Section 504 in Schools

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Section 504 in Schools"

Transcription

1 Section 504 in Schools Guiding Principles and Best Practice Presentation to PA State Education Association April 30,

2 Recent Changes to Federal Legislation The Americans with Disabilities Act of 1990 Amended in 2008 (Amendments effective Jan 1, 2009) Significant Impact on Compliance with Section 504 of the Rehabilitation Act of 1973 and Chapter 15 of the Regulations of the Pennsylvania State Board of Education 2

3 Areas of Impact Americans with Disabilities Act Amendments Act of 2008 amended the Americans with Disabilities Act of 1990 (ADA) and It also included a conforming amendment to the Rehabilitation Act of 1973 which affects the meaning of disability in Section 504, establishing a much broader interpretation The Amendments Act does not require the U.S. Education Department to amend its Section 504 regulations, due to this conforming amendment Implementation of Pennsylvania s Chapter 15 Regulations is similarly affected 3

4 Core Basis for Section 504 Protections Section 504 of the Rehabilitation Act of 1973 states: Each school district must ensure that no student shall, on the basis of race, religion, creed, color, marital status, sex, sexual orientation, national or ethnic origin, or disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any district educational program or activity. More specifically, Section 504 prohibits discrimination against any individuals with disabilities by public schools receiving federal financial assistance. 4

5 Key Points about Chapter 15 of the Regulations of the PA State Board of Education Chapter 15 regulations have remained unchanged for many years Since Chapter 15 is limited as to its specificity or comprehensiveness, Districts need to rely on the federal regulations and legislation to ensure that they are fully in compliance The central theme has not changed it is about anti-discrimination-- individuals with disabilities must be protected from discrimination based on their disability Therefore, a school (or school district) may not discriminate against any student who has a disability with respect to provision of educational programs and student participation in school activities 5

6 Examples of Discriminatory Act by a District A school district discriminates when it: Expels a student from school for misbehavior that is related to his/her disability Declines to provide transportation that is as short in duration as provided to a student without disabilities Declines to allow a student with a disability the opportunity to audition for athletic teams, cheer leading, or other extra-curricular activities Denies course credit to a student whose absenteeism is the result of a disability Declines to dispense medication per physician s orders to a student who needs it to benefit from education Fails to provide information to a student and/or the parent about the special provisions of college board examinations available to students with disabilities Declines to provide a modified adaptive physical education program for a student who is obese and cannot participate in regular physical education Does not provide an interpreter for a parent who needs one to attend a school meeting regarding his/her child 6

7 Expanded Definitions Child or student with a disability (has a) physical or mental impairment that substantially limits one or more major life activities (has a) record of such an impairment is regarded by the school entity as having such an impairment 7

8 Physical or Mental Impairment.one of developmental, physiological, or environmental origin, or any cosmetic disfigurement or anatomical loss, that has an objectively observable affect on the ability of an otherwise qualified student to access or participate in some aspect of the academic, non-academic, extracurricular, or ancillary programs, including food service, of the public schools, whether provided free of charge or for a fee or admission charge, excluding conduct disorders or similar sociopathic disorders; and the illegal use or possession of a controlled substance, when the school entity acts on the basis of such use or possession, unless the student who is or has engaged in such use or possession 8

9 (..unless the student who is or has engaged in such use or possession ) (a) has successfully completed a supervised drug rehabilitation program and is no longer engaging in the illegal use of drugs, or has otherwise been rehabilitated successfully and is no longer engaging in such use; (b) is participating in a supervised rehabilitation program and is no longer engaging in such use; or (c) is erroneously regarded as engaging in such use or possession, but in fact is not so engaged. 9

10 Major Life Activities Include, but are not limited to caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working. The term also includes the operation of a major bodily function, including but not limited to, functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions. 10

11 Substantially Limits a major life activity The term Substantially is UNDEFINED in the legislation..however here are some Points for Consideration: 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 shall be made without regard to the ameliorative effects of mitigating measures.* * This is a reversal of the previous approach to this determination 11

12 Mitigating Measures What are These? Some examples listed in the legislation 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 therapy equipment and supplies; use of assistive technology; reasonable accommodations or auxiliary aids or services; or learned behavioral or adaptive neurological modifications 12

