 Federal civil rights law that protects people with disabilities from discrimination  Requires schools to make programs and activities accessible to people with disabilities through necessary accommodations, modifications and/or services  The purpose of 504 is to “level the playing field”

 Special Education  Appropriately used for aiding “Slow Learners”  Appropriately used to help a child reach his/her “full potential”  Automatically for every student with a medical diagnosis of disability  Appropriate for a student who needs simple changes that any good teacher normally does

A person is qualified for protection within the scope of Section 504 if they: Have a mental or physical impairment that substantially limits a “Major Life Activity” (It is important to note however that not everyone who qualifies for protection under Section 504 qualifies to have a 504 plan)

 Pretty much anything that most people do  Eating- Breathing  Sleeping- Speaking  Walking- Learning  Seeing- Concentrating  Hearing- Working  “Major Bodily Functions” (immunity, cell growth, endocrine function, elimination, digestion, etc…)

 Referral can be made by:  Parent  Teacher  Physician  Nurse  Counselor  Etc… Process must be clear and available for use

 Evaluation means gathering information needed to make an informed decision  Evaluation does not always mean testing  Evaluation is a team process  In Evaluating for 504 eligibility the team needs to use multiple sources of information

The 504 team should consist of people knowledgeable about:  The child  The disability  The meaning of the evaluation data  Placement options

 Sources of information may include:  School records  Disciplinary records  Observations  EOG Scores  Interviews  Attendance logs  Medical records  Vision or hearing screenings  Etc, etc, etc…

 A doctor letter, by itself, does not determine eligibility.  Evaluation must address:  The nature and extent of the disability  Its effect on Major Life Activities  Recommended accommodations or services  Effects of the disability must be evident in the school setting to require a 504 plan  Periodic Re-Evaluation is required

 What needs to be done to enable a student to participate in the general education program  Accommodations must be individualized  Designed to meet the needs of disabled students “as adequately as” the needs of other students are met  Modifications can be made to general education programs or the provision of different programs may be needed

 Test accommodations may only be used if the same accommodations are in regular use in the classroom  Disabled students should have access to the same extra-curricular and after school activities available to their peers  Accommodations are intended only to “level the playing field” for the disabled student

 Environmental  Organizational  Behavioral  Presentation  Evaluation

Environmental  Structured learning environment  Student seating  Re-organization of classroom materials  Study carrel or adapted desk  Access to elevator

Organizational  Organizational systems (ie: color coding)  Write out homework assignments  Set time expectations  Binders

Behavioral  Behavior management techniques  Behavior contracts  Positive reinforcement  Logical consequences Create and be consistent with Behavior Plan!

Presentation  Taped lessons for re-play  Computer aided instruction  Alternative textbooks  Highlighted worksheets  Peer tutoring Be aware of differing student learning styles and match instructional materials…

Evaluation  Limit amount of material on each page  Provide practice tests  Oral testing  Divide tests into segments  Extended time  Decrease external stimulation

Discipline for students served under Section 504 is consistent with that for students served under IDEA… If infraction warrants a suspension of 10+ days, a “Manifestation Determination” must be made (AKA: Causal Relationship)

 Administrator determines if the student committed the infraction  504 team determines if the behavior was caused by the disability  If behavior was caused by the disability a review of the accommodation/behavior plan must occur  If behavior was not caused by the disability then disciplinary action proceeds as for any other student.

 Parent must receive prior notice of eligibility meeting  Parent must give consent prior to individualized testing  Parent must be given notice of rights upon referral, upon eligibility determination, and at annual review  Parent must be given notification in writing of placement decisions  Parent must be provided with an appeal procedure including an impartial hearing

 Serve as liaison between school and district 504 office  Serve as liaison between your school and other schools  Provide in-service training to school staff on 504 procedures  Monitor provision of 504 plans  Ensure that teachers receive copies of 504 Plans  Schedule and facilitate review of all 504 Plans annually  Forward copy of 504 Plan to extracurricular and after school programs (driver ed, learning academy, summer school)  Ensure that a copy of the 504 Plan is added to the student’s Personal Education Plan

 Qualifying students who do not have an impairment so they can “get help”  “Deliberate Indifference” – not providing a plan for a student who clearly qualifies for one  Bill of Rights not given to parents  No identified and specified referral system  No grievance procedure  No appeal process  No one at system level to coordinate program

Questions?