Implications Of Section 504 Of The Rehabilitation Action Of 1973 Essay

The point of this week’s observation was to ask my mentor if she had ever participated in a 504 meeting, and I came to find out that she did. A 504 meeting is a federal law that protects students with disabilities from being discriminated against at school. It requires the school to give your child the same opportunities as students with disabilities who go to school. Mrs.Carroll and not only her but the school too gives special accommodations to these students.

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.

Students at my case study school who have 504 Plan accommodations and modifications remain with their peers in a basic education classroom throughout the day and are provided with equal and equitable access to their coursework. Their teachers are certified in the area of educating students with 504 plans and provide students with the accommodations and modifications they need to find success in their classes.

However, if Gilles’s disability was a factor in their decision, Gilles may have recourse in the form of Section 504 of the Rehabilitation Act of 1973. Section 504, along with the Americans with Disabilities Act (ADA), prohibit discrimination against individuals with disabilities. Section 504 specifically applies to programs and institutions receiving federal funding, asserting that these institutions and programs cannot exclude individuals from or deny them the benefits of participation because of a disability. Even though LU is a private institution, it likely receives federal funding, and is therefore subject to Section 504 guidelines. As such, LU must provide equal opportunities for students with disabilities to benefit from their programs as they do to students without disabilities. However, Section 504 does not ensure a student with a disability will succeed in a program, only that they will have the same opportunity to succeed as their non-disabled

When a child has a disability or impairment, one of the biggest concerns is how those issues will affect that child’s education. Because of this concern, there are laws and contracts in place for children and their families to make sure they are legally guaranteed an education. Part B, Part C, and 504 plans are law ensuring services for students with disabilities or impairments to assure that these students get the accommodations or modifications they need to get the best education they can.

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.

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.

Section 504 and the ADA directly impact schools on several levels. First, all educational programs must be available to the qualifying individuals. Each eligible student who is classified as a 504 student must be offered regular or special education with the needed

Many children have physical, or pathological disabilities which cause them to have a below average performance in a usual classroom environment. The government of the United States of America, having recognized this, issued the Education of All Handicapped Children Act in 1975 in order to assist children afflicted with these disabilities (Berger, 2014). This lead to the creation of multiple special education programs for these children. Programs, such as LRE and RTI strategies have allowed many children to receive education they otherwise would not be able to receive.

Placement decisions related to students with disabilities is an issue that arises from providing a free, appropriate public education (FAPE) and the least restrictive environment (LRE). While FAPE and LRE are not new requirements, the Individuals with Disabilities Educational Act (IDEA) continues to be open to interpretation and implementation of the mandates (McGovern, 2015). A student’s least restrictive environment is the setting where the student can be integrated with his non-disabled peers. IDEA requires that students with disabilities be educated in the most integrated, least restrictive environment (Carson, 2015); however, this is where the grey area enters. The interpretation of what the least restrictive environment is, depends

Until that time, many states had laws that excluded children with certain types of disabilities from attending public school. These included children who were blind, deaf and children labeled "emotionally disturbed" or "mentally retarded." Many of these children lived at state institutions where they received limited or no educational services. Having a disability does not automatically qualify a student for special education services under the IDEA. The disability must result in the student needing additional or different services to participate in school. For example, a child who is diagnosed autistic. Children with disabilities who qualify for special education are also automatically protected by Section 504 of the Rehabilitation Act of 1973 and under the Americans with Disabilities Act (ADA).

The section states, “no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under” any program or activity that either receives federal financial assistance” (Gallaudet University). It gives students who are hard of hearing or deaf full access to school, public activities, and events including after school events. Section 504 also happens to apply to post-secondary institutions, such as colleges. Some students may not be eligible for 504, the article states, “Students not eligible for an IEP may be eligible for protection and support under Section 504. In order to determine a child's eligibility under Section 504, school districts must perform an evaluation. Schools must establish standards and procedures for these evaluations, as well as periodic re-evaluations. To be eligible for a support under Section 504, an individual must be determined to: have a physical or mental impairment that substantially limits one or more major life activities; or have a record of such an impairment; or be regarded as having such an impairment” (Gallaudet University). School districts are required to provide free and appropriate public education under Section 504. Children who are also served with IDEA already have been resolved a disability, therefore they are eligible for both protections.

The Individuals with Disabilities Education Act (IDEA) has established procedures for the placement of students with disabilities within a school setting. Members of the child study

The definition of Rehabilitation is the re-integration into society of a convicted person and the main objective of modern penal policy, to counter habitual offending, also known as criminal recidivism. Wikipedia,2017. Rehabilitation should be the primary goal of not only lawmakers but also institutions, and society. The second chance act supports state, local, and tribal governments and nonprofit organizations in their work to reduce recidivism and improve outcomes for people returning from state and federal prisons, local jails, and juvenile facilities. Passed with bipartisan support and signed into law on April 9, 2008, SCA legislation authorizes federal grants for vital programs and systems reform aimed at improving the reentry process.the

A second law dealing with special needs students is section 504 of the Rehabilitation Act of 1973. This act requires that schools, which receive federal funding, provide equal education to all handicapped children in the schools jurisdiction (W.E.A.C, 2001). This act also requires that handicapped children be educated with other children who are not handicapped to the maximum extent (W.E.A.C, 2001). This requirement clearly points to inclusion as the best option available for handicapped students, in the opinion of the federal government. Section 504 has helped handicapped people in other areas as well. The act requires that public buildings make architectural changes to increase accessibility for those with special needs (Choate, 1997). This part of the act was important because it put an end to school?s using the structure of the school building as an excuse for providing an unequal education to those children who were handicapped or disabled.