Section 504 of the Rehabilitation Act: The Power of Its History & Application

About the Author

Jay Eveson-Egler, (they/them) is an Autistic self-advocate and parent. They’ve worked with neurodiversity-based organizations and individuals in a variety of age groups and stages of life. They have a depth of knowledge of LGBTQIA2S+ issues in the Autistic community. They have prior experience founding and facilitating neurodiverse peer support groups and remain active as an advisor with the Neurodiverse Students Association at Mount Holyoke.

When I was 16, I found myself navigating a particularly challenging period of my life. My father had been deployed to Afghanistan, and I had just returned home from an intense backpacking trip across Europe with a large group of peers—many of whom I felt deeply disconnected from. I was grappling with a growing sense of isolation and a worsening mental health crisis, marked by the weight of depression and anxiety. Things became even more complicated when I began experiencing severe physical symptoms. It was then that I learned I had Crohn’s Disease, a form of Inflammatory Bowel Disease (IBD), especially common in Autistic adults. 

My world, once so predictable, was suddenly upended. I could no longer step outside without first ensuring I knew where the nearest restrooms were, I could barely eat without feeling a wave of nausea, and I was utterly exhausted. The medication I was on left me vulnerable—making it hard to fight infections and preventing me from receiving certain immunizations. With all of this, I struggled to mask my Autism, finding myself unable to navigate social situations that I had once conquered, wrestling with time blindness, and facing immense challenges accessing other aspects of executive functioning. I regressed in so many of my skills and began a grueling years-long struggle with medical and Autistic burnout.

Amidst all this turmoil, attending school felt like an insurmountable challenge. I was struggling physically, socially, and academically. It was a dark time for me, and I felt lost, uncertain if I could continue my education as I once had. But thanks to the tireless efforts of disabled activists who fought for the rights of individuals like me, I was granted the support I so desperately needed to complete my secondary education. I received a Section 504 Plan that included the option for instruction at home when I couldn’t attend school, access to restrooms when necessary, and vital accommodations for my neurodivergence. These adjustments made an incredible difference in my journey, enabling me to graduate with honors in 2012 and ultimately earn my college degree in 2020.

Even now, in my current place of employment, I continue to thrive with the support of Section 504. As a professional and parent coach for AANE, I have access to accommodations that empower me to work effectively despite the challenges presented by my disabilities. These adjustments, such as the opportunity to take breaks when needed and customize my workspace to reduce sensory overload, have been absolutely crucial to my success. I am profoundly aware that I would not be where I am today without the courageous fight that paved the way for me—the fight that equipped me with the tools I needed to truly thrive.

A Fight Born from Discrimination

The history of Section 504 of the Rehabilitation Act is deeply intertwined with the collective activism of disabled individuals who refused to be overlooked and excluded. Before the introduction of Section 504, disabled people in the United States faced significant discrimination in education, employment, and public life, creating experiences that now seem unfathomable to Autistic and other Disabled individuals born later on. Many were outright denied access to public schools, jobs, and essential healthcare solely because of their disability. This exclusion was not merely a social or cultural issue; it was a reality enshrined in the law.

Section 504 of the Rehabilitation Act of 1973 emerged as a groundbreaking law that dramatically transformed the landscape for Disabled people in the United States. It was the first major federal civil rights law to categorically prohibit discrimination based on disability in programs and activities receiving federal funding. This marked a massive step in recognizing that disabled individuals deserve access to the same opportunities as everyone else (U.S. Department of Health and Human Services, 2019).

While the law was indeed groundbreaking, its initial impact was somewhat muted. Even after its enactment, enforcement took some time, and its scope often felt unclear. Schools, universities, and employers weren’t immediately required to make the necessary accommodations for disabled individuals, leading many to overlook or sidestep its mandates until the regulations were finalized and enforcement picked up steam.

The passage of Section 504 was the result of the tireless efforts of disabled activists. These activists, many of whom had been excluded from basic opportunities like education and employment, understood that access was not a privilege—it was a right.

