Takeaways

• A 504 plan provides accommodations that help children with disabilities access education equally in general education classrooms.
• Autism may qualify if it substantially limits learning, concentrating, communicating, or social interaction at school.
• Common accommodations include sensory supports, extended time, visual schedules, and calm-down spaces.
• You can request a 504 by submitting a written request to your school’s 504 coordinator or principal.
• ABA therapy and 504 plans work together. Therapy builds skills, while accommodations help children use those skills at school.

What Is a 504 Plan in Texas?

A Texas 504 plan is a legal document that outlines accommodations a school must provide so a student with a disability can access education on equal footing with peers.

504 plans are based on Section 504 of the Rehabilitation Act of 1973, a federal civil rights law. Texas public schools must comply with this law at no cost to families.

A 504 plan:

• Is not special education
• Does not change the curriculum
• Provides accommodations within the general education classroom
• Focuses on removing barriers to access

For an autistic student, a 504 plan might include:

• Sensory breaks during the school day
• Preferential seating away from noise
• Extended time on assignments
• Visual schedules for transitions

The purpose is access, not proving a child is struggling enough to “deserve” support.

For more details from the Texas Education Agency, see: https://tea.texas.gov/academics/special-student-populations/section-504

504 Plan vs. IEP: Key Differences

Understanding the difference helps families advocate clearly.

504 Plan

• Legal Basis: Section 504 of the Rehabilitation Act (1973)
• Purpose: Provides accommodations for equal access to education
• Eligibility: Any physical or mental impairment that substantially limits a major life activity
• Services Provided: Accommodations and modifications as needed for access
• Educational Setting: General education classroom with supports
• Documentation: Shorter document focused on accommodations
• Review Requirements: Reviewed periodically, typically annually

IEP (Individualized Education Program)

• Legal Basis: Individuals with Disabilities Education Act (IDEA)
• Purpose: Provides specialized instruction and related services
• Eligibility: Must meet one of 13 IDEA disability categories and require special education services
• Services Provided: Specialized instruction, related services (speech, OT, PT), measurable goals
• Educational Setting: May include general education, resource room, or specialized classroom
• Documentation: Comprehensive document with goals, progress monitoring, and service minutes
• Review Requirements: Formal annual meeting and reevaluation every three years

More on IDEA: https://sites.ed.gov/idea/

Which One Is Right for My Child?

A 504 plan may be appropriate if your child needs accommodations but does not require specialized instruction.

An IEP may be appropriate if your child needs individualized instruction to make progress.

A child cannot have both at the same time. If an IEP is in place, it supersedes a 504 plan.

Does My Child Qualify for a 504 Plan?

The Three-Part Eligibility Test

To qualify for a 504 plan in Texas, your child must:

1. Have a physical or mental impairment. Autism qualifies.
2. The impairment must substantially limit one or more major life activities.
3. The child must need accommodations to access education equally.

Eligibility is based on functional impact at school, not diagnosis severity.

How Autism May Qualify Under Section 504

Autism may qualify when it impacts:

• Sensory regulation and focus
• Executive functioning and organization
• Social communication
• Transitions between activities

A student can be academically strong and still qualify if barriers affect access.

Documentation That Helps

Helpful documentation may include:

• Medical diagnosis
• ABA therapy reports
• Teacher observations
• Parent input

Common 504 Accommodations for Children with Autism

Accommodations must be individualized. Here are some examples:

Classroom Supports

• Preferential seating
• Noise-reducing supports
• Visual schedules
• Written instructions
• Movement breaks
• Extended time
• Chunked assignments

Testing Accommodations

• Extended time
• Separate quiet location
• Scheduled breaks
• Tests read aloud when appropriate

Social and Behavioral Supports

• Visual cue cards for requesting breaks
• Calm-down space access
• Structured recess options
• Clear behavior expectations

Environmental Modifications

• Modified PE schedule
• Adjusted lunch schedule
• Transportation accommodations

How to Request a 504 Plan in Texas

Step 1: Submit a Written Request

Send a written request to your school principal or 504 coordinator asking for a Section 504 evaluation.

Step 2: Evaluation Process

The school reviews:

• Grades and records
• Teacher input
• Parent input
• Therapy documentation

This process is often completed within 30 to 45 days.

Step 3: The 504 Meeting

Participants may include:

• Parents
• 504 coordinator
• Teachers
• Relevant staff

Bring documentation and a list of specific barriers and requested accommodations.

Step 4: Implementation

After approval:

• Teachers receive the plan
• Accommodations begin
• Annual review is required
• You can request changes anytime

If the school denies eligibility, request a written explanation and consider providing additional documentation.

Preparing for Your 504 Meeting

Before the Meeting

• Gather evaluations and therapy reports
• List specific school barriers
• Identify accommodations that would help
• Speak with your ABA provider about strategies that work

Explore ABA services here.

Texas-specific support: https://www.alpacahealth.io/states/texas

During the Meeting

Use clear examples:

“In loud environments, my child becomes overwhelmed and shuts down.” Connect accommodations directly to needs:

“A visual timer would support smoother transitions.” Take notes and do not feel pressured to sign immediately.

After the Meeting

• Get a copy of the finalized plan
• Share it with all teachers
• Set up check-ins

How 504 Plans and ABA Therapy Work Together

ABA therapy teaches skills such as communication, flexibility, and coping strategies.

A 504 plan ensures those skills can be used at school.

Example: A child learns to request breaks in therapy. The 504 plan includes a break card and access to a calm-down space.

Additional Texas family resources

More Texas Autism Resources

• Autism Insurance Coverage in Texas
• Cost of ABA Therapy in Texas
• Texas Autism Grants
• Texas Medicaid Buy-Ins
• Texas Medicaid Waivers

How Alpaca Supports Families From the Start

Alpaca Health supports families with:

• No waitlists
• Local independent providers
• Therapy that integrates with school supports
• Family-centered care

If you are ready to explore services: https://secure.alpacahealth.io/intake