Section 504 January 23, 2002 Welcome to the Section 504 of the Rehabilitation Act of 1973 Workshop We will begin soon…

Dr. Doris Hunt Presented by Exceptional Children’s Director
Section 504 January 23, 2002 Presented by Dr. Doris Hunt Exceptional Children’s Director 504 Coordinator for The Public Schools of Robeson County

Introductions Name School Position What I do related to Section 504
January 23, 2002 Introductions Name School Position What I do related to Section 504

Section 504 “Don’t shoot me…. I’m just the piano player!”
January 23, 2002 Section 504 “Don’t shoot me…. I’m just the piano player!” -Elton John “We’re all in this together.” -Eric Haldeman (Nixon Advisor) “I’m just the messenger.” -All of us, at one time or another

Section 504 Three Prong Eligibility Standard
A Student who: Has a (1) physical or mental impairment which (2) substantially limits (3) one or more major life activities;

Section 504 Est. As Part of the Rehabilitation Act of 1973
January 23, 2002 Section 504 Est. As Part of the Rehabilitation Act of 1973 “No otherwise qualified individual with handicaps in the United States shall solely by reason of his/her handicap, as defined in Section 706(8) of this title, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance or under any program or activity conducted by any executive agency or by the United States Postal Service.” (29 U.S.C. Sec. 794)

What is a Physical or Mental Impairment Under Section 504?
Any physiological disorder or condition, cosmetic disfiguration, or anatomical loss. Any mental or psychological disorder. Section 504 does not define specific impairments. Examples include behavior disorders, ADD/ADHD, HIV/AIDS, diabetes, asthma, physical disabilities, allergies, hearing impairments.

What does “Substantially Limit” Mean Under Section 504?
Determining whether an impairment is substantially limiting is critical to deciding Section 504 eligibility. Regulations fail to provide a definition for the term “substantial limits”. Case law establishes that “substantial limits” means unable to perform or significantly restricted in performing a major life activity as compared to the average student.

What Constitutes a “Major Life Activity” Under Section 504?
Learning is not the sole major life activity that may qualify a student for services. Functions as caring for one’s self; Performing manual tasks; Other activities such as walking, seeing, hearing, speaking, breathing, learning and working.

What About Temporary Disabilities?
Determination must be made on a case-by-case basis, taking into consideration the severity and the duration of the impairment. The physical or mental impairment at issue must be permanent or anticipated to be very long term. Temporary, non-chronic impairments should generally not trigger Section 504 eligibility, i.e., broken arm, surgery, temporary at-home medical status. Most temporary disabilities can be addressed via regular education services, i.e., homebound, make-up work, minor classroom/environment accommodations. Pregnancy is generally not a qualifying disability unless unexpected complications arise.

Points to Remember When Considering Section 504 Eligibility
High standard to meet for Section 504 eligibility On the average, only 1-2% of the student population of any school is deemed Section 504 eligible. Learning difficulties not always due to a physical or mental impairment. Student will forever have a record of being divided. Section 504 eligibility is not for “at-risk” students. Phrase “substantially limits” is in present indicative verb form. Thus, student must be presently, not potentially or hypothetically, substantially limited.

Common regular education interventions may eliminate existence of a “substantial limitation”. Section 504 is not a consolation prize for students not qualifying for I.D.E.A. Consider all factors which may mitigate the impact of the student’s disability, i.e., glasses, prosthesis, medication, hard work, parental assistance. Standard is to compare student to an “average student”. This means you compare student against chronological peers in the entire state or country. Standard is not whether the student is reaching his own potential or parent’s expectations.

A student with average grades is probably not Section 504 eligible in the area of learning. Physician or psychologist opinion as to student’s eligibility status is only one source of information the team should consider. Remember, the team is making an educational decision not a medical decision. Physician or psychologist, while helpful in providing documentation of a physical or mental impairment, is not qualified to opine whether that impairment “substantially limits” a major life activity in a school setting. A mere medical diagnosis is not enough for eligibility. Students eligible under I.D.E.A. are not entitled to a separate Section 504 plan.

