Certified School Nurse Analysis

Section 504 of the Rehabilitation Act was passed to promote equal access to federally funded programs for people with disabilities. It was focused on nondiscrimination in the programs or activities that receive federal funding. A person would be defined as disabled if they have physical or mental impairment, has a record of the impairment, and is regarded as having the impairment. Section 504 is used for students who do not qualify for special education and is most frequently used for students with attention deficit/hyperactivity disorder and AIDS. To be eligible under Section 504 the child must undergo an evaluation with assessment tools that will accurately demonstrate the child’s specific area of educational need.

Williams is familiar with due to her experience teaching special education classes before becoming a principal. According to Mrs. William’s point of view, the Section 504 of the Rehabilitation Act is a way to formally document how the school meets the needs of students with a documented disability and provide protection to these students while they are in the public school system (Williams, personal communication, 2/3/17). One of the major premises of Section 504 is that it prohibits discrimination of any kind against a student of any disability. Students with disabilities cannot be excluded from participating or denied benefits or be discriminated against under any program receiving federal financial assistance (DOE, 2015). Students with disabilities such as hearing or vision impairment, learning disabilities, or emotional disabilities can receive teaching accommodations as well by using a 504 plan. This plan ensures that students with disabilities receive equal access to benefit from any needed educational aid, benefits or services. Students with disabilities are entitled to a free appropriate public education just the same as non-disabled students. They need to have the correct tools provided in order to access this education on the same level. These tools might include larger print books, enlargements of paper assignments, or even a personal monitor that is connected to the teacher’s workstation in order to better see the board work like the other students. Students with other disabilities are provided the resources they need to access their education as normally as possible. Additionally, students with behavior disabilities are given the protections they need to be able to have time to work on making improvements. For example, a student in 2nd grade that was recently placed on a 504 plan for an emotional disability which can manifest in violent, inappropriate behaviors has certain rights now. He has

As a result, there were many Reauthorizations and Amendments to Education for All Handicapped Children Act of 1975. These Amendments would ensure the safety and increase parental participation in the education of children with disabilities. These acts help secure educational programs for those children that demonstrated disruptive behaviors due to their disability. It also provided help to state and local government by relieving them of some of the financial burden associated with educating students with special needs.

Under IDEA the law mandates the student to have an IEP team. The parent is encouraged to be a part of their child learning

This law has some of the definitions revised, changes several key components, and recompiled IDEA into four parts. IDEA's four parts that it is organized into consists of Part A, General provisions; Part B, Assistance for the education of all children with disabilities; Part C, infants and toddlers with disabilities; and Part D, National activities to improve the education of children with disabilities. Students with disabilities may be placed into an alternative educational setting for up to 45 days if they bring a weapon to school, possess or use illegal drugs, or pose a serious threat of injury to other pupils or themselves. Students with disabilities will receive appropriate accommodations when necessary for in state and district wide testing programs. IEPs are now required to include exactly how the student with disabilities will be involved with the general education curriculum. There are also provisions that state that transition planning will begin at the age of 14 instead of 16, annual goals will be emphasized, any assistive technology needs of the learner need to be examined and considered, and regular educators will be a part of the IEP team. The category of developmental delay may now

Throughout history there have been many educational mandates and laws in which have provided more opportunities for equal educational access. Section 504, the first Civil Rights Law for protection of students with disabilities was signed into law in 1973. This paved the way to many rights for students with disabilities to have a Free, Appropriate, Public, Education. This law in essence means, no program, that receives federal funds, can discriminate based upon their disability in which substantially limits one more more major life functions. Throughout this paper I will be reviewing the historical perspective on Section 504, the federal and state mandates, legal cases pertaining to Section 504, current issues, and applying the information to my current districts implementation of 504 plans.

All children with disabilities are entitled free public education not matter how severe the disability is. Specially designed instructions, related services, and supplementary aids and services have to be provided. An IEP has to be developed and implemented to meet the needs of the child with a disability. It is the public school and local school board in charge

In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and

Medication administration is not only an increasing source of civil and administrative liability for school districts, but may lead to legal questions for school counselors, psychologists, and social workers(Mazur-Mosiewicz et al, 2009). Medication and its administration in school settings by school personnel have been topics addressed by both the Office of Civil Rights (OCR) and the U.S. Department of Education and the federal courts as it relates to Section §504 and the IDEA. The rulings clearly suggest that schools have little power to limit their legal responsibilities, selectively deny administration of psychoactive prescriptive medication, and delegate the service to parents(Mazur-Mosiewicz et al, 2009).