13 Auxiliary aids or Services Include, but not limited to qualified interpreters or other effective methods of making aurally delivered materials available to individuals with hearing impairments; qualified readers, taped texts, or other effective methods of making visually delivered materials available to individuals with visual impairments; acquisition or modification of equipment or devices; and other similar services and actions 13

14 regarded as having such an impairment A student is considered as such if he/she has been subjected to an action prohibited by either Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act as amended because of an actual or perceived physical or mental impairment regardless of whether the impairment limits or is perceived to limit a major life activity 14

15 Understanding the Term Protected Handicapped Student The protections/rights afforded to the student in addition to being considered for a Service Agreement are: Protection from discriminatory acts, including exclusion from school beyond the specified limits--disciplinary limits identical to those for students identified under IDEA, and a process known as manifestation determination The right to submit a grievance regarding any discriminatory act by any district staff member NOTE: A student can qualify as a Protected Handicapped Student and at the same time he/she may not need a 504 Service Agreement, although this is rare 15

16 Section 504 Oversight and Child Find Responsibility Districts have a responsibility to designate one individual to oversee the 504 Process and ensure compliance. Some districts refer to this individual as the 504Coordinator, while others may have similar titles. The PA Department of Education requires districts to undertake Child Find activities to identify students with a disability, and it also requires districts to publish Anti-Discrimination Notices applicable to students identified as a result of the Child Find activities. These notices would also apply to students regarded as having a disability. 16

17 Pre-referral Interventions Best Practice to Initiate the 504 Identification Process The same pre-referral process (e.g. RTI, IST, etc.), including interventions and instructional supports within general education programs used to identify students for possible eligibility under the IDEA can be used to identify students with a disability under Section 504 When the pre-referral team (RTI, IST, etc.) has concluded that a student is not likely to need a referral to the multi-disciplinary team for evaluation under the IDEA or is not in need of special education services THE TEAM NEEDS TO CONSIDER the student for 504 ELIGIBILITY after any of the following actions have been undertaken whereby the student has received interventions and/or academic remediation and fails to respond at expected rates or levels ; has received counseling or behavioral interventions within regular education and fails to respond at expected rates or levels; has been referred to an outside agencies and the referrals failed to have expected effects on school functioning or performance 17

18 Conversely. When the pre-referral team believes that a student may need instruction in academic or functional skills that are not part of the general education program and/or are not available through regular services available to all students*, the student needs to be referred to the multi-disciplinary team for evaluation under the IDEA. NOTE: Once a student is referred to a multi-disciplinary team, the 504 process ends, unless the outcome of the IDEA evaluation process contains a recommendation for a 504 Service Agreement * this need is often referred to as the second prong of eligibility for IDEA programs/services a student needing specially designed instruction which would be specified in an IEP 18

19 The Process for 504 Evaluation in a nutshell Upon review of the data already gathered by the pre-referral team, the team decides whether additional evaluation or data is required in determining whether a student is qualified as a protected handicapped student as defined, and if the team decides that additional evaluation/data is required, the team: 1) proceeds to request parental permission* to evaluate using the Notice of District-Initiated Evaluation ; 2) conducts the evaluation after receipt of parental permission; 3) completes a report summarizing its findings, conclusions and recommendations, and shares the report with the parent; 4) proceeds to develop a 504 Service Agreement assuming one is being recommended. * Parents should be provided with procedural safeguards whenever the team requests permission to evaluate If the team decides it does not need additional evaluation or data to make this determination, it can conclude that the student is qualified (or not) based on data already in its possession; in this case, the team: 1) proceeds to inform the parent, preferably via a meeting, and either 2) creates a report summarizing its findings, conclusions, and recommendations, or 3) expands a report already written** to include a statement with respect to whether the student is qualified under Section 504 and if deemed, includes a recommendation for a Service Agreement; 4) proceeds to develop a 504 Service Agreement. ** This refers to a report which may have been completed by a multi-disciplinary team to determine IDEA eligibility 19

20 504 Evaluation Key Points in Conducting the Evaluation The 504 evaluation process is very similar or may be identical to the process outlined in Chapter 14 (IDEA) For a student with a disability who the team decides does not require special education services, a general review and/or testing is required and needs to include either: a review of the written results of tests or assessments conducted by appropriately certified or licensed third party professionals, or tests and assessments conducted by (or through) the school district at no cost to the parents or the child; The review and/or testing needs to be sufficiently comprehensive to determine whether the student is a student with a disability as defined. The review and/or testing needs to draw upon information from a variety of sources, including, when relevant, aptitude and achievement tests, teacher recommendations, physical condition, social or cultural background, and adaptive behavior. 20