In 1977, the Disability Rights Movement achieved one of its most significant victories: the 504 Sit-In. For 28 days, disabled activists occupied the San Francisco office of the U.S. Department of Health, Education, and Welfare (HEW). They were demanding that the government finalize the regulations needed to enforce Section 504. The sit-in, led by activists from organizations like the Disability Rights Education and Defense Fund (DREDF) and the American Coalition of Citizens with Disabilities (ACCD), was a dramatic act of civil disobedience that drew national attention to the issue (Bagenstos, 2009).

These activists were not asking for special treatment; they were demanding equal access to education, employment, and public services. In April 1977, after weeks of protest, the regulations for Section 504 were finalized, and it became law that institutions receiving federal funding could no longer discriminate against Disabled people.

Their victory opened the door to a new era for disabled people. Section 504 laid the groundwork for other significant laws, such as the Americans with Disabilities Act (ADA) of 1990, which expanded protections against discrimination and guaranteed accommodations in public spaces and workplaces.

The Lasting Impact

For many disabled students like myself, Section 504 was a true lifeline. Before its passage, countless disabled children faced exclusion from public education, confined to segregated schools, or were denied the essential accommodations they needed to thrive. The mandates of Section 504 reshaped the educational landscape, fostering a more equitable system by requiring schools to provide reasonable accommodations and ensuring that disabled students could access the same educational opportunities as their peers (Horner, 2017). 

As someone who has personally benefited from these vital accommodations, I can attest to the significance of Section 504 in my academic journey. My Section 504 Plan in high school was a beacon that kept me connected to my education, even amidst my physical and mental health challenges. I was able to complete my assignments with accommodations like extended deadlines, access to a quiet space when I felt overwhelmed, and the support of teachers who genuinely understood my needs. 

When I transitioned to college, Section 504 continued to play a pivotal role in my life. I cherished the opportunity to bring my support animals—my beloved guinea pigs—into my dorm. The ability to take breaks when I needed them, especially during times of overstimulation or when I had to prioritize my physical health, was invaluable. These accommodations, made possible by Section 504, were absolutely essential in allowing me to successfully complete my college degree. 

Without Section 504, I likely would not have been able to pursue my education, let alone excel in my professional life. Today, I continue to draw strength from the foundational support this law provides, both in my work as a coach and in managing my health.

The Ongoing Struggle for Disability Rights

While Section 504’s passage was a monumental victory, the fight for disability rights continues. Many disabled people still face discrimination, and while Section 504 has made a significant difference, it is not universally enforced. Schools, workplaces, and other institutions continue to overlook or fail to meet the needs of disabled individuals. The journey toward full inclusion and accessibility is ongoing. (Klein, 2020)

In addition to this ongoing struggle, Section 504 itself is under attack. In 2025, several states have launched lawsuits attempting to dismantle or undermine Section 504’s protections. These legal challenges represent a direct threat to the progress made over the past five decades. The very law that enabled me and thousands of others to access education and employment is now in jeopardy.

Section 504 is not just a law—it is a symbol of the rights of disabled individuals to live and work freely without discrimination, and an enduring piece of legislation that disabled people fought, cried, and bled for. I urge you to take action today. Support organizations fighting to protect Section 504. Reach out to your elected representatives and make your voice heard. The attacks on this law must be met with the same spirit of activism and determination that led to its passage in the first place.

It is up to all of us to defend the hard-won rights of disabled people and ensure that the next generation has access to the same opportunities that were made possible by Section 504. If we do not stand up now, we risk losing the protections that so many disabled people, including myself, rely on.

References

Bagenstos, S. R. (2009). The law of disability discrimination. West Academic Publishing.

Horner, R. H. (2017). Section 504 of the Rehabilitation Act of 1973: A critical perspective. Journal of Disability Policy Studies, 27(3), 1-8.

Klein, N. (2020). Injustice for disabled students: An analysis of Section 504 compliance. Disability Rights Journal, 18(2), 42-59.U.S. Department of Health and Human Services. (2019). Section 504 of the Rehabilitation Act of 1973. Retrieved from https://www.hhs.gov/ocr/office/section-504

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