Section  Section  504504        

Informational  Booklet  Informational  Booklet      for  Parents,  Educators  and  for  Parents,  Educators  and  

AdministratorsAdministrators      

Intended  for  general  awareness  and  guidance,  not  necessarily  reflective  of  legal  opinions  of  the  U.S.  Department  of  Education  or  the  Office  for    Civil  Rights.    This  document  is  not  intended  to  provide  legal  advice.  

 

 

 

   

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SECTION  504  SCHOOL  AND  PARENT  HANDBOOK  This  book  is  designed  specifically  to  give  parents  understanding  by  providing  information  to  help  understand  504  services.  This  addresses  student  issues,  not  employment.    The  information  should  assist  educators  in  implementing  Section  504  requirements.    Additional  questions  can  be  directed  to  the  school  district  Section  504  Coordinator.    WHAT  IS  SECTION  504?    Section  504  is  the  part  of  the  Rehabilitation  Act  of  1973  that  applies  to  individuals  with  disabilities.  It  is  a  civil  rights  act  that  protects  the  civil  rights  of  persons  with  disabilities.  Section  504  is  a  nondiscrimination  statute,  prohibiting  discrimination  based  solely  on  disability.      Section  504  and  special  education  (IDEA)  are  two  service  options  for  children  with  disabilities.  All  school  districts  should  have  a  Section  504  Coordinator  to  answer  your  questions  regarding  Section  504  services.    Section  504  requires  that  no  person  with  a  disability  can  be  excluded  from  or  denied  benefits  of  any  program  receiving  federal  financial  assistance;  this  includes  education.      Section  504  covers  eligible  students,  employees,  and  other  individuals  with  disabilities  for  accommodations  that  enable  them  to  work  or  learn.    Section  504  is  what  good  teachers  do  for  students  with  disabilities,  making  practical  accommodations  to  “level  the  educational  playing  field”  so  students  can  benefit  from  their  education.    The  great  majority  of  academic  accommodations  should  take  place  in  the  general  education  classroom.    A  school  team  knowledgeable  of  the  person  determines,  with  evaluation  data,  if  the  student  meets  eligibility  criteria.    THE  ADA  PROHIBIT  DISABILITY-­‐BASED  DISCRIMINATION      The  Americans  with  Disabilities  Act  (“ADA”)  also  prohibits  discrimination  based  on  disability,  but  it  is  broader  and  applies  to  all  public  entities  (including  schools),  whether  or  not  they  receive  federal  funds.  The  ADA  also  prohibits  disability-­‐based  discrimination  in  employment  by  employers  (public  or  private)  with  15  or  more  employees,  as  well  as  in  places  of  “public  accommodations”  such  as  stores,  hotels,  restaurants,  day  care  centers,  and  private  non-­‐religious  schools.      Within  the  last  several  years,  the  Office  for  Civil  Rights  (OCR)  has  become  active  in  assisting  school  districts  in  further  defining  “access.”    The  definition  of  access  means  more  than  physical  access;  a  student  may  require  special  accommodations,  such  as  modified  assignments  in  order  to  benefit  from  his/her  education.    HOW  DOES  SECTION  504  DEFINE  “APPROPRIATE  EDUCATION”?    

A  free  appropriate  public  education  (FAPE)  is  one  provided  by  the  elementary  or  secondary  school  that  includes  general  or  special  education  and  related  aids  and  services  that  (1)  are  designed  to  meet  the  individual  educational  needs  of  an  eligible  student  with  a  disability  as  adequately  as  the  needs  of  an  eligible  student  who  is  nondisabled  are  met  and  (2)  are  based  on  adherence  to  evaluation,  placement,  and  procedural  safeguard  requirements.    IS  SECTION  504  A  SPECIAL  EDUCATION  LAW?      No.  While  all  special  education  students  who  qualify  for  services  under  federal  and  state  special  education  laws,  (i.e.,  the  Individuals  with  Disabilities  Education  Act  or  IDEA)  may  also  qualify  for  services  under  Section  504,  Section  504  students  are  not  necessarily  covered  by  special  education  laws.  To  qualify  for  special  education,  there  must  be  evaluations  and  observations  showing  that  the  student  has  one  of  a  number  of  specific,  listed  disabilities;  that  the  student’s  condition  has  an  adverse  effect  on  his/her  educational  performance;  and  that  the  student  requires  specialized  instruction  to  ensure  a  free  appropriate  public  education  (FAPE  ).      To  be  eligible  under  Section  504,  a  student  must  demonstrate  that  he/she  is  a  qualified  individual  with  a  disability  under  standards  that  are  different  from  special  education  students.  Students  eligible  under  Section  504  often  require  some  type  of  accommodation  or  related  aids  and  services  that  are  necessary  for  the  child  to  access  his  or  her  educational  program,  to  be  provided  with  an  equal  educational  opportunity,  and  to  gain  access  to  a  free  

   

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appropriate  public  education.  Generally  speaking,  students  who  qualify  only  under  Section  504  will  not  be  receiving  direct  instructional  services  of  a  specialized  nature  and,  in  many  cases,  their  related  aids  and  services  are  provided  in  a  regular  education  setting.  Students  with  disabilities  who  require  specialized  instruction  because  of  that  disability  will  more  often  be  served  through  special  education.      WHICH  STUDENTS  QUALIFY  FOR  COVERAGE  UNDER  SECTION  504?      Section  504  and  the  ADA  provide  specific  protections  for  “qualified  individuals  with  a  disability.”  There  are  three  categories  that  may  qualify  someone  as  an  “individual  with  a  disability.”  These  are:    

1) A  person  who  has  a  physical  or  mental  impairment  which  substantially  limits  one  or  more  major  life  activities;      Many  students  have  impairments  that  do  not  substantially  limit  a  major  life  activity  that  impacts  their  education.    If  the  disability  does  not  impact  the  student’s  education,  they  would  not  qualify  for  Section  504  accommodations.    When  a  disability  does  not  substantially  limit  a  major  life  activity,  the  student  does  not  qualify  for  services  under  Section  504.    