21 Additional Key Points for Evaluation In the case of a disability that is thought to involve a mental impairment, it is advisable for districts to evaluate under Chapter 14 (IDEA) When testing under Section 504, the 2008 amended legislation requires districts to ensure that tests and other evaluation materials have been validated for the specific purpose for which they are used and are administered by trained personnel; tests and other evaluation materials include those tailored to assess specific areas of educational need and not merely those which are designed to provide a single general intelligence quotient; and tests are selected and administered so as best to ensure that, when a test is administered to a student with impaired sensory, manual, or speaking skills, the test results accurately reflect the student s aptitude or achievement level or whatever other factor the test purports to measure. 21

22 What About Timelines? They are Not Clearly Specified.. BUT must be reasonable BEST PRACTICE with respect to timelines is to do WHAT IS BEST FOR STUDENTS...and PROCEED WITH CAUTION TO ENSURE LEGAL PROTECTION FOR THE DISTRICT A reasonable approach is to establish timelines that are equivalent to the various aspects of the IDEA process Identification: use the existing pre-referral process timeline outlined in Chapter 14 Evaluation: (from parental permission) use the Chapter 14 timeline for completion Service Agreement: completion and implementation should not be delayed; for periodic review conduct an annual review, using the Chapter 14 timeline 22

23 Service Agreement It is advisable as best practice to begin with a brief summary of the student s disability and needs, via an introductory needs statement In accordance with the 2008 amended legislation, a service agreement must contain the specific related aids, services, curriculum modifications, or accommodations the student shall receive, or if the parties are modifying an agreement, the modified services the student shall receive; the date the services shall begin and the date or the conditions under which the services shall be discontinued or a specific commitment to continue provision of the services for an indefinite period; and when appropriate, the procedures to be followed in the event of a medical emergency. 23

24 Finalizing/Implementing Service Agreements Best Practice It is advisable to have a Service Agreement discussed with the parent(s) during a meeting of the school s team members, and offer everyone, including the parent, an opportunity to discuss revisions to the Service Agreement as necessary. Whether meeting with the parent(s) or not, the Service Agreement must be signed by the parent(s) in order for it to be valid and ready for implementation. Further revisions and/or meetings to discuss revisions are appropriate depending on the status of the student relative to his/her disability and/or future needs. 24

25 Duration and Review of Service Agreements A service agreement remains in effect through the earliest date on which (1) any adaptation, modification, or service is scheduled to end; (2) any condition for terminating any adaptation, modification, or program is satisfied; or (3) any physician s order upon which any aspect of the service agreement is based expires. In no case is it advisable for a service agreement remain in effect longer than three years. Because periodic review is required in the 2008 amended legislation, it is advisable for the person who is responsible for monitoring the implementation of a Service Agreement, to annually review it, ensure that it remains current, and if necessary, propose/make revisions. 25

26 Eligible 504 Students Who Do Not Require a Service Agreement These children have been determined qualified under Section 504, having been identified as having a disability however, a) the disability does not necessitate any accommodation (including any accommodation delivered by a nurse); or b) as a result of the ameliorative effects of mitigating measures, they do not require any further accommodations. Such children are deemed to have protected status in that they shall Not be subjected to discrimination or denied the benefit of any program operated or sponsored by, or on behalf of, the District on the basis of their disability; and Be afforded the protections applicable to exclusionary discipline, referenced as Special Protection in Discipline, including a manifestation determination For these children, the person responsible, e.g. a counselor, and the administrator responsible for enforcement of exclusionary discipline, should maintain or have ready access to a copy of the most recent evaluation or reevaluation report concerning that child.* *this can prevent a school from overlooking its responsibility of affording the child his/her protection from discrimination and conducting a manifestation determination prior to implementing a disciplinary action beyond the allowable 10 days of suspension 26

27 Reevaluation of Section 504 Eligible Students At least once every three years, and prior to any determination that a student no longer has a disability or no longer requires a service agreement, except in cases in which a student with a disability is receiving services primarily from or under the supervision of the school nurse*, the person responsible, e.g. a counselor, needs to consult with school staff who are responsible for implementing the service agreement, and decide whether there is sufficient information for a determination of: whether the student continues to have a disability as defined under Section 504; and the needs of the student relative to accessing and participating in academic, nonacademic, and extracurricular activities. *This exception is due to the medical practice of obtaining updated physician s orders once every year 27

