Various Types Of Students Walk Through School Hallways

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.

IEP’s which are individualized educational plan are very important documents, they are used to meet a student’s educational needs. There are certain criteria a student must meet to be eligible for special education services. A team of people work together to create

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

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

The Special Education team for learning disabilities will test the student. These students have shown signs of continuous problems with interventions in place. Psychologist, psychiatrist, and any other testing will be conducted with parental consent have evaluated the student. Parents will be mandated to attend all assessment evaluations and the team shall review the findings for referral back to tier two or upgrade student to tier four for special educational services based on educational or problematic behaviors.

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.

Section 504 and ADA are similar in the way that a person with a disability will be getting some kind of help no matter what the disability is. According to “The Rehabilitation Act and ADA

In 1973, according to the University of Chicago website, it states “Section 504 of the Rehabilitation Act of 1973 is a law that protects individuals from discrimination based on their disability in connection with any public or private program

Section 504 of the Rehabilitation Act help pave the way for the ADA. The importance is the assumption that people with disabilities, including individuals with the most severe disabilities can work. The ADA had a huge impact on the lives not only of people living with a disability, but also on their families and those who are able-bodied. For example, an elderly women opening a heavy door by pushing a button or mother with a stroller using a curb ramp at an intersection. These are examples of how the ADA benefits us all, able-bodied and disable.

The Rehabilitation Act of 1973 prevents the discrimination based off disability in programs run by the government agencies. This includes any programs that receive federal financial assistance, are in federal employment, are in the employment of federal contractors. The standards for deciding if employment discrimination exists under this act are the same standards used in Title One of the Americans with Disabilities Act. There are multiple sections in the Rehab Act. Section 501 stops federal employers from preventing a qualified individual with a disability from working. It pushes them to actually hire people with disabilities to give them a chance. Section 503 is like 501, except it pushes employers to advance employees with disabilities

Section 504 is a federal law that ensures that students with disabilities will have equal opportunities to participate in educational programs in the least restrictive environment. To be protected under Section 504, a student will: (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment. When a student is found eligible, an accommodation plan is written that eliminates barriers so that he/she can participate in school programs and extra curricular activities.

IEP’s and 504 plans require school districts to evaluate and identify students with disabilities, at the college level students must be self-advocates and are responsible for disclosing their disability (Oertle’ & Bragg, 2014, p. 61). When a student neglects

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

According to Pyle and Wexler (2012), students with disabilities are disproportionally represented in high school graduation rates. Millions of students with individual education plans (IEPs) lack a high school diploma which then in turn affects their ability to secure

Provide Assistance with children who have an IEP It is understood that when a parent is worried or concerned for their Child’s academic performance they contact the school to set up a meeting with the school's child study team. A child study team consists of a psychologist, a learning disabilities consultant and social worker. From that point on they will discuss the needs that would be better suited for the child’s academic performance. For instance, the social worker along with the child study team must follow certain guidelines set by law and must be included in every Child’s IEP. For this reason it must state the Child’s performance in school during the present term, it must also include educational goals, including the support and services that the school will provide to help each student meet these goals, it also includes modifications and the accommodations to help with their progress, accommodations when taking standardized tests, and a report of how and when the school will measure the child’s progress toward annual goals, and the transition planning that prepares for life after high school. (Stanberry, 2017)