2)  A  person  who  has  a  record  of  such  an  impairment;  or    3)  A  person  who  is  regarded  as  having  such  impairment.    (34  CFR  104.3(j)(1)  

 The  second  and  third  prongs  of  the  definition  only  become  a  factor  if  discrimination  has  occurred  because  of  the  “record”  or  “perception.”    The  first  prong  above  is  used  to  determine  eligibility  for  Section  504  accommodations.  

 Most  of  the  student  situations  that  schools  encounter  involve  students  with  actual  current  impairments  that  substantially  limit  a  major  life  activity.  These  students  may  need  specific  services  and  accommodations  in  order  to  access  the  school  program,  but  it  may  occasionally  also  be  true  that  an  eligible  child  under  Section  504  is  not  in  need  of  any  interventions  at  the  present  time.  Protection  under  the  second  and  third  categories  listed  above  generally  does  not  require  providing  special  accommodations  or  services.  Instead,  the  second  and  third  categories  generally  protect  against  negative,  discriminatory  actions  by  the  school  or  school  officials.      For  a  student  to  be  identified  under  Section  504,  in  most  circumstances  the  school  must  conclude  that  the  child  has:  (1)  a  physical  or  mental  impairment  that  (2)  substantially  limits  (3)  a  major  activity.  Each  of  these  three  concepts  is  briefly  discussed  below.      Physical  or  Mental  Impairments      The  regulations  define  “physical  or  mental  impairments”  through  examples.  Physical  impairments  include  “any  physiological  disorder  or  condition,  somatic  disfigurement,  or  anatomical  loss  affecting  one  or  more”  listed  body  systems.  These  include  neurological,  musculoskeletal,  special  sense  organs,  respiratory  or  speech,  cardiovascular,  reproductive,  digestive,  genito-­‐urinary,  hemic/lymphatic,  skin  and  endocrine  body  systems.  Mental  impairments  are  “any  mental  or  psychological  disorder.”  The  identification  categories  in  the  DSM-­‐IV  Psychological  Manual  can  be  a  useful  guide  to  identifying  mental  impairments,  although  those  categories  are  not  legally  binding.      For  a  physical  or  mental  impairment  to  substantially  limit  a  major  life  activity,  the  impairment  should  limit  that  activity  to  an  ample  or  considerable  degree.  It  should  be  more  than  a  minor  limitation.  Generally,  the  substantial  limitation  should  be  expected  to  last  more  than  six  months  in  length.  The  substantial  limitation  should  be  in  comparison  to  the  average  student  in  the  general  population.  Conditions  that  are  episodic  or  in  remission  still  might  qualify,  as  long  as  they  substantially  limit  a  major  life  activity  when  active.  An  impairment  will  often  be  viewed  as  substantially  limiting  when  the  student  is:        

 (i)  Unable  to  perform  a  major  life  activity  that  the  average  person  in  the  general  population  can  perform;  or    

                 (ii)  Substantially  restricted  as  to  the  condition,  manner  or  duration  under  which  an  individual  can  perform  a  particular  major  life  activity  as  compared  to  the  condition,  manner  or  duration  under  which  the  average  person  in  the  general  population  can  perform  that  same  major  life  activity.    

 

   

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The  following  factors  may  be  useful  in  making  the  determination:    a)  The  nature  and  severity  of  the  impairment;    

  b)  The  duration  or  expected  duration  of  the  impairment;  and       c)  The  permanent  or  long-­‐term  impact,  or  the  expected  permanent  or  long-­‐term  impact  of  or  resulting    

from  the  impairment.      Many  students  eligible  for  Section  504  accommodations  have  special  health  care  needs;  some  could  include:    HIV,  Tourette  syndrome,  attention  deficit  hyperactive  disorder  (ADHD),  heart  malfunctions,  communicable  diseases,  urinary  conditions,  blood  disorders,  chronic  fatigue  syndrome,  school  phobia,  and  respiratory  conditions  such  as  asthma,  epilepsy,  cancer,  birth  defects,  and  tuberculosis,  diabetes,  and  food  allergies.    Section  504  and  the  ADA  state  that  when  determining  whether  the  impairment  is  substantially  limiting,  the  beneficial  effects  of  any  “mitigating  measures”  the  student  may  be  receiving  or  could  receive  should  be  ignored.  The  law  defines  “mitigating  measures”  to  be  factored  out  of  the  eligibility  decision  as  including:    

(i)  Medication;  medical  supplies,  equipment,  or  appliances;  low-­‐vision  devices  (which  do  not  include  ordinary  eyeglasses  or  contact  lenses);  prosthetics  including  limbs  and  devices;  hearing  aids  and  cochlear    implants  or  other  implantable  hearing  devices;  mobility  devices;  or  oxygen  equipment  and  supplies;    (ii)  Use  of  assistive  technology;    (iii)  Reasonable  accommodations  or  auxiliary  aids  or  services;  or    (iv)  Learned  behavioral  or  adaptive  neurological  modifications.    