28 Continuing. Reevaluation If the information is deemed sufficient the persons responsible need to prepare an updated report using the existing information If it is deemed insufficient the persons responsible need to determine the tests/assessments and other information necessary, and issue a Notice of District-Initiated Evaluation form to the parent(s) seeking parental permission, making sure to specify the tests/assessments which they intend to administer, and attach the procedural safeguards The process proceeds from that point forward as for any Section 504 Evaluation, including the recommended timelines 28

29 Parental Requests Parents may request an evaluation or reevaluation at any time in writing; it is advisable that any initial evaluation request be treated as a request for an IDEA, Chapter 14 evaluation, regardless of how it is worded. Parental requests for reevaluation of a student already qualified under Section 504 may be treated similarly to requests under IDEA, Chapter 14 districts would need to re-evaluate no more than once a year, with one exception: If the parent submits substantive new information, (e.g., a private report from a physician) it is advisable to develop an updated district evaluation report regardless of the once a year principle Oral requests from parents are to be treated in the same way as they are under IDEA, Chapter 14, with adherence to the rules governing oral requests made by parents who are illiterate, non-english speaking, or unable to write in English 29

30 Withdrawal of Parental Consent Parent refusal or withdrawal of consent for a service agreement is deemed a waiver of all adaptations, modifications, services, and protections for the child under Section 504, with the exception of the anti-discrimination protections inherent within the Section 504 definition of a student with a disability. However, upon the withdrawal, the absence of adaptations, modifications, services, and special protections in discipline for the child would not constitute discrimination on the part of the District. Once any staff member has been informed by a parent that he/she wishes to withdraw consent, the parents should be requested to put their request in writing and provide a signature and date the request. (A special form which a district would have for this purpose is advisable). NOTE: Parent withdrawal of consent for an existing service agreement would take effect only when the parent signs, dates and returns a written Withdrawal of Consent request or a form used for this purpose. 30

31 Procedural Safeguards and Due Process Any student who believes that he or she has been or is being subjected to discrimination on the basis of disability or any parent or guardian of a student who believes the same, may complain, either directly or through his or her parent or guardian, to the principal of the school where the student attends. If the student does not attend the public schools, the complaint may be submitted to the Director of Student Services. If the complaint is made orally, the administrator needs to provide a complaint form to the student or the parent/guardian, and he/she may require the student or parent/guardian to complete this form. The administrator needs to investigate all facts and circumstances material to such complaint and shall notify the complaining party in writing of his or her finding and conclusions. 31

32 Continuing..Procedural Safeguards and Due Process With every permission to evaluate and every permission to reevaluate, the parents of every student who is a child with a disability or is thought to be so, is to receive a printed or, at the option of the parent, an electronic Parent Notice of Procedural Safeguards. The same form is to be distributed by the same means at least once annually to the parent of every child with a disability, regardless of whether such child has a service agreement. Within ten (10) school days of receipt of the parent s request, the school district shall convene an informal conference. At the conference, every effort shall be made to reach an amicable agreement. However, if the matters raised by the school district or parents are not resolved at the informal conference, the district or parents may submit a request for a hearing. 32

33 Some key points about a hearing.. The hearing shall be an oral, personal hearing and shall be closed to the public unless the parents request an open hearing. The decision of the hearing officer shall include findings of fact, discussion and conclusions of law. The hearing officer shall have the authority to order that additional evidence be presented. Parents may be represented by legal counsel and accompanied and advised by individuals with special knowledge or training with respect to the problems of children with disabilities. The decision of the hearing officer regarding a child with, or thought to have, a disability may be appealed to a court of competent jurisdiction. The school district will not modify or terminate the child s current service agreement, if any, without written consent from the parent, pending completion any of the due process procedures. 33

