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Why “Access” Isn’t Enough in an IEP or 504 Plan
IDEA & Section 504

Why “Access” Isn’t Enough in an IEP or 504 Plan

Understanding the difference between “access” and “use” in accommodations—and why it matters

Callie Oettinger
Apr 01, 2025
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Special Education Action
Special Education Action
Why “Access” Isn’t Enough in an IEP or 504 Plan
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A student has the following accommodations:

“Access to flash pass.”

At first glance, it might seem helpful. However . . .

What Does “Access” Really Mean?

On the surface, you might think it means the student will have a flash pass to use whenever the student needs to use it. But, that’s not defined in the accommodation.

Words like “access,” “as needed,” “all,” or “before” show up a lot in IEPs and 504 Plans. But too often, they aren’t clearly defined.

In this case, what does “Access to flash pass” actually mean?

  • Does the student get to use it?

  • When can the student use it?

  • Who gives it to the student, and how?

  • Where is it kept?

Saying a student has “access” is like saying I have access to a Ferrari at a car dealership. Sure, I can see it—maybe even touch it—but that doesn’t mean I get to use it. The same goes for the flash pass in this example.

If the plan says only “access,” a teacher might interpret that as, “It’s available if the student asks,” or “We’ll offer it sometimes.”

“Use” Is Better—But Still Not Enough

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