III. Examples of 504 Accommodations

Example of 504 Accommodations
Seat child away from the doors/windows Group for cooperative learning Give both oral and written directions Ask frequent questions Simplify or shorten directions Reduce number of items on a task Highlight relevant words/features Increase allocated time Have student repeat directions Have student summarize at end of lesson

Use timers to show allocated time Tape record directions Tape record student responses Use a study guide Provide daily and weekly assignment sheets Provide anticipated cues Provide visual cues Establish rules and review frequently Enlarge or highlight key words on test items Provide essential fact list

Provide pencil grips Put desk close to blackboard Tape paper to desk Repeat major points Call student’s name before asking a question Provide content/lecture summaries Use computer for writing tasks Use peer-mediated strategies (“buddy system”) Pause during speaking Use self-teaching materials

IV. Tips For an Effective and. Legally Compliant Section
IV. Tips For an Effective and Legally Compliant Section 504 Eligibility Meeting

A. Ensure That All Procedural Requirements Are Met Prior to Meeting
Notice to parent of evaluation, meetings, and notice of results/actions taken at 504 meeting. Appropriate Team Membership - Parent - Persons knowledgeable about the child, meaning of evaluations, and placement options. Parent Rights must be provided. Parent Permission must be received prior to evaluation. Ensure appropriate time limits are met. - Sixty day referral to eligibility timeline - Ninety day referral to placement timeline

Properly Prepare for the Section 504 Meeting
School representatives and parents should organize and review all data prior to Section 504 meeting. Bring copies of all relevant medical records. Determine whether any initial evaluation/testing suggests the need for additional evaluations.

Section 504 team in determining eligibility
Section 504 team in determining eligibility should utilize data from a variety of sources Examples: Health records Standardized test scores/class test scores Informal checklists Report cards Parent/teacher reports and observations Student work samples/student input Disciplinary records Prior special education testing results (if student is not eligible for special education) Cumulative records All data considered by team must be documented. Reason for referral must be appropriately addressed by evaluation data. Good information guides accurate eligibility decisions.

D. Developing a Section 504 Plan
Identify student’s disability, major life activity impacted, and educational impact of disability. Be sure that the accommodations are succinct and realistic. Indicate the exact amount of time when extending time for tests, and classroom/homework assignments.

E. Periodic Review The school should review a student’s Section 504 plan at least on an annual basis or upon any significant change in placement.

V. System Wide Procedural Safeguards Required by Section 504

A. Section 504 Local Grievance Procedure
* Identification, evaluation, or placement decisions may be appealed by a written request * Mediation may be used to resolve areas of dispute * A Section 504 impartial hearing may be requested * After mediation or impartial hearing, a written decision must be provided to person making the appeal

Section 504 School Wide Compliance Requirements
Provide written assurances of non-discrimination wherever the LEA receives federal money. Designate an employee to coordinate its efforts to comply with Section 504. Adopt a grievance procedure to resolve complaints alleging any action prohibited by federal regulations. Provide notice to students, parents, employees of nondiscrimination in admission or access to or treatment or employment in, its programs or activities.

SECTION 504 SCHOOL WIDE COMPLAINCE REQUIREMENTS cont.
Annually identify and locate all Section 504 qualified students (Child Find). Annually notify persons who are disabled and their parents of the District’s responsibilities under Section 504. Provide parents with procedural safeguards.

C. Section 504 Child Find Requirement
The District has an affirmative duty to conduct a “child find” at least annually. District must “identify and locate” every qualified disabled child residing in jurisdictions including pre-schoolers, homeless, and those attending private school. Teachers and administrators must receive training on the identification of students suspected of having a disability.

Common Errors Eligibility Ignoring impairment requirement to create
an unfair advantage and providing structured accommodations Accepting argument that disability = eligibility Accepting that medical diagnosis = 504 eligibility

Eligibility Errors Accepting that a student on medication is
automatically eligible Automatically excluding a temporary disability Allowing a choice between 504 and IDEA Creating a “crystal ball” eligibility Failure to dismiss when eligibility does not exist

Questions???

Who Is a 504 Person/Student?
Section 504 January 23, 2002 Who Is a 504 Person/Student? 504 Regulation 34 CFT 104.3(j-l) defines: “a person with a disability as any person who has a physical or mental impairment that substantially limits one or more major life activities, has a record of such impairment, or is regarded as having such impairment.”

