Section 504 Placement Analysis

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

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

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

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

Section 504 is a part of the Rehabilitation Act of 1973 that outlaws discrimination based upon disability. It is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. Section 504 ensures that the child with a disability has equal access to an education. Section 504 does not require a public school to provide an individualized educational program (IEP) that is designed to meet a child's unique needs

Efficient administrators must make certain their schools are in compliance with district, state, and federal educational guidelines. These statutes include identifying and delivering specified instructional lessons for students who qualify for services under Section 504 of the Rehabilitation Act of 1973, Individuals with Disabilities Education Act (IDEA), and the students who qualify for ESOL (English for Speakers of Other Languages). Academic leaders who ensure compliance among these regulations and educate themselves on the appropriate instructional practices, will properly assist their teachers and students in finding academic success.

Explain state and federal laws, rules, and regulations as they pertain to special education. (APTS 9.2)

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

• Your child has been referred to special education for the first time • At your child’s annual ARD meeting • Any time a change of placement occurs • A MDR (Manifestation Determination Review) 2. Laws, Rules and Regulations for Providing Special Education Services Under Section 504 (of the Rehabilitation Act of 1973, 29 U.S.C.A. Section 794), no program or activity receiving federal money may discriminate against any qualified person with a disability. These regulations apply to all schools, including

One issue that impacts students and the University of Montana (UM) is high school students entering college who were previously served under Rehabilitation Act of 1973 Section 504 (504 Plan) or an Individualized Education Plan (IEP). There is a misconception that because a child was previously served under one of these programs they will continue to be served as adults under the same or similar program. In higher education, the student must provide proof of a disability and seek services out, they are not automatically established. Additionally, at the college level, student’s behavioral plans are not enforced because the student is now an adult. UM administrators have access to high school records, including behavioral plans. If UM believes

The student Marilu is identified under the law as having the disability of attention deficit disorder.. The student attends a school where she receives the accommodation of extra time to complete her assignments and is placed near the teacher because it was proven to increase her performance in the classroom. A 504 plan can help secure success academically and provides the student with a proper learning setting.

Students on an Individual Education Plans (IEP) or 504 Plans are entitled to an inclusive and free and appropriate public education. Students are taught with differentiated instruction and are given adaptations in their learning environment in order for them to have equal access to and education. Understanding the definitions of adaptations and differentiated instruction are crucial to a student 's success in the classroom. There are numerous techniques used in my focus school of Menahga, MN to support individualized student learning. Generally, the Special Education teachers provide or assist the General Education teacher in determining the adaptations and differentiations in the educational settings. The Special Education teacher in cooperation with the General Education teacher, determines how successful the differentiated instruction and adaptations are in helping students with special needs. Lastly, the issues in implementing the adaptations and differentiation techniques will be explained as well as how my district school can expand upon their current use of adaptations and differentiation techniques. Adaptations, differentiated instruction, communication and cooperation are key components of successful, inclusive classrooms.

According to a research conducted by the Washington State Department of Health in 2005, the prevalence of disabilities in children five and older was 14.3 percent, which was the same as all other states combined. Research is still being conducted to determine the reasons behind the high prevalence of disabilities in Washington. As of today, no clear reason has been found to explain the high prevalence of disabilities. Approximately 130,000 eligible students are receiving special education services within our schools. In Washington State to refer a student for special education is a ten step process, starting with the referral, evaluations being conducted, and the last step being transition. The Individual with Disabilities Act (IDEA, 2004)

As result of other court ruling, another law was passed in 1973 called Section 504. This law prevented discrimination against people with disabilities. The law helped students who were not covered under the law now known as IDEA. Section 504 are for students who have a physical and mental impairment.

Abstract Laws and policies related to special needs students are set in place to assist in providing an appropriate education in the most least restrictive environment possible for special needs students.