If you have a special needs
child, the school might hold a 504 meeting. This is different from an IEP (or
ARD) meeting. The 504 meeting will provide accommodations, but WILL NOT change the general curriculum
(modifications)
received by students. It just modifies the environment in which the student
receives the information.
The Law
Section 504 is part of the
Rehabilitation Act of 1973. Its purpose is to prevent discrimination on a
person based on disability. It requires disabled student’s needs to be met as
well as the needs of the non-disabled. The person with a disability will not be
“excluded from participation, be denied benefits, or be subjected to
discrimination under any program or activity receiving federal financial
assistance.”
This law covers anyone from the
age of 3 to 22 who has a
·
“physical
or mental impairment that limits one or more major life activity” (self care,
manual tasks, eating, breathing, sitting, walking, communicating, learning,
concentrating, or interacting with others)
·
“has
record of impairment” (a learning disability, behavior or health condition that
lessens the students ability to learn in an educational setting)
·
“is
regarded for having an impairment” (a learning disability, behavior or health
condition that lessens the students ability to learn in an educational setting)
Getting a 504 Meeting
Anyone (parent, doctor, care
giver, teacher) can refer a child for evaluation if they think the child has an
impairment, but the school must also have reason to believe the child is in
need of services. If a school refuses to evaluate a student, they must provide
the parent with a paper of their 504 rights. If you disagree with their
decision, you may submit a grievance to the district 504 coordinator with proof
of why your child needs services.
If a teacher or staff member
refers a child for a 504 evaluation, the parent will be notified. However, unlike
IEP (also known as ARD) meeting for Special Education, 504 meetings do not
require a parent to be a part of the decision making process although some
schools will encourage parents to be there. If the parent is not present, most
of the time they are asked to provide outside information such as doctor /
therapist reports or tests.
During an evaluation, a committee
(usually Vice principal, teacher, counselor) will look over students grades,
tests, teacher reports/ observations, attendance record, behavior record, and parent papers. If the documents show a
child would benefit from accommodations, then accommodations will be written up
to be put in place in a regular classroom by the classroom teacher. The parent
will also receive a document of the 504 accommodations that will be put in
place.
Examples of accommodations
include:
·
Seat
in the front of the classroom
·
Seating
away from groups or other students
·
Use
study carrel
·
Change
of font or larger print for written material given to child
·
Use
colored overlay while reading
·
Use
text to speech technology
·
Listen
to book on cd and follow along
·
Test
directions read to them
·
Sign
language interpreter
·
Respond
verbally when assessed (instead of written assessment)
·
Extended
time
·
Review
(directions, class material)
·
Notes
about instruction
·
Trackballs
instead of mouse for computers
·
Different
writing utensil
·
Concrete
examples
·
Graphic
organizers to help sort information
·
Visual
and verbal cues
·
Use
computers, calculators, or voice recording device
·
Visual
schedule or task checklist
·
Hands
–on activities (manipulatives)
·
Frequent
breaks
·
Behavior
Intervention Plan
·
Individual
contracts
·
Support
teacher/ auxiliary aid
·
Small
group testing
If you feel like your child does
not have "an impairment” and does not need 504 accommodations, you can file a
grievance for disagreeing with identification, evaluation, or implementation.
The district 504 coordinator should assist you with this process if needed.
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