08/16/2026
š 504 PLANS & TYPE 1 DIABETES ā NOTES FROM OUR DISCUSSION š
We had such an informative conversation at our recent Nor-Cal Childrenās Diabetes Club meeting about 504 Plans, IHPs, school accommodations, and preparing our kids to advocate for themselves.
I wanted to share some of the topics and ideas that were brought up for families who werenāt able to attend! This is simply a recap of our group discussion and is being shared for general informational purposes. It is not legal, medical, or educational advice. Every student, school, and situation is different, so families should work directly with their childās school, healthcare team, and other appropriate professionals when determining what is best for their child. š
Some things that were brought up:
ā 504 Plans & IHPs are different.
An IHP (Individualized Health Plan) addresses a studentās healthcare needs at school, while a 504 Plan addresses accommodations and access related to a studentās disability.
ā Put requests in writing.
One suggestion discussed was requesting 504 meetings by email so there is documentation of the request and communication.
ā Ask to review the proposed 504 before the meeting.
This may give parents time to read through it, make notes, and come to the meeting prepared with questions or topics they want to discuss.
ā Come prepared with a list of your childās individual needs.
Every child with T1D is different! Some accommodations/topics that were discussed included:
ā¢ Access to phones, CGMs, pumps and other diabetes technology
ā¢ Access to water, snacks and the bathroom
ā¢ Extra testing time when diabetes interferes
ā¢ Pausing a test or assignment to treat blood sugar
ā¢ Assignment modifications when medically appropriate
ā¢ Diabetes-related attendance considerations
ā¢ PE and sports
ā¢ Field trips and camps
ā¢ Bus/transportation plans
ā¢ Having a plan for high and low blood sugars
ā¢ Access to appropriately trained school staff
ā Think about situations outside the normal school day.
Field trips, substitute teachers, sports, after-school activities, buses, testing days, emergencies and times when the regular school nurse isnāt available were all situations discussed.
ā Keep the school updated when diabetes care changes.
We talked about communicating changes in healthcare/provider orders with the school nurse so the studentās school health information can be updated as needed.
ā Include kids in the process as they get older.
Having students gradually participate in meetings can help them understand their accommodations, learn to communicate their needs, and begin practicing self-advocacy.
š And an important note for families approaching college:
A studentās high-school 504 Plan does NOT simply transfer with them to college. Colleges have their own disability/accommodation processes, and students generally take on a much larger role in requesting accommodations and communicating with the college. This is another reason why helping our kids learn to advocate for themselves while theyāre still in school can be so valuable.
š One of my favorite takeaways from the discussion: accommodations arenāt about giving a child with T1D an advantage ā theyāre about helping make sure diabetes doesnāt prevent them from having the same opportunity to participate and succeed.
These are simply ideas, topics, and takeaways that came up during our conversation, not a one-size-fits-all list. Families should always determine what is appropriate for their individual child with their school and healthcare team.
A HUGE thank you to Crystal Gardner for taking the time to meet with our families and share information! š
Nor-Cal Childrenās Diabetes Club