As an advanced practice nurse (APN), it is necessary to know the scope of practice for various states. There are four areas which consists certified registered nurse anesthetist (CRNA), certified nurse midwife (CNM), certified nurse practitioner (CNP), and certified nurse specialist (CNS). According to Goudreau (2011), clinical nurse specialist need to understand the distinct differences in license, accreditation, certification, and education (LACE) across states. To demonstrate the differences in practice, these areas will be examined for the states of California, Illinois, Ohio, and Washington. According to the National Council of State Boards of Nursing (NCSBN) (2014b), there are differences between states on APRN that needs to be standardized

§1401. This act was for all children of ages 3-21. Before schools could get funding, they were required to abide by the Act and regulations pursuant thereto. Section 504 states no handicapped persons in the U.S. should be excluded, due to their handicap ability, of the benefits of or be subjected of discrimination under any program receiving federal financial assistance. Section 504 does pertain to equal educational opportunities for children. There are 5 mandates that pertain to the educational needs of children with disabilities. These 5 mandates are (1) location and notification, (2) free appropriate public education, (3) evaluation and placement, (4) educational setting and lastly (5) procedural safeguards. These mandates have been a successful part in obtaining school programs and services for disabled students. These mandates also help students who do not meet the eligibility of the Individuals with Disabilities Education Act

Our district makes a conscious effort to comply with the guidelines set forth by Section 504 of The Rehabilitation Act to ensure the needs of students experiencing difficulties as a result of a physical or mental impairment which prohibits them from experiencing success in the learning process. Our district has policies and procedures in place for the purpose of assisting special education teams in making eligibility determinations for Section 504 placement. The established policies and procedures will assist the district to ensure that all guidelines and requirements of the Section 504 plan have been developed and fulfilled to meet the specific needs of the student.

Major curricular implications of Section 504 of the Rehabilitation Act of 1973 are that schools who receive federal funding must be aware of educational options for students who have disabilities that fall under Section 504 definition. Schools are required to annually identify all students with disabilities and provide regular or special education that meets the needs of those students. Schools must also be careful to make sure students with disabilities are educated with nondisabled students as often as possible. Schools have various curricular options in regards to Section 504 when it comes to modifications and accommodations. Most of the accommodations can be made within the regular classroom. For example, accommodations may involve a seating arrangement. I currently have a Section 504 student who is hearing impaired. When I restructure my seating arrangement, I have to place her towards the front of the classroom with her back to the wall in order for her to be able to see me as I teach. Her Section 504 accommodation requires that she not have students behind her because it causes her great discomfort and she is unable to focus. When creating the seating chart, I place her first and then arrange other students accordingly. Students under a Section 504 may also be accommodated with e-readers, testing modifications and leniency in attendance policies. Schools must also allow students an equal

I also think the visual display of data in The 2015 [National Association of School Nurses] NASN School Nurse Survey (Mangena & Maughan, 2015) was well designed. I found that the age distribution pie chart was not without some difficulty of reading. The authors including the use of two different blues, which was closely related, and increased the difficulty of understanding which age group was implicated. Otherwise, I understood the data easily. The tables that included data from both, 2013 and 2015, were easily understood, and improved the understanding of the results generated with both surveys. Sadly, the survey reiterated what others have been informing nurses about; the need for more highly-educated nurses is apparent. Many organizations

Public Law 94-142: The Education for All Handicapped Children Act of 1975, now called Individuals with Disabilities Education Act (IDEA), requires states to provide free, appropriate public education (FAPE) for every child regardless of disability. This federal law was the first to clearly define the rights of disabled children to receive special education services if their disability affects their educational performance. A parent of a special education student also has basic rights under IDEA including the right to have their child evaluated by the school district and to be included when the school district meets about the child or makes decisions about his or her education. If a child is identified as in need of special education