34 Special Protection in Discipline Prior to the exclusion from school of any student with a disability for more than ten (10) school days in any one school year, whether at one time or cumulatively, the student and his parents shall have the opportunity, as part of any informal hearing that precedes the eleventh day of suspension and, when applicable, as part of any formal hearing before the Board of School Directors, to present evidence that the behavior for which the student is to be disciplined is a manifestation of his or her disability. NOTE: This requirement applies whether or not the student has a Service Agreement. The administrator and/or the Board of School Directors (in cases that involve possible expulsion) shall hear and consider, as part of the informal or formal hearing, the opinion on this issue of at least one school psychologist, counselor, or school nurse who has most recently evaluated or worked with the student. Any written decision to suspend or expel the student shall include a determination of whether the behavior in question was a manifestation of his or her disability. 34

35 Manifestation Determination (MD) The District must provide a notice to the parent or guardian prior to any informal hearing on MD, as follows: You have the right at this hearing to present evidence of whether the conduct for which your child might be excluded from school was a manifestation of his or her disability. Such notice shall, whenever possible, be included in the written notice of time and place of the informal or formal hearing and of the rights of the student and his or parents at such hearing. Depending on the outcome of the informal hearing on MD, the following disciplinary limitations apply, in accordance with the special protections in discipline for students with a disability: 35

36 Manifestation Determination (MD) Impact on Student Discipline When the conduct of the student being considered for exclusion beyond 10 school days, is found to be a manifestation of the student s disability, he or she shall not be excluded from school beyond ten days in any given school year, unless the behavior for which the student is to be disciplined consisted of the illegal use or possession of a controlled substance Any change in the placement of such a student shall be based on his or her disability-related needs and in accordance with a service agreement signed by his or her parents. When the conduct of the student being considered for exclusion beyond 10 school days is found not to be a manifestation of the student s disability, he or she may be disciplined in the same manner as a nondisabled student who has engaged in similar conduct, provided, however. that if the District places the student in another setting for disciplinary reasons, the student shall receive in that setting the adaptations, modifications, and services, as identified in his or her service agreement. 36

37 Crossover to Students Eligible Under the IDEA Only the anti-discrimination protections described in subsection 5(a) of the Section 504 mandates shall apply to children with disabilities recognized as such under the IDEA. Adherence to the requirements of the IDEA specifically applicable to such children are deemed sufficient to comply with all of the rights of the child and his or her parents under Section 504. Parent refusal of, or withdrawal of consent for, IDEA-mandated services for a child with, or thought to have, disabilities as recognized under the IDEA constitutes a refusal of, or withdrawal of consent for, and is deemed a waiver of all adaptations, modifications, services, and protections for the child under Section 504, with the exception of the anti-discrimination protections inherent within the pertinent mandates. 37

38 For Follow-Up, Please Contact

PORTSMOUTH SCHOOL DEPARTMENT SECTION 504 HANDBOOK FOR STAFF, PARENTS, AND STUDENTS

PORTSMOUTH SCHOOL DEPARTMENT SECTION 504 HANDBOOK FOR STAFF, PARENTS, AND STUDENTS PORTSMOUTH SCHOOL DEPARTMENT SECTION 504 HANDBOOK FOR STAFF, PARENTS, AND STUDENTS September 2014 Section 504 Handbook Table of Contents PAGE Introduction... 1 What is Section 504?... 1 The ADA and the

More information

SECTION 504/ADA PROHIBITION AGAINST DISCRIMINATION BASED ON DISABILITY

SECTION 504/ADA PROHIBITION AGAINST DISCRIMINATION BASED ON DISABILITY TRAVESE CITY AREA PUBLIC SCHOOLS 2260.01A/page 1 of 12 SECTION 504/ADA PROHIBITION AGAINST DISCRIMINATION BASED ON DISABILITY The Superintendent establishes these administrative guidelines for the identification,

More information

HANOVER COUNTY PUBLIC SCHOOLS SECTION 504 HANDBOOK

HANOVER COUNTY PUBLIC SCHOOLS SECTION 504 HANDBOOK HANOVER COUNTY PUBLIC SCHOOLS SECTION 504 HANDBOOK TABLE OF CONTENTS Introduction 3 Background of Section 504 3 Students Protected Under Section 504 3 Section 504 Administration 5 Section 504 Process 6

More information

SECTION 504/ADA PROHIBITION AGAINST DISCRIMINATION BASED ON DISABILITY

SECTION 504/ADA PROHIBITION AGAINST DISCRIMINATION BASED ON DISABILITY COUNTY SCHOOLS 2260.01/page 1 of 9 REVISED POLICY - VOL. 8, NO. 1 SECTION 504/ADA PROHIBITION AGAINST DISCRIMINATION BASED ON DISABILITY Pursuant to Section 504 of the Rehabilitation Act of 1973 ( Section