 Thus,  if  a  student  seems  fine  as  a  result  of  some  medication,  accommodation  or  assistive  technology  the  student  receives,  but  without  it  he  or  she  would  be  substantially  limited  in  a  major  life  activity,  the  student  will  likely  be  a  qualified  person  with  a  disability  under  Section  504  and  the  ADA.  Please  note  that  if  the  impairment  is  well  controlled  by  virtue  of  some  mitigating  measure,  the  student  may  not  need  any  interventions  and  supports  in  a  504  Plan,  even  though  the  student  is  considered  disabled  under  the  law.  As  a  general  matter,  typical  supports  or  interventions  provided  by  regular  education  teachers  to  any  student  in  the  classroom,  whether  or  not  the  student  has  a  disability,  are  not  considered  a  “mitigating  measure.”    “Major  Life  Activities”      Major  life  activities  are  defined  as  activities  considered  important  to  daily  life.    The  law  includes  a  long  list  of  major  life  activities,  but  it  is  not  exclusive.  The  listed  categories  are:    

1)  Caring  for  oneself;           2)  Performing  manual  tasks;    3)  Seeing;             4)  Hearing;    5)  Eating;             6)  Sleeping;    7)  Walking;           8)  Standing;    9)  Lifting;             10)  Bending;    11)  Speaking;           12)  Breathing;    13)  Learning;           14)  Reading;    15)  Concentrating;           16)  Thinking;    17)  Communicating;           18)  Working;  and    

19)  The  operation  of  a  major  bodily  function.      The  “operation  of  a  major  bodily  function”  at  the  end  of  the  list  above  includes,  but  is  not  limited  to,  the  operation  of  the  following  bodily  functions:    

1)  Function  of  the  immune  system;       2)  Normal  cell  growth;    3)  Digestive;           4)  Bowel;    5)  Bladder;           6)  Neurological;    7)  Brain;             8)  Respiratory;    9)  Circulatory;           10)  Endocrine;  and    

11)  Reproductive  function.      In  order  to  determine  eligibility  for  Section  504  accommodations  or  services,  your  child  must  be  evaluated  by  a  team  of  individuals  who  are  familiar  with  your  child  and  knowledgeable  about  the  disability.    The  results  will  be  shared  at  a  team  meeting  in  which  you  are  involved.    

   

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DOES  SECTION  504  REQUIRE  EVALUATIONS?      Section  504  requires  that  a  school  evaluate  any  student  who,  because  of  a  disability,  needs  accommodations  that  would  assist  in  keeping  the  child  in  the  general  education  classroom.  An  evaluation  is  also  required  prior  to  any  significant  change  in  placement.  Most  evaluations  under  Section  504  only  involve  gathering  information  that  has  already  been  conducted,  such  as  by  a  medical  doctor  or  teachers  in  classrooms.  The  evaluation  data  should  be  reviewed  to  determine  if  it  is  current  or  needs  to  be  updated.      If  the  school  and/or  parent  have  reason  to  believe  that,  because  of  a  disability  as  defined  under  Section  504,  a  student  needs  accommodations  in  order  to  participate  in  the  school  program,  the  school  must  evaluate  the  student.  If  it  is  determined  that  a  student  is  disabled  under  Section  504,  the  school  must  develop  and  implement  all  needed  accommodations  agreed  by  the  Section  504  committee.       Eligibility  Determination  Must  Be  Made  On  Case-­‐By-­‐Case  Basis      In  conclusion,  the  determination  of  whether  a  particular  impairment  qualifies  for  Section  504  protections  can  be  complex  and  must  be  made  on  a  case-­‐by-­‐case  basis  in  accordance  with  district  policies  and  procedures.  In  all  cases,  however,  there  must  be  a  physical  or  mental  impairment  that  substantially  limits  a  major  life  activity.      The  school  should  develop  a  written  Section  504  plan  describing  the  accommodations.  Service  decisions  must  be  based  on  evaluation  information  and  student  needs.    The  decisions  must  be  made  by  a  group  of  persons  knowledgeable  about  the  child,  the  disability,  and  the  meaning  of  the  evaluation  data.    SCHOOL  RESPONSIBILITIES  UNDER  SECTION  504    It  must  be  emphasized  that  Section  504  falls  under  the  management  responsibility  of  the  general  education  program.    The  school  staff  and  parents  need  to  work  in  collaboration  to  help  guarantee  that  the  student  is  provided  with  the  necessary  accommodations.    To  be  in  compliance  with  Section  504,  schools  must:  

1.  Provide  written  assurance  of  nondiscrimination.  2. Designate  a  504  Coordinator.  3. Provide  grievance  procedures  to  resolve  complaints.  4. Provide  notice  of  nondiscrimination  in  admission  or  access  to  its  programs  or  activities.    Notice  must  be  included  

in  a  student/parent  handbook.  5. Identify  and  locate  annually  all  qualified  children  with  disabilities  who  are  not  receiving  a  public  education.  6. Notify  annually  persons  with  disabilities  and  their  parents  or  guardians  of  the  district’s  responsibilities  under  

Section  504.  7. Provide  parents  or  guardians  with  procedural  safeguards.  8. Conduct  a  self-­‐evaluation  of  school  district  policies,  programs,  and  practices  to  make  sure  discrimination  is  not  

occurring.      PARENT  RESPONSIBILITIES  

1.  Share  your  concerns  with  the  school  early  before  they  become  major  problems.  2. Be  involved  in  Section  504  meetings  concerning  your  child.  3. Assist  in  developing  appropriate  accommodations  for  your  child.  4. Encourage  your  child  to  cooperate  with  school  staff  and  do  his/her  best.  5. Collaborate  with  other  agencies,  such  as  vocational  rehabilitation,  when  appropriate.  6. Use  mediation  or  the  grievance  procedure  as  options  if  a  difference  cannot  be  resolved  with  the  school.  

 STUDENT  RESPONSIBILITIES  

1.  Be  involved  at  Section  504  meetings,  when  appropriate.  2. Be  familiar  with  your  Section  504/ADA  rights  at  postsecondary  programs  before  graduating  from  high  school.  3. Cooperate  and  put  forth  maximum  effort  at  school.  

