Writing a section 504 plan

Section The Importance of a Section Plan If your child needs extra help or accommodations at school, you might be able get help through a Section plan.

Writing a section 504 plan

Congress directed that the definition of a disability should be interpreted and applied broadly. This list of impairments is not exhaustive. Specifically, the Act directs the following: An impairment need not severely or significantly restrict a major life activity to be considered substantially limiting - i.

An impairment that substantially limits one major life activity need not limit other major life activities in order to be considered a disability. An impairment that is episodic or in remission is a disability if it would substantially limit a major life activity when active. The determination of whether an impairment substantially limits a major life activity should be made without regard to the ameliorative effects of mitigating measures, such as medication, hearing aids, etc.

Furthermore, the eligibility committee cannot consider the use of assistive technology, reasonable accommodations, auxiliary aids or services, or learned writing a section 504 plan or adaptive neurological modifications.

Ordinary eyeglasses and contact lenses are not included in this provision. A Section Plan is designed by the Section Committee to provide reasonable accommodations to enable an eligible student to access the school related activities and programs.

In contrast, students receiving special education and related program through an IEP are not provided a Section Plan because the IEP should address the student's accessibility needs and other Section protections, and therefore, satisfies the district's obligations under Section Each school has a committee which is knowledgeable about the requirements of Section and which operates under the direction of the building principal.

When the committee makes decisions particular to an individual student, persons who are knowledgeable about the student, who have expertise in the areas of suspected impairment, and who have expertise in interpreting data, are added as members. The membership may consist of the Section Chairperson, the child's general education teacher, and specialists or other personnel deemed appropriate by the Section Chairperson.

The committee's purpose is to process referrals, to review assessment information, determine eligibility, and to develop Section Plans for the students under Sectionwhen supported by data.

The decision regarding whether or not a student is eligible under Section is made on a case-by-case basis. The Section Committee reviews each student's individual information to determine whether there is a physical or mental impairment that substantially limits a major life activity.

The committee considers the nature and severity of the impairment, its duration or expected duration, and the long-term impact of the impairment on the student's opportunity to access and benefit from programs and activities offered by ACPS.

An "evaluation" does not necessarily mean a "test" or "formal testing. Common sources of evaluation data are grades, disciplinary referrals, health information, standardized test scores, teacher comments, observations, previous eligibility components, medical reports, etc.

If individually administered, formal testing is pursued, parental consent is required. In these instances, the individual school should assist and facilitate the receipt of this information into the appropriate referral process e. Eligibility determinations for Section or IDEA are not made solely on the basis of information collected in private evaluations.

Rather, the information provided should be reviewed by the appropriately qualified school staff who will assist the Section or Child Study in determining what additional information, if any, is needed.

For Section screenings and re-evaluations, teachers are asked to complete a teacher report form T. This information is requested from a student's teachers prior to the meeting and supports the team with necessary classroom based information about a student's academic, behavioral or other functioning.

Teachers are to submit their reports three to four days in advance of the meeting. If requested, parents may receive copies of completed teacher report forms T in advance of the Section screening or re-evaluation meeting.

When a student is having difficulties participating in some aspect of the academic program, it may often be appropriate to implement short-term classroom interventions.

If these interventions significantly reduce or eliminate the difficulties, then a referral based on suspicion of a disability is likely not necessary. Conversely, if the student continues to struggle or requires the continual implementation of interventions over time, it is appropriate to refer the student to either the Section Committee or Child Study Team for evaluation and determination of eligibility.

Department of Education has determined that a temporary impairment that substantially limits a major life activity can constitute an impairment under certain circumstances such that Section services might be required.

Have a plan in place

The proper inquiry is not "whether the impairment is temporary or permanent" but instead "whether the impairment will have a considerable and long-term impact" on the student's education. In some cases, a non-permanent impairment may have a significant impact on a student's education.

writing a section 504 plan

This should be determined on a case-by-case basis. However, as a general matter, a broken arm that will heal in the normal six week period should not be considered an impairment.Some students with dyslexia are eligible for accommodations in school under Section of the Rehabilitation Act.

This is a civil rights law prohibiting discrimination based on a disability in any agency or institution which receives federal funds, including public schools. tasks writing prompts only) New • Global Notes • Notepad New • Highlighter • Line Reader Available to students with an IEP, Section Plan, or Nonpublic Service Plan.

Accommodations: Available to students with an Individual Learning Plan (English Learners) Text-to-Speech (except for reading comprehension) • Approved bilingual.

Determining Eligibility Under Section Fundamentals and New Challenge Areas by Jose L. Martín, Attorney at Law services might nevertheless receive an individualized plan of accommodations to Section regulatory provision can nonetheless be a major life activity.

Your child has the right to attend school with attention paid to successful diabetes management. The Section Plan is important to you, the school, and your child.

writing a section 504 plan

Talk with the school and your child’s diabetes care provider ahead of time so that the Section Plan is ready. substantially limited in activities such as learning, reading, writing, thinking, or speaking.

Section 504

REMEMBER Section is NOT BASED on GRADES! 9.

Section of the Rehabilitation Act of is a federal civil rights law which prohibits discrimination against individuals with disabilities. It applies to any school which receives federal funds. Section Section of the Rehabilitation Act of , or Section , is a federal civil rights law put in place to prevent discrimination of an individual with a disability. Section of the Rehabilitation Act of prohibits discrimination against students on the basis of their disability. The United States Department of Education has issued revisions to the requirements of Section with emphasis on procedural safeguards and other protections that would prevent discrimination against individuals with disabilities, effective March,

Step 1: Complete District Responsibilities Designate district Section Coordinator Will a Child Study Plan Work? Section The Section Plan Outline for Children with Severe Food Allergy from Allergy Support is a compilation of Plan components based off of actual Plans from around the country for severe food allergy and asthma.

Section Disability Accommodations / Section Questions and Answers