More information

Section 504 Procedures

Section 504 Procedures Section 504 Procedures KSBA Model 2011 Fayette County Public Schools Department of Student Support Valerie Uebelhor, 504 Coordinator 701 East Main Street Lexington, Kentucky 40502 (859) 381 4335 Fax: (859)381

More information

A Parent & Educator Guide to Free Appropriate Public Education (under Section 504 of the Rehabilitation Act of 1973)

A Parent & Educator Guide to Free Appropriate Public Education (under Section 504 of the Rehabilitation Act of 1973) A Parent & Educator Guide to Free Appropriate Public Education (under Section 504 of the Rehabilitation Act of 1973) Jim Rich Director Special Services Puget Sound ESD July 2010 Table of Contents Introduction

More information

TABLE OF CONTENTS. Introduction... 3

TABLE OF CONTENTS. Introduction... 3 July 2015 TABLE OF CONTENTS Introduction... 3 Section 504 Disability Defined... 4 Physical or Mental Impairment... 4 Substantial Limitation... 4 Major Life Activities... 5 Mitigating Measures... 5 Evaluation

More information

TACOMA COMMUNITY COLLEGE ADMINISTRATIVE POLICY AND PROCEDURE

TACOMA COMMUNITY COLLEGE ADMINISTRATIVE POLICY AND PROCEDURE TACOMA COMMUNITY COLLEGE ADMINISTRATIVE POLICY AND PROCEDURE REASONABLE ACCOMMODATION Section: President s Authorization: Human Resources Approved by Dr. Pamela Transue November 15, 2010 President s Signature

More information

GUILFORD COUNTY SCHOOL SYSTEM SECTION 504 OF THE REHABILITATION ACT OF 1973 Revised following ADA Amendment of 2008

GUILFORD COUNTY SCHOOL SYSTEM SECTION 504 OF THE REHABILITATION ACT OF 1973 Revised following ADA Amendment of 2008 GUILFORD COUNTY SCHOOL SYSTEM SECTION 504 OF THE REHABILITATION ACT OF 1973 Revised following ADA Amendment of 2008 INTRODUCTION Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against

More information

American with Disabilities Act (ADA) ACCOMMODATION POLICY AND PROCESS

American with Disabilities Act (ADA) ACCOMMODATION POLICY AND PROCESS American with Disabilities Act (ADA) ACCOMMODATION POLICY AND PROCESS Office of Equity and Diversity Linden Hall, Rowan University 201 Mullica Hill Road Glassboro, NJ 08028 ADA Office of Equity and Diversity,

More information

Chesterfield County Public Schools ADMINISTRATIVE GUIDELINES AND PROCEDURES FOR SECTION 504

Chesterfield County Public Schools ADMINISTRATIVE GUIDELINES AND PROCEDURES FOR SECTION 504 Chesterfield County Public Schools ADMINISTRATIVE GUIDELINES AND PROCEDURES FOR SECTION 504 October 2014 ADMINISTRATIVE GUIDELINES AND PROCEDURES GOVERNING THE IMPLEMENTATION OF SECTION 504 OF THE REHABILITATION

More information

UNDERSTANDING SECTION 504!! January 2011

UNDERSTANDING SECTION 504!! January 2011 1 UNDERSTANDING SECTION 504!! January 2011 BALTIMORE CITY PUBLIC SCHOOLS What is Section 504? It is a federal law designed to protect the rights of individuals with disabilities. Section 504 of the Rehabilitation

More information

UNIVERSITY OF MIAMI POLICY AND PROCEDURE MANUAL Americans with Disabilities Act and Reasonable Accommodations

UNIVERSITY OF MIAMI POLICY AND PROCEDURE MANUAL Americans with Disabilities Act and Reasonable Accommodations TITLE: UNIVERSITY OF MIAMI POLICY AND PROCEDURE MANUAL Americans with Disabilities Act and Reasonable Accommodations REFERENCE: 42 U.S.C. 12112, et seq., as amended; Part 1630 of Title 29, Code of Federal

More information

Nurse s Role in Section 504 Accommodation Plans. Louise Wilson MS, BSN, RN, NCSN Health Service Supervisor Beaver Dam

