Section 504 shorter version 2008Presentation Transcript
Welcome to Section 504 Updates
A Student With a Disability Is One Who:
Has a physical or mental impairment which substantially limits one or more major life activities;
Has a record of such an impairment;
Is regarded as having such an impairment
Free Appropriate Public Education (FAPE)
Accommodations must be individualized;
Modifications to general education program or special programs;
Designed to meet individual educational needs
School Districts Must:
Adopt a nondiscrimination policy, develop a grievance procedure and appoint a compliance officer;
Provide notice of nondiscrimination in admission or access to programs or activities;
Give a second notice to parents of students with disabilities outlining their rights;
Continued -- Schools Must:
Identify and evaluate students with disabilities or suspected disabilities;
Implement an appropriate education program for students with disabilities;
Have a self-evaluation and transition plan on file
Annually notify students and parents of the school district’s § 504 responsibilities
“ Student with a Disability” Any student who has a physical or mental impairment which substantially limits a major life activity, has a record of such an impairment or is regarded as having such an impairment.
“ Physical or Mental Impairment” Any physiological disorder or condition, cosmetic disfigurement or anatomical loss affecting one or more body systems.
“ Major Life Activities” Functions such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working.
Parent Teacher Student “ Helping Professional” Together We Can! Identify Concern
If there is reason to believe that, because of a qualifying disability, a student needs accommodations or services, the district must evaluate the student
Problem Solving Team Chair Reviews Concern Invites P.S.T Members and Schedules Meeting Problem Solving Team Contact Parents Give Notice of Rights Get Consent to Evaluate
If you intend to evaluate or re-evaluate a child.
If you make any changes in the accommodation plan or eligibility.
If you refuse to act on any parental request
Problem Solving Committee
Must, collectively, be knowledgeable about:
Interpretation of the evaluation
Problem Solving Committee Continued
The committee should also have an individual who can:
* Commit school district resources
* Recommend placement options and accommodations
Problem Solving Team Chair Reviews Concern Invites AD HOC Members and Schedules Meeting Problem Solving Team Contact Parents Give Notice of Rights Get Consent to Evaluate
No Evidence that Impairment Substantially Limits A Major Life Activity Data Indicates Impairment May Substantially Limit a Major Life Activity
Need More Information- Use Relevant 504 Assessment Procedures and/or Monitoring of Existing Interventions Make connection Between Diagnosis And Educational Needs Reconvene PST to Discuss 504 Data and/or Success of Existing Intervention
Have Needed Information Write 504 Accommodation Plan and Monitoring Procedures Successful: Review within 1 Year Not Successful: Recycle Through PST and/or Consider IDEA
1. Physical or Mental Impairment 2. Impairment in a Major Life Activity 3. Substantially Limited 4. 504 Eligible 504 Eligibility “Funnel”
504 Eligibility “Funnel” “Substantially Limited”
Without accommodations, the student with a disability would not be afforded a comparable opportunity to an appropriate education.
Is the impairment a) negligible? - not eligible b) mild? - not eligible c) moderate? - not eligible d) substantial? - ELIGIBLE e) extreme? - ELIGIBLE
Definition #1 Definition #2
Eligible for Section 504
If it is determined by the team that a student has a disability under Section 504, the district must develop and implement an accommodation plan for the delivery of any needed services.
Accommodations must be carried out as they are identified, and are the responsibility of the general education program.
Must be individualized
Adjustments in academic requirements and expectations may be necessary
Should be designed to meet the individual educational needs of students with disabilities as adequately as the needs of other students are met
Section 504 Accommodations
Physical arrangement of room
In disciplining a student:
The administrator needs to determine whether the student committed the infraction.
The student’s team needs to determine whether the behavior was caused by the disability
if so, the student’s team determines whether the accommodation plan is appropriate or whether the student may need special education services
If the team determines the behavior was not caused by the disability, the student is referred back to the administration for discipline as a general education student.
Parents have a right to be notified in writing of any decisions concerning the identification, evaluation, or educational placement.
The parents have a right to examine, copy and request amendments to the students educational records.
The parents have a right to an impartial hearing regarding school district decisions.
The parents have a right to a further review of the impartial hearing officer’s decision.
School District Responsibilities
Adopt a nondiscrimination policy, develop a grievance procedure and appoint a compliance officer.
Provide notice of nondiscrimination in admission or access to programs or activities.
Give a second notice to parents of students with disabilities outlining their rights.
School District Responsibilities Continued
Annually notify students with disabilities and their parents of the school district's responsibilities under Section 504, including:
* notice of their rights
* an opportunity to review relevant
* an impartial hearing
School District Responsibilities Continued Identify and evaluate students with disabilities or suspected disabilities. Implement an appropriate education program for students with disabilities. Have a self-evaluation and transition plan on file.