 

   

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ROLE  OF  THE  SECTION  504  COORDINATOR    The  role  of  the  Section  504  Coordinator  is  to  assist  the  school  in  meeting  requirements  under  Section  504  of  the  Rehabilitation  Act  of  1973.    The  Coordinator  will  provide  resources  and  help  educators  and  administrators  regarding  their  responsibilities  under  Section  504.    In  addition,  the  Coordinator  will  assist  in  creating  an  ongoing  program  that  will  support  accommodating  students’  needs.    If  you  have  questions  regarding  Section  504,  call  the  school  Section  504  Coordinator.    HOW  DOES  THE  SECTION  504  PROCESS  WORK?      The  district  has  established  a  set  of  procedures  and  forms  that  guide  Section  504  processes  to  ensure  that  the  school  meets  its  Section  504  responsibilities  to  students.  A  summary  of  that  process  follows.      Early  Intervening    

1. If  a  student  experiences  educational  difficulties,  a  team  meets  to  discuss  the  concerns.  2. The  team  suggests  research-­‐based  intervention  strategies  to  help  correct  the  difficulties.  The  primary  function  of  the  

early  intervening  team  is  to  offer  assistance  to  teachers  who  have  students  who  are  experiencing  academic  and/or  behavioral  problems.  

3. If  the  strategies  over  time  are  unsuccessful,  the  team  can  make  a  referral  for  evaluation  to  Section  504,  special  education,  Title  I,  or  other  school  programs.    The  same  team  can  serve  as  the  Section  504  committee.    Many  schools  start  with  an  evaluation  for  special  education  to  rule  out  the  possibility  of  special  education  eligibility.  

Best  Practice:    The  parents  should  be  involved  throughout  the  process.    The  school  should  keep  adequate  written  documentation.    

Referral  for  Evaluation    

4. Referrals  are  accepted  from  parents  and  the  school.    Ideally,  all  referrals  should  go  through  the  early  intervening  team.  

5. The  problem(s)  and  previous  remedies  are  considered  and  reviewed.    The  summary  should  include  all  current  information  and  recommendations.  

6. Any  parent,  legal  guardian  or  school  staff  member  may  initiate  a  referral  of  student  who  is  believed  to  be  a  child  with  a  disability  under  Section  504.    An  adult  student  of  eligible  school  age  also  may  initiate  such  a  referral  for  him  or  herself.    

7. A  referral  for  Section  504  must  be  forwarded  to  the  Section  504  Coordinator  for  the  district.  This  person  shall  ensure  that  the  district  will  initiate  the  504  referral  process.  Based  on  the  information  in  the  referral  form,  the  Coordinator  may  choose  to  refer  the  child  to  the  district’s  special  education  process  instead  of  the  504  referral  process.    

Notification    

8. The  school  notifies  the  parents  or  guardians,  in  writing,  of  the  school’s  reason  for  and  intent  of  conducting  an  evaluation.    The  notice  should  include  a  description  of  the  evaluation  and  of  procedural  safeguards  for  parents.  

 Written  Consent    

9. Securing  written  consent  before  the  initial  accommodations  should  always  be  considered  a  best  practice.    Evaluation    

10. The  school  evaluates  all  students  with  disabilities  before  making  an  initial  placement  or  any  subsequent,  significant  change  in  placement.    Many  schools  evaluate  a  student  for  possible  special  education  eligibility  before  considering  Section  504.  

Best  Practice:    If  the  student  has  a  learning  difficulty  or  has  attention  problems,  it  might  be  wise  to  conduct  a  special  education  evaluation  to  rule  out  a  learning  disability  or  other  disability  in  special  education.  

   

   

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Eligibility    

11. A  recommended  strategy  is  to  use  the  early  intervening  team  as  the  Section  504  team.    The  team,  with  parents,  meets  and  analyzes  the  evaluation  data  to  determine  if  the  student  has  a  mental  or  physical  impairment  that  substantially  limits  a  major  life  activity  and  is  in  need  of  educational  related  accommodations.    Section  504  accommodations  should,  to  the  maximum  extent  possible,  occur  in  the  general  education  environment.  

   

12. The  district/building  Section  504  Coordinator  will  convene  a  team  meeting  within  a  reasonable  time  to  consider  the  information  gathered  with  the  person  making  the  request.  The  Team  will  document  their  decision  and  provide  notice  of  rights  and  responsibilities  to  the  parent/guardian.  The  team  may  need  to  further  evaluate  the  student  to  determine  appropriate  placement.  The  Team  may  also  decide  to  refer  the  child  to  the  district’s  special  education  process,  or  to  access  any  available  pre-­‐referral  process  that  may  be  operating  in  the  school  building.    

 13. All  decisions  regarding  a  student’s  504  eligibility,  placement  and  the  provision  of  any  necessary  related  aids  and  

services  will  be  made  by  the  504  Team,  and  will  be  based  on  information  from  a  variety  of  sources,  with  information  from  all  sources  being  carefully  considered  and  documented.    

 14. Members  of  the  504  Team  should  include  the  building/district  504  Coordinator  and  any  other  appropriate  school  staff  

and  teachers  who  are  knowledgeable  about  the  student,  the  evaluation  data  and  the  placement  options.  This  may  include  the  school  nurse  when  appropriate.  The  student’s  parent/guardian  will  be  invited  to  participate  in  the  504  Team  meeting.  The  school  or  the  parent/guardian  may  invite  other  individuals  with  knowledge  about  the  child  to  the  504  meeting.    

 15. An  advanced  notice  will  be  given  to  the  parent/guardian  or  adult  student  prior  to  the  meeting,  notifying  them  of  the  

time,  place  and  purpose  of  the  meeting.  Whenever  possible,  the  notice  should  be  provided  at  least  seven  days  before  the  meeting.    