Nurse s Role in Section 504 Accommodation Plans. Louise Wilson MS, BSN, RN, NCSN Health Service Supervisor Beaver Dam Nurse s Role in Section 504 Accommodation Plans Louise Wilson MS, BSN, RN, NCSN Health Service Supervisor Beaver Dam Objectives: Review 504 legislation and current eligibility criteria Describe the 504

More information

Shoreline School District Student Services SHORELINE, WASHINGTON SECTION 504 PROCESS

Shoreline School District Student Services SHORELINE, WASHINGTON SECTION 504 PROCESS Shoreline School District Student Services SHORELINE, WASHINGTON 98155-2148 SECTION 504 PROCESS SECTION 504 TEAM A Section 504 Team should include individuals knowledgeable about a student's disability,

More information

Special Accommodations and Services for Students with Special Needs Section 504

Special Accommodations and Services for Students with Special Needs Section 504 Policy 607 Education Programs Special Accommodations and Services for Students with Special Needs Section 504 I. Purpose The purpose of this policy is to ensure that the school district provides a full

More information

CESD Section 504 Compliance System Forms and Procedures ***An important note about the ADA Amendments Act of 2008 (ADAAA).

CESD Section 504 Compliance System Forms and Procedures ***An important note about the ADA Amendments Act of 2008 (ADAAA). CESD Section 504 Compliance System Forms and Procedures RICHARDS LINDSAY & MARTÍN, L.L.P. 13091 Pond Springs Road, Suite 300 Austin, Texas 78729 Telephone (512) 918-0051 Facsimile (512) 918-3013 www.504idea.org

More information

PAUL MITCHELL THE SCHOOL POLICIES AND PROCEDURES FOR STUDENTS WITH DISABILITIES

PAUL MITCHELL THE SCHOOL POLICIES AND PROCEDURES FOR STUDENTS WITH DISABILITIES PAUL MITCHELL THE SCHOOL POLICIES AND PROCEDURES FOR STUDENTS WITH DISABILITIES q Accommodation Procedures for Students with Disabilities w Grievance Procedures for Students who have Complaints on the

More information

EMPLOYMENT DISCRIMINATION AND THE LAW. Frequently Asked Questions for People Who Live In New York City

EMPLOYMENT DISCRIMINATION AND THE LAW. Frequently Asked Questions for People Who Live In New York City N Y L P I New York Lawyers For The Public Interest, Inc. 151 West 30 th Street, 11 th Floor New York, NY 10001-4017 Tel 212-244-4664 Fax 212-244-4570 TTD 212-244-3692 www.nylpi.org EMPLOYMENT DISCRIMINATION

More information

Annual Public Notice of Special Education Services and Programs

Annual Public Notice of Special Education Services and Programs Annual Public Notice of Special Education Services and Programs It is the responsibility of the Pennsylvania Department of Education to ensure that all children with disabilities residing in the Commonwealth,

More information

Seven Generations Charter School 154 East Minor Street Emmaus, PA 18049. Board of Trustees Policy

Seven Generations Charter School 154 East Minor Street Emmaus, PA 18049. Board of Trustees Policy Seven Generations Charter School 154 East Minor Street Emmaus, PA 18049 Board of Trustees Policy Disciplinary Exclusions of Special Education Students Policy There are special rules in Pennsylvania for

More information

Annual Public Notice of Special Education & Early Intervention Services and Programs

Annual Public Notice of Special Education & Early Intervention Services and Programs Annual Public Notice of Special Education & Early Intervention Services and Programs It is the responsibility of the Pennsylvania Department of Education to ensure that all children with disabilities residing

More information

Section 504. Section 504 for. No otherwise qualified individual with a disability shall solely by reason of her or his disability, be excluded

Section 504. Section 504 for. No otherwise qualified individual with a disability shall solely by reason of her or his disability, be excluded Section 504 for School Nurses Marie DeSisto RN, MSN Director of Nurses and District 504 Coordinator Waltham Public Schools Waltham, MA Section 504: No otherwise qualified individual with a disability shall

More information

PROCEDURES MANUAL SECTION 504 OF THE REHABILITATION ACT OF 1973 AND THE AMERICANS WITH DISABILITIES ACT. Dr. Kamela Patton Superintendent of Schools