What does “SUBSTANTIALLY LIMITS” mean???
Section 504 January 23, 2002 What does “SUBSTANTIALLY LIMITS” mean??? The Supreme Court has recently clarified that the identified major life activity must be of central importance to daily life (Toyota Motor Co. v. Williams, 534 U.S. 184,197 (2002)

Substantially limits means considerable or to a large degree
Section 504 January 23, 2002 Substantially limits means considerable or to a large degree The Supreme Court has recently clarified the identified major life activity must be of central importance to daily life. (Toyota Motor Co. v. Williams, 534 U.S. 184, )

Section 504 January 23, 2002 The Toyota ruling determined that substantial limitation means a limitation that affects a person’s ability to perform an activity in relation to the average person in the general population.

Section 504 January 23, 2002 T.J.W. By Butler v. Dothan City Board Of Education (D.C. Alabama 1997) 26 IDELR 999. *In determining whether a student’s mental or physical impairment substantially limits the major life activity of learning, the district should compare the student’s academic progress to that of “the average child,” not a child of similar intellectual potential.

Section 504 January 23, 2002 *A student is not “substantially limited” simply because the student is not reaching his or her potential

Block v. Rockford, 2002 WL 31856719 (N.D. III.2002
Section 504 January 23, 2002 Block v. Rockford, 2002 WL (N.D. III.2002 *Applying the Supreme Court decision in Toyota, a court found a student did not qualify for 504 protections at school where her disability did not substantially limit the life activity of breathing beyond the school site.

Costello v. Mitchell Public School District (8th Cir. 2001)
Section 504 January 23, 2002 Costello v. Mitchell Public School District (8th Cir. 2001)

Must be assessed in corrected condition - e.g. with glasses, inhaler…
Section 504 January 23, 2002 Major life activity must be of central importance to most people’s lives Must be assessed in corrected condition - e.g. with glasses, inhaler… Must be substantial

Section 504 January 23, 2002 Weixel v. Board of Education of City of New York, 36 IDELR 152 (2nd Cir.2002) Citing the Supreme Court decision in Toyota, a court found a student qualified for Section 504 services where her disability substantially limited the major life activities of walking, exerting oneself and attending classes at school, which were considered to be of central importance to daily life.

Section 504 January 23, 2002 In determining whether a student’s disability substantially limits a major life activity entitling the student to FAPE, the District will typically focus on Learning Behavior

Section 504: Disability Defined
January 23, 2002 Physical or Mental Impairment** Major Life Activities** Record of Impairment** Regarded Impairment** Physiological disorder, contagious disease, cosmetic disfigurement or anatomical loss in one or more system: Neurological Musculoskeletal Respiratory Cardiovascular Reproductive Digestive Genito-urinary Hemic Lymphatic Skin Endocrine Mental or psychological disorder including: Mental retardation Organic brain syndrome Emotional or mental illness Specific learning disabilities Major life activities include: Self-care Manual tasks Walking Seeing Hearing Speaking Breathing Sitting Standing Thinking Concentrating Reaching Interacting with others Learning Working The individual has: A history of impairment or A record of having been misclassified as having an impairment An impairment not limiting a major life activity, but treated as disabled by the covered entity No impairment, but treated as disabled by the covered entity recovering alcoholic or addict* * Does not include current, illegal drug abusers ** (34 Code of Fed Reg. Part 104.3)

Section 504 Disability Defined
January 23, 2002 Section 504 Disability Defined Major Life Activities** Major life activities include: Self-care Manual tasks Walking Seeing Hearing Speaking Breathing Sitting Standing Reaching Thinking Concentrating Interacting with others Learning Working ** (34 Code of Fed Reg. Part 104.3)

Section 504 Disability Defined Record of Impairment**
January 23, 2002 Section 504 Disability Defined Record of Impairment** The individual has: A history of impairment or A record of having been misclassified as having an impairment ** (34 Code of Fed Reg. Part 104.3)

Section 504 Disability Defined
January 23, 2002 Section 504 Disability Defined Regarded Impaired** The individual has: An impairment not limiting a major life activity, but treated as disabled by the covered entity or No impairment, but treated as disabled by the covered entity ** (34 Code of Fed Reg. Part 104.3)

Levels of Service General Education Section 504 I.D.E.A. Section 504
January 23, 2002 Levels of Service General Education Section 504 I.D.E.A.