 16. The  district/building  Section  504  Coordinator  will  chair  the  meeting  and  have  the  duty  of  taking  minutes  at  the  

meeting.  A  copy  of  the  minutes  will  be  sent  to  the  parent/guardian  and  placed  in  the  student’s  education  records  within  a  reasonable  time  after  the  meeting.    

 Written  Consent    

17. Securing  written  consent  before  the  initial  service  should  always  be  considered  a  best  practice.    Accommodation  Plan    

18. The  Team  must  ensure  that  decisions  about  student  eligibility  or  about  significant  changes  in  the  student’s  program  or  supports  are  based  on  an  evaluation  of  the  child.  If  this  evaluation  is  going  to  include  specific  testing  of  the  child,  the  school  must  obtain  written  consent  from  the  parent/guardian  before  conducting  that  testing.  If  a  parent  refuses  to  provide  consent  for  an  initial  evaluation  to  determine  a  student’s  504  eligibility,  the  school  may,  but  is  not  required  to,  initiate  a  504  hearing  challenging  the  parent’s  decision.    

 19. Team  decisions  will  be  made  by  consensus.  It  is  not  appropriate  to  make  eligibility,  placement,  or  programming  

decisions  based  on  a  majority  “vote.”  In  the  absence  of  consensus,  the  504  Coordinator  will  make  the  final  decision  regarding  a  child’s  eligibility  and,  if  needed,  the  placement  and  related  aids  and/or  services  that  the  child  needs.    

 20. The  school  unit  must  provide  the  parent/guardian  with  notice  of  the  district’s  proposals  or  refusals,  or  both,  regarding  

their  child’s  educational  program,  and  with  notice  that  the  parent/guardian  have  a  right  to  seek  resolution  of  any  disagreements  through  the  local  grievance  procedure  or  by  initiating  an  impartial  due  process  hearing.      

   

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Placement  for  Services    

21.  When  considering  a  student’s  eligibility  under  Section  504,  the  Team  will  complete  a  504  Eligibility  Form.  A  copy  of  the  completed  Eligibility  Form  will  be  sent  to  the  parent/guardian  within  a  reasonable  time  after  the  meeting  and  shall  be  placed  in  the  student’s  education  records.    

 22. If  the  Team  determines  that  an  eligible  student  requires  accommodations  and/or  related  aids  or  services,  a  Student  

504  Accommodation  Plan  will  be  written.      

23.  If  the  Team  determines  that  an  eligible  student  does  not  now  require  any  accommodations  and/or  related  aids  or  services,  a  504  Accommodation  Plan  should  be  written  specifying  that  no  aids  or  services  are  needed  at  this  time.    

 Implementation    

24. The  504  Plan  will  be  made  available  to  all  staff  who  have  responsibilities  under  the  Plan,  to  the  parent/guardian  and  the  504  Coordinator.  A  copy  of  the  504  Plan  will  also  be  placed  in  the  student’s  education  records  within  a  reasonable  time  after  the  meeting,  unless  the  building  maintains  a  separate  504  folder.    

25. The  school  staff  makes  the  necessary  accommodations  to  allow  for  the  student’s  special  learning  and/or  health  care  needs.    Parents  should  be  consulted  and  given  opportunity  for  input  regarding  the  accommodations.  

26. The  accommodations  are  implemented.    Review    

27. The  504  Plan  should  be  reviewed  at  least  annually  or  sooner  if  requested.  The  504  Team  should  meet  at  least  annually  to  review  even  those  504  Plans  that  indicate  no  services  are  currently  needed.    

28. All  504  students  may  be  reevaluated  periodically,  but  no  less  than  every  three  years,  to  determine  their  continued  eligibility  and,  if  eligible,  their  continued  need  for  accommodations  or  related  aides  and/or  services.  At  any  point  in  the  504  process,  school  staff  or  the  parent/guardian  or  adult  student  may  initiate  a  referral  to  consider  the  student’s  eligibility  for  special  education.    

 GENERAL  ACCOMODATIONS:        The  determination  of  what  accommodations  are  needed  must  be  made  by  a  group  of  persons  knowledgeable  about  the  student  and  also  about  the  disability.  This  usually  involves  the  school  principal,  classroom  teacher(s),  and  other  educators  working  with  your  child.  The  parent  should  be  included  in  the  process.  The  group  will  review  the  nature  of  the  disability  and  how  it  affects  the  student's  education.  The  decisions  about  Section  504  eligibility  and  services  should  be  documented  in  the  student's  file  and  reviewed  periodically.    

An  appropriate  education  for  students  eligible  under  Section  504  may  consist  of  education  in  general  classes  with  accommodations  and  programs  designed  to  meet  their  unique  needs.  It  is  important  to  keep  in  mind  that  some  students  who  have  physical  or  mental  conditions  that  limit  their  ability  to  access  and  participate  in  the  education  program  are  entitled  to  accommodations  under  Section  504,  even  though  they  may  not  fall  into  a  disabilities  category  covered  under  special  education.  

Most  accommodations  are  inexpensive  and  within  the  resources  of  most  schools.    Accommodations  are  made  by  the  classroom  teacher(s)  and  other  school  staff  to  help  students  benefit  from  their  educational  program.  The  following  is  a  list  of  some  general  accommodations  that  assist  students  with  disabilities  to  benefit  from  their  education.    Good  teachers  normally  just  make  these  adjustments  as  necessary:      Provide  study  carrels       Use  room  dividers       Provide  headsets  to  muffles  noise  Seat  student  away  from  door/window   Seat  near  model  (student/teacher)     Provide  time-­‐out  area  Rearrange  student  groups     Group  for  cooperative  learning     Vary  working  surface  (floor/board)    Simplify  or  shorten  directions     Give  both  oral  &  written  directions      Have  student  repeat  directions    Ask  frequent  questions     Change  question  level/difficulty     Change  response  format  Provide  sequential  directions     Use  manipulatives       Alter  objective  criterion  level  Provide  functional  tasks     Reduce  number  of  items  on  a  task   Highlight  relevant  words/features    Use  rebus  (picture)  directions     Provide  guided  practice     Provide  more  practice  trials  Increase  allocated  time     Use  a  strategy  approach     Change  reinforcements    

   

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Increase  reinforcement  frequency   Delay  reinforcement       Provide  error  drill      Use  specific  rather  than  general  praise           Have  a  peer  tutor  program     Use  self-­‐correcting  materials    Provide  frequent  review               Provide  mnemonic  devices     Provide  tangible  reinforcements    Have  student  summarize  at  end  of  lesson          Use  behavioral  contracts     Tape  record  directions  Adapt  test  items  for  differing  responses   Establish  routines  (handing  in  papers,  heading  papers,  test  taking)  Use  a  study  guide       Provide  critical  vocabulary  list     Provide  essential  fact  list  Use  cloze  to  test  comprehension     Provide  transition  directions     Assign  only  one  task  at  a  time  Provide  discussion  questions  before  reading  Use  work  markers  to  guide  reading           Alter  sequence  of  presentation  Enlarge  or  highlight  key  words  on  test   Post  daily/weekly  schedule     Provide  daily/weekly  assignment  sheets  Establish  rules  and  review  frequently   Use  graph  paper  (for  place  value  or  when  adding/subtracting  two  digit  numbers)  

Teach  key  direction  words     Use  distributed  practice     Provide  pencil  grips  Shorten  project  assignments  into  daily  tasks  Segment  directions       Number  assignments  to  be  completed  Repeat  major  points       Use  physical  cues  while  speaking     Pause  during  speaking  Use  verbal  cues       Change  tone  of  voice,  whisper,  etc.   Use  an  honor  system  Collect  notebooks  to  review  student  notes   Reorganize  tests  to  go  from  easy  to  hard   Color  code  place  value  tasks  Use  self-­‐teaching  materials     Do  only  odd  or  even  #  items  on  large  sheet   Use  large  print  on  created  written  material  Provide  organizers  for  desk  material   Teach  varied  reading  rates  (scanning,  skimming,  etc.)    Provide  content/lecture  summaries  Call  student  name  before  asking  questions   Use  extra  spaces  between  lines  of  print   Use  computer  for  writing  tasks  Color  code  materials  or  directions   Use  raised-­‐line  paper       Provide  calculators  Circle  math  computation  sign     Use  hand  signals  to  cue  behavior     Establish  a  rationale  for  learning  Use  advanced  organizers     Help  students  to  develop  their  own  learning  strategies  Use  peers  to  review  completed  work   Monitor  stress,  fatigue  –  allow  students  to  stand,  stretch,  take  a  break  as  necessary  Use  a  timer  to  assist  student  to  focus   Supply  a  set  of  textbooks  for  home   Provide  a  copy  of  peer’s  class  notes  Establish  weekly  progress  reports   Provide  mentoring  services  at  school   Allow  student  to  leave  class  early  to  get  to  next  class  Test  verbally       Modify  assignment/test  depending  on  disability        Others  as  are  appropriate  for  student        EXTRACURRICULAR  ACTIVITIES      A  disabled  student  is  qualified  to  participate  in  non-­‐academic  services  such  as  extracurricular  activities  if  he  or  she  “meets  the  essential  eligibility  requirements  for  the  receipt  of  such  services.”  If  the  student  meets  the  eligibility  requirements  for  the  activity,  with  or  without  reasonable  accommodations,  the  district  has  an  obligation  to  permit  the  student  to  participate  on  equal  terms  with  non-­‐disabled  students  and  must  provide  any  necessary  accommodations  at  no  cost  to  the  student.      Most  disputes  regarding  students  with  disabilities  in  extracurricular  activities  concern  whether  requested  accommodations  would  be  reasonable  and  necessary  for  the  district  to  provide.  These  issues  are  complex  and  have  been  litigated  extensively  in  the  courts.  The  student’s  Section  504  Team  should  undertake  a  thorough  review  before  any  student  is  denied  access  to  a  desired  activity.      NOTICE  OF  PARENT/STUDENT  RIGHTS  -­‐  SECTION  504  OF  THE  REHABILITATION  ACT  OF  1973      The  following  is  a  description  of  the  rights  granted  by  Section  504  of  the  Rehabilitation  Act  (“Section  504”)  to  parents  and  their  children  who  are  identified  as  disabled.  The  intent  of  the  law  is  to  keep  you  fully  informed  concerning  decisions  about  your  child  and  to  inform  you  of  your  rights  if  you  disagree  with  any  of  these  decisions.  You  have  the  right:    

1. To  have  your  child  take  part  in  and  receive  benefits  from  public  education  programs  without  discrimination  because  of  his/her  disability.  

2. To  have  the  school  district  notify  you  of  your  rights  under  federal  law.    3. To  receive  notice  with  respect  to  the  identification,  evaluation,  and  services  for  your  child.    4. To  have  your  child  receive  a  free  appropriate  public  education.    This  includes  the  right  to  be  educated  with  students  

without  disabilities  to  the  maximum  extent  appropriate;  in  comparable  facilities  and  receive  comparable  services  to  those  provided  non-­‐disabled  students;    

5. To  have  decisions  regarding  your  child’s  evaluation,  program  and  placement  based  upon  a  variety  of  information  sources,  and  made  by  persons  familiar  with  the  student,  the  evaluation  data,  and  the  placement  options;    

6. To  have  your  child  re-­‐evaluated  periodically,  to  the  extent  necessary,  including  before  any  significant  changes  are  made  to  your  child’s  educational  program  or  placement;    

   

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7. To  have  your  child  receive  an  equal  opportunity  to  participate  in  nonacademic  and  extracurricular  school  activities  offered  by  the  district;  