Student Population IDEA/504 Students IDEA & 504 students
Section 504 January 23, 2002 IDEA/504 Students Students are qualified under one or more of thirteen (14) IDEA disabling conditions. Specially designed individual education programs are planned for each student by IEP teams. Student Population Section 504 Students Only Due to substantial mental or physical impairments that limit one or more of the student’s major life activities, special accommodations to the student’s program are required. A 504 accommodation plan is designed for each student according to individual need. Examples of potential 504 disabling conditions not typically covered under IDEA are: communicable diseases – HIV, tuberculosis medical conditions – asthma, allergies, diabetes, heart disease temporary medical conditions due to illness or accident Attention Deficit Disorder (ADD, ADHD) recovering alcoholics and addicts other conditions Regular education only students 504 only students IDEA & 504 students

Historically in this area…. Who gets a 504?
Section 504 January 23, 2002 Historically in this area…. Who gets a 504? GENERALLY, the students with: Temporary disabilities (substantial & extended) Permanent disabilities

DOES EVERYONE GET A 504 PLAN WHO ASKS FOR ONE? NO!!!!!
Section 504 January 23, 2002 DOES EVERYONE GET A 504 PLAN WHO ASKS FOR ONE? NO!!!!! IS THERE AN ACTUAL OR PERCEIVED DISABILITY AND… IS A MAJOR LIFE FUNCTION LIMITED SUBSTANTIALLY?

What Does This Mean to Schools?
Section 504 January 23, 2002 What Does This Mean to Schools? We must provide an appropriate education such that: Educational services are designed to meet the individual needs of children with disabilities as adequately as the needs of non-disabled persons are met (accommodations). Each child with a disability is educated with non-disabled children to the maximum extent appropriate to the needs of the child with a disability. Procedural safeguards for student and parents rights are in place.

What Does This Mean to Schools? (continued)
Section 504 January 23, 2002 What Does This Mean to Schools? (continued) We must provide an appropriate education such that: Nondiscriminatory evaluation and placement procedures are to be established to guard against misclassification or misplacement of students, and periodic reevaluation of such students. Must be individualized Must be conducted before initial placement and a subsequent significant change in placement.

Section 504 January 23, 2002 What Does This Mean to Schools? (continued) Nondiscriminatory evaluation that: Instruments used must be valid for the purpose in question and must be administered by trained personnel. Must assess specific areas of need not just general intelligence, i.e., academic, social, emotional, fine and/or gross motor skills, etc. Must reflect aptitude not sensory limitations or lack of English language fluency.

Section 504 January 23, 2002 What Does This Mean to Schools? (continued) In making placement decisions, Section 504 placement teams: Must be multi-disciplinary Must be knowledgeable about the student Must consider a variety of documented information: Teacher recommendations Reports on the student’s physical condition The student’s social /emotional behavior

Section 504 January 23, 2002 What Does This Mean to Schools? (continued) Some of these include: The classroom Lesson presentation Test taking Behaviors Integrated support services These reasonable accommodations are selected (not negotiated like an IEP) by a multi-disciplinary team. The student, where feasible should attend the meeting Invite the parent(s)/guardian(s) to the meeting(s). (this is wise although not required by law) Instructional support Assignments Organization Nursing considerations Transportation

A Guiding Quotation “Some kids need special education…
Section 504 January 23, 2002 A Guiding Quotation “Some kids need special education… Others need something special in their education.” Education Week, June, 1998

Comparison of IDEA & Section 504
January 23, 2002 Comparison of IDEA & Section 504 IDEA Section 504 of the Rehabilitation Act (§504) Year Enacted 1975 1973 Legal Citation 20 U.S.C et seq. 34 C.F.R. Part 300 29 U.S.C. 794 34 C.F.R. Part 104 Type of Statute Federal funding statute providing federal aid to states that ensures the provision of free appropriate public education (FAPE) to children with disabilities Civil rights statute protecting individuals with disabilities from discrimination in programs and activities receiving federal funds

Comparison of IDEA & Section 504 (continued)
January 23, 2002 Comparison of IDEA & Section 504 (continued) IDEA Section 504 of the Rehabilitation Act (§504) Who is Covered Infants and toddlers with disabilities 0-2; children 3-21 who meet the definition of a preschool child with a disability or one of the 14 categories of disabilities applicable to school-age children Any person with a physical/mental impairment which substantially limits one or more major life activities (e.g., self-care, manual tasks, walking, seeing, hearing, breathing, learning, working), who has a record of such an impairment, or is regarded as having such an impairment.

January 23, 2002 Comparison of IDEA & Section 504 (continued) IDEA Section 504 of the Rehabilitation Act (§504) Major Provisions Ensures procedural safeguards and the right to free appropriate public education in the least restrictive environment in accordance with the IDEA No otherwise qualified individual with disability shall solely by reason of his or her disability be: excluded from participation in, denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.

January 23, 2002 Comparison of IDEA & Section 504 (continued) IDEA Section 504 of the Rehabilitation Act (§504) Discipline Any suspension of more than 10 consecutive days or more is a significant change of placement triggering the procedural safeguards of IDEA, including the right to remain in the current educational placement pending appeals. Cumulative suspensions of more than 10 days within the school year may trigger the procedural safeguards under the IDEA. Cannot terminate FAPE as a disciplinary measure District must reevaluate the child prior to any suspension of 10 days or more. Is there a nexus between the child’s disability and the behavior complained of? If yes, the child may not be suspended for more than 10 days unless the behavior is drug sales or weapon(s) related. No automatic right to remain in the current educational placement

IDEA, Section 504 and ADA IDEA Section 504 ADA
January 23, 2002 IDEA, Section 504 and ADA IDEA Section 504 ADA Internal Grievance Procedure State complaint procedure required (34 CFR ) Requires districts with 15 or more employees to designate a 504 compliance officer and a grievance procedure to investigate complaints alleging non-compliance with 504 Requires public entities with more than 50 employees to designate a compliance officer and a grievance procedure to investigate complaints alleging non-compliance with the ADA

IDEA, Section 504 and ADA (continued)
January 23, 2002 IDEA, Section 504 and ADA (continued) IDEA Section 504 ADA Protection Against Retaliation Incorporates prohibition against retaliation, intimidation, coercion, threats, and discrimination found in regulations under Title VI of the Civil Rights Act Extends protections to non-disabled individuals who have testified or participated in any manner in an investigation, proceeding, or hearing under the ADA

January 23, 2002 IDEA, Section 504 and ADA (continued) IDEA Section 504 ADA Compliance/ Enforcement Office of Special Education Programs (OSEP); SED – noncompliance may result in loss of IDEA funds and state aid, Administrative appeals and/or courts Office for Civil Rights, United States Department of Education (OCR) – noncompliance may result in loss of all federal funds, Administrative appeals and/or courts

January 23, 2002 IDEA, Section 504 and ADA (continued) IDEA Section 504 ADA Self-Evaluation Requires recipients to conduct a self-evaluation to identify discriminatory policies and steps to modify any discriminatory policies and practices By January 26, 1993, districts were required to update [their] 504 self-evaluation to assure compliance with the ADA which must involve constituent groups.

January 23, 2002 IDEA, Section 504 and ADA (continued) IDEA Section 504 ADA School Board Policy Requires written policies advising parents and their disabled students of the district’s responsibility to identify, evaluate and provide FAPE to children with disabilities

Section 504 January 23, 2002 Forms and Procedures

The 504 Multi-disciplinary Team Process
Section 504 January 23, 2002 The 504 Multi-disciplinary Team Process Choose multi-disciplinary team members knowledgeable about the child (always include teachers that will be impacted by accommodation plan). Remember, if the principal/superintendent are a part of the initial team, this will impact the grievance process. Choose a chairperson of the meeting prior to the meeting (if there isn’t a permanent chairperson).

The 504 Multi-disciplinary Team Process (continued)
Section 504 January 23, 2002 The 504 Multi-disciplinary Team Process (continued) Define the conduct and process of the meeting: Explain that the process is completely different than an IEP meeting. Explain that neither the parent nor the advocate is a part of the school’s multi-disciplinary team. Explain that the multi-disciplinary team decides on the appropriate accommodations. Explain that the team may hear the parent’s and/or advocate’s (or even the doctor’s) recommendations; however, the team decides the qualifications and the accommodations, if any.

Section 504 January 23, 2002 The 504 Multi-disciplinary Team Process (continued) Read the Section 504 Rights to the parent and student (if necessary, have an interpreter present, if possible, to translate). Examine all data to determine qualifications, if any. The parent may provide input as to behaviors observed that will assist the team in making its decision. If the team finds that the student does not have a mental or physical disability that SUBSTANTIALLY limits one or more major life activities, the team informs the parent and/or the advisor and explains why.