8. To  examine  all  relevant  educational  records  relating  to  decisions  regarding  your  child’s  identification,  evaluation,  education  program,  and  placement;    

9. To  obtain  copies  of  educational  records  at  a  reasonable  cost  unless  the  fee  would  effectively  deny  you  access  to  the  records;    

10. To  receive  a  response  from  the  school  district  to  reasonable  requests  for  explanations  and  interpretations  of  your  child’s  records;    

11. To  request  amendment  of  your  child’s  educational  records  if  there  is  reasonable  cause  to  believe  that  they  are  inaccurate,  misleading  or  otherwise  in  violation  of  the  privacy  rights  of  your  child.  If  the  school  district  refuses  this  request  for  amendment,  it  shall  notify  you  within  a  reasonable  time,  and  advise  you  of  the  right  to  a  hearing;    

12. To  file  a  complaint  through  local  complaint  procedures  regarding  any  alleged  violation  of  the  Rehabilitation  Act.    13. To  request  in  impartial  hearing,  to  be  conducted  by  a  person  who  is  not  an  employee  of  the  district,  to  dispute  

decisions  or  actions  regarding  your  child’s  identification,  evaluation,  educational  program  or  placement  as  a  student  with  a  disability.  You  and  your  child  may  take  part  in  the  hearing  and  have  an  attorney  represent  you  at  your  own  expense.    

 IMPARTIAL  HEARING  AND  COMPLAINT  PROCEDURES      Impartial  Hearing:    When  a  parent/guardian  or  adult  student  disagrees  with  the  district’s  decisions  regarding  the  Section  504  process,  they  are  entitled  to  request  a  hearing  conducted  by  an  impartial  hearing  officer  from  outside  the  school  unit.      Complaint  Procedure      The  U.S.  Department  of  Education  maintains  Regional  Civil  Rights  Offices  to  enforce  Section  504  and  other  civil  rights  laws.    All  parents  have  the  right  to  directly  contact  the  Office  for  Civil  Rights,  if  they  believe  their  child  is  being  discriminated  against  based  on  a  disability.    Most  difference  with  schools  can  be  resolved  before  contacting  the  Office  for  Civil  Rights.    It  is  suggested  you  follow  the  procedures  outlined  below:  

1. First,  try  to  resolve  your  differences  at  the  teacher  or  school  level.    Set-­‐up  meeting  to  discuss  your  concerns.  

2. If  unsuccessful,  set  up  a  meeting  with  the  school’s  Section  504  Coordinator.  3. If  unsuccessful,  follow  the  school  district’s  grievance  policies  and  procedures.  4. If  available,  ask  for  mediation.    This  is  a  free  service  for  parents.    A  neutral  individual  will  work  

with  you  and  the  school  to  help  resolve  your  differences.  5. If  unsuccessful  and  you  believe  your  child  has  been  discriminated  against,  ask  the  Section  504  

Coordinator  how  to  file  a  grievance.  6. If  unsuccessful,  call  the  Office  for  Civil  Rights  in  Chicago,  IL  to  express  your  concerns.    Contact  

information  provided  below.  7. In  addition  to  the  normal  grievance  procedure  required  by  Section  504/ADA,  Title  IX,  and  Title  

VI,  the  U.S.  Department  of  Education  has  an  administrative  rule  for  regulating  due  process  hearings  under  Section  504.  

 The  Section  504  hearing  is  to  resolve  differences  involving  the  education  of  Section  504/ADA  qualified  students  with  disabilities  when  such  differences  cannot  be  solved  by  means  of  a  less  formal  procedure.    The  Section  504  hearing  is  an  opportunity  to  present  objections  and  reasons  for  the  objections  to  the  decisions  and/or  procedures  used  by  the  school  under  Section  504/ADA.    

   

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The  district  maintains  a  student  Discrimination  and  Harassment  Complaint  Procedure.  This  procedure  provides  a  process  for  students  or  parents/guardians  to  raise  concerns  regarding  the  school’s  compliance  with  its  obligations  under  state  and  federal  discrimination  and  disability  laws,  including  Section  504.      For  violations  by  school  districts  or  CDS  sites  under  Section  504,  parents  have  three  options:      1.  Filing  a  complaint  with  the  local  school  district’s  or  CDS  site’s  504  Coordinator;    2.  Filing  a  lawsuit  in  U.S.  District  Court;  or    3.  Filing  a  complaint  with  the  Office  for  Civil  Rights  (OCR)  in  the  U.S.  Department  of  Education.      Office  for  Civil  Rights  Complaint  Process    Sometimes,  even  when  we  do  our  best,  we  cannot  come  to  agreement.    Every  effort  must  be  used  to  resolve  the  difference  at  the  school  level,  including  requesting  free  mediation  services.    If  all  else  fails,  you  have  the  right  to  file  a  complaint  with  the  Office  of  Civil  Rights.        An  individual  person  or  an  organization  may  file  a  complaint  with  the  Office  of  Civil  Rights  of  the  U.S.  Department  of  Education.    An  OCR  complaint  must  be  filed,  in  writing,  within  180  days  after  the  violation  has  occurred.    Anyone  wishing  to  file  a  formal  complaint  with  OCR  should  submit  in  writing  the  following  information  in  a  letter  or  use  the  Discrimination  Complaint  Form  available  from  OCR  regional  offices:  

• Your  name  and  address  (a  telephone  number  where  you  may  be  reached  during  business  hours  is  helpful  but  not  required).  

• A  general  description  of  the  person(s)  or  class  of  persons  injured  by  the  alleged  discriminatory  act(s)  (names  of  the  injured  person(s)  are  not  required).  

• The  name  and  location  of  the  school  that  committed  the  alleged  discriminatory  act(s).  • A  description  of  the  alleged  discriminatory  act(s)  in  sufficient  detail  to  enable  OCR  to  understand  

what  occurred,  when  it  occurred,  and  the  basis  for  the  alleged  discrimination  (race,  color,  national  origin,  sex,  disability,  or  age).  

A  school  may  not  retaliate  against  any  person  who  has  made  a  complaint,  testified,  assisted,  or  participated  in  any  manner  in  an  investigation  or  proceeding.    The  address  for  the  Office  for  Civil  Rights  for  Iowa  is:    

Chicago  Office  Office  for  Civil  Rights  U.S.  Department  of  Education  Citigroup  Center  500  W.  Madison  Street,  Suite  1475  Chicago,  IL  60661    

Telephone:  312-­‐730-­‐1560  FAX:  312-­‐730-­‐1576;          TDD:  877-­‐521-­‐2172              Email:  OCR.Chicago@ed.gov    

 

OCR  will  investigate  the  complaint  and  may  send  someone  to  meet  with  parents  and  the  school  to  discuss  the  problem  and  to  work  out  a  solution.    More  information  is  available  at  the  Department  of  Education,  Office  of  Civil  Rights  website:    http://www2.ed.gov/about/offices/list/ocr/index.html?src=oc  

   

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 YOUR  RIGHTS  UNDER  SECTION  504  OF  THE  REHABILITATION  ACT  FACT  SHEET  

U.S.  Department  of  Health  and  Human  Services�  Office  for  Civil  Rights�  Washington,  D.C.  20201�(202)  619-­‐0403    

What  Is  Section  504?    Section  504  of  the  Rehabilitation  Act  of  1973  is  a  national  law  that  protects  qualified  individuals  from  discrimination  based  on  their  disability.  The  nondiscrimination  requirements  of  the  law  apply  to  employers  and  organizations  that  receive  financial  assistance  from  any  Federal  department  or  agency,  including  the  U.S.  Department  of  Health  and  Human  Services  (DHHS).  These  organizations  and  employers  include  many  hospitals,  nursing  homes,  mental  health  centers  and  human  service  programs.    Section  504  forbids  organizations  and  employers  from  excluding  or  denying  individuals  with  disabilities  an  equal  opportunity  to  receive  program  benefits  and  services.  It  defines  the  rights  of  individuals  with  disabilities  to  participate  in,  and  have  access  to,  program  benefits  and  services.    Who  Is  Protected  from  Discrimination?    Section  504  protects  qualified  individuals  with  disabilities.  Under  this  law,  individuals  with  disabilities  are  defined  as  persons  with  a  physical  or  mental  impairment,  which  substantially  limits  one  or  more  major  life  activities.  People  who  have  a  history  of,  or  who  are  regarded  as  having  a  physical  or  mental  impairment  that  substantially  limits  one  or  more  major  life  activities,  are  also  covered  under  Section  504.  Major  life  activities  include  caring  for  one's  self,  walking,  seeing,  hearing,  speaking,  breathing,  working,  performing  manual  tasks,  and  learning.  Some  examples  of  impairments  which  may  substantially  limit  major  life  activities,  even  with  the  help  of  medication  or  aids/devices,  are:  AIDS,  alcoholism,  blindness  or  visual  impairment,  cancer,  deafness  or  hearing  impairment,  diabetes,  drug  addiction,  heart  disease,  and  mental  illness.    In  addition  to  meeting  the  above  definition,  for  purposes  of  receiving  services,  education  or  training,  qualified  individuals  with  disabilities  are  persons  who  meet  normal  and  essential  eligibility  requirements.    For  purposes  of  employment,  qualified  individuals  with  disabilities  are  persons  who,  with  reasonable  accommodation,  can  perform  the  essential  functions  of  the  job  for  which  they  have  applied  or  have  been  hired  to  perform.  (Complaints  alleging  employment  discrimination  on  the  basis  of  disability  against  a  single  individual  will  be  referred  to  the  U.  S.  Equal  Employment  Opportunity  Commission  for  processing.)    Reasonable  accommodation  means  an  employer  is  required  to  take  reasonable  steps  to  accommodate  your  disability  unless  it  would  cause  the  employer  undue  hardship.    Prohibited  Discriminatory  Acts  in  Health  Care  and  Human  Services  Settings  Section  504  prohibitions  against  discrimination  apply  to  service  availability,  accessibility,  delivery,  employment,  and  the  administrative  activities  and  responsibilities  of  organizations  receiving  Federal  financial  assistance.  A  recipient  of  Federal  financial  assistance  may  not,  on  the  basis  of  disability:  

• Deny  qualified  individuals  the  opportunity  to  participate  in  or  benefit  from  federally  funded  programs,  services,  or  other  benefits.  

• Deny  access  to  programs,  services,  benefits  or  opportunities  to  participate  as  a  result  of  physical  barriers.  • Deny  employment  opportunities,  including  hiring,  promotion,  training,  and  fringe  benefits,  for  which  

they  are  otherwise  entitled  or  qualified....    These  and  other  prohibitions  against  discrimination  based  on  disability  can  be  found  in  the  DHHS  Section  504  regulation  at  45  CFR  Part  84.    For  information  on  how  to  file  a  complaint  of  discrimination,  or  to  obtain  information  of  a  civil  rights  nature,  please  contact  us.  OCR  employees  will  make  every  effort  to  provide  prompt  service.  Hotlines:  1-­‐800-­‐368-­‐1019  (Voice)  1-­‐800-­‐537-­‐7697  (TDD)    E-­‐Mail:  ocrmail@hhs.gov    Website:  http://www.hhs.gov/ocr  

 Your  Rights  Under  Section  504  of  the  Rehabilitation  Act    (H-­‐8/June  2000  –  revised  June  2006  -­‐  English)