Section 504 January 23, 2002 The 504 Multi-disciplinary Team Process (continued) If the student does not qualify the team must meet with the parents and discuss the committee’s decision. The team examines criteria to ensure that the student qualifies for Section 504 (i.e., the student has a physical or mental disability, which SUBSTANTIALLY limits one or more major life activities). If the student does qualify, the team discusses the student’s needs to provide appropriate accommodations that will provide equal opportunity (not necessarily the same) for participation in the learning process.

Section 504 January 23, 2002 The 504 Multi-disciplinary Team Process (continued) If the student does qualify, the team decides on appropriate accommodations for the student from the Menu of Services and 504 Accommodation forms. Include parent and student responsibilities in plan (to ensure and maximize success). Remember: the student is only eligible to receive special education accommodations if he/she qualifies (use IEP process in that case). Explain that the parent does not have to agree to the plan in order for the team to proceed with providing accommodations for the student.

Section 504 January 23, 2002 The 504 Multi-disciplinary Team Process (continued) Explain the grievance process. Be sure to have the parent(s)/guardian(s) sign to the fact that his/her/their rights have been explained and that a copy of these rights has been provided to him/her/them. Tell the student and the parent/guardian that the formal written plan (if the student qualifies) will be sent. If the student does not qualify, or qualifies but does not require accommodations at this time, inform the parent at the meeting (follow-up in writing) and plan to review the case at least once within the year.

Section 504 January 23, 2002 The 504 Multi-disciplinary Team Process (continued) Once a plan has been written, monitor to ensure that: accommodations are implemented. interventions and accommodations are successful (revise plan as needed). Annual reviews need to be completed.

Section 504 January 23, 2002 Don’t Forget!!! The accommodations are devised by the 504 Multi- disciplinary Team made up of persons knowledgeable about the student. Obtain all the signatures. Be sure to include “End of Service” dates. Give parents the Rights Notification page/pamphlet. Send the meeting notices.

Section 504 January 23, 2002 Recommendations Annual review is required and modifications of the plan should be implemented where needed. Be cautious about offering accommodations which become funding issues, e.g., “a lap top computer will be provided to student.”

A Quote To Think About!!??!! “Remember … no matter what
Section 504 January 23, 2002 A Quote To Think About!!??!! “Remember … no matter what race, gender, or ability… everyone, if given the opportunity, support & encouragement, can learn & succeed.” -E.L. Anderson ©1994

504 Sample Case Student Information: Seventh grade male
Section 504 January 23, 2002 504 Sample Case Student Information: Seventh grade male Suffers from severe asthma (severe: regular wheezing, IPPB treatments, inhaler, etc.) The Process: Referral P.E. teacher refers student to the A.P. because student “refuses to run, defies authority.” A.P. or interviews student. Student informs A.P. of his asthmatic condition. A.P. contacts 504 Committee leader.

504 Sample Case (continued)
Section 504 January 23, 2002 504 Sample Case (continued) The Process (continued): Pre-assessment 504 Team begins collecting data: School nurse Interview P.E. teacher Parent interview Check student records (cum/medical) Contact family doctor

Section 504 January 23, 2002 504 Sample Case (continued) The Process (continued): Meeting Send notice of 504 Committee meeting to parent. Hold 504 Committee meeting. Assessment/data affirms a “YES” to disability and 504 accommodations eligibility.

Section 504 January 23, 2002 504 Sample Case (continued) The Process (continued): Plan Development 504 Plan developed by committee to meet student’s accommodation needs. Possible Options: Follow-up Notification of committee decision sent to parent along with explanation of parent rights and copy of Accommodation Plan form. Monitoring of student and scheduling of periodic evaluation.

Section 504 Sample Cases Diabetes Asthma Hearing Obesity Vision
January 23, 2002 Section 504 Sample Cases Diabetes Hearing Vision ADD/ADHD “Recovering” student Asthma Obesity Broken legs Growth issues Cancer

Frustrated???

Section 504 January 23, 2002 Welcome to the Section 504 of the Rehabilitation Act of 1973 Workshop We will begin soon…

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Section 504 January 23, 2002 Welcome to the Section 504 of the Rehabilitation Act of 1973 Workshop We will begin soon…

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