PROCEDURES MANUAL SECTION 504 OF THE REHABILITATION ACT OF 1973 AND THE AMERICANS WITH DISABILITIES ACT. Dr. Kamela Patton Superintendent of Schools PROCEDURES MANUAL SECTION 504 OF THE REHABILITATION ACT OF 1973 AND THE AMERICANS WITH DISABILITIES ACT Dr. Kamela Patton Superintendent of Schools 2014-2015 www.collierschools.com Dr. Kamela Patton Superintendent

More information

Table of Contents Introduction 3

Table of Contents Introduction 3 1 Table of Contents Introduction 3 Overview of Section 504 and ADA 4 Key Differences between IDEA and Section 504 5 Identifying Students for Section 504 Eligibility 6 The Section 504 Eligibility Determination

More information

Oklahoma State University Policy and Procedures

Oklahoma State University Policy and Procedures Oklahoma State University Policy and Procedures ACADEMIC ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES 2-0824 ACADEMIC AFFAIRS September 2014 PURPOSE 1. 01 It is the policy of Oklahoma State University

More information

HOW THE NEW ADA AMENDMENTS IMPACT ASSISTED LIVING AND NURSING HOME WORKPLACE POLICIES AND PRACTICES

HOW THE NEW ADA AMENDMENTS IMPACT ASSISTED LIVING AND NURSING HOME WORKPLACE POLICIES AND PRACTICES HOW THE NEW ADA AMENDMENTS IMPACT ASSISTED LIVING AND NURSING HOME WORKPLACE POLICIES AND PRACTICES Presented By: Barbara J. Duffy duffyb@lanepowell.com Sarah E. Haushild haushilds@lanepowell.com Kirsten

More information

Section 504 Procedures Manual

Section 504 Procedures Manual Section 504 Procedures Manual Department of Special Services Fairfax County Public Schools February 2016 Table of Contents Purpose of Section 504... 3 Identification and Evaluation Procedures... 4 Referral...

More information

CHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES

CHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES CHILD FIND POLICY and ANNUAL PUBLIC NOTICE OF SPECIAL EDUCATION STUDENTS AND PROGRAMS FOR STUDENTS WITH DISABILITIES It is the policy of YouthBuild Philadelphia Charter School that all students with disabilities,

More information

Catholic School Law Symposium Meeting Students Special Needs

Catholic School Law Symposium Meeting Students Special Needs Catholic School Law Symposium Meeting Students Special Needs Outline Goal: Examine the principles and practices for serving students special needs in Catholic Schools I. Principles A. Learning B. Ethical

More information

504 or IEP: Which is Right for my Child?

504 or IEP: Which is Right for my Child? 504 or IEP: Which is Right for my Child? Students with disabilities can receive educational plans under one of two federal laws. One is Section 504 of the Rehabilitation Act of 1973, whose plan is commonly

More information

Annual Public Notice of Special Education Services and Programs for Students with Disabilities

Annual Public Notice of Special Education Services and Programs for Students with Disabilities 1 Annual Public Notice of Special Education Services and Programs for Students with Disabilities Mastery Charter School publishes the following Annual Notice in the school s Parent-Student Handbook and

More information

FMLA, ADA and Paid Leave Update. Betsy J. Beck

FMLA, ADA and Paid Leave Update. Betsy J. Beck FMLA, ADA and Paid Leave Update Betsy J. Beck FMLA and ADA again? Follow up to the major changes in 2008 Status of statutory changes Status of regulatory changes Final changes and what they mean to employers

More information

What is Special Education? Developed by the Parent Coordination Network Region 9 ESC Updated 8/2009

What is Special Education? Developed by the Parent Coordination Network Region 9 ESC Updated 8/2009 What is Special Education? 1 Region 9 ESC Updated 8/2009 What is Special Education? The purpose of the Individuals with Disabilities Education Improvement Act (IDEA 2004) is to ensure that all children

More information

Parental Rights MARYLAND PROCEDURAL SAFEGUARDS NOTICE. Infants and Toddlers Early Intervention Preschool Special Education Special Education

Parental Rights MARYLAND PROCEDURAL SAFEGUARDS NOTICE. Infants and Toddlers Early Intervention Preschool Special Education Special Education Parental Rights MARYLAND PROCEDURAL SAFEGUARDS NOTICE Infants and Toddlers Early Intervention Preschool Special Education Special Education REVISED JULY 2016 Parental Rights: Maryland Procedural Safeguards

More information

Disability Discrimination in the Workplace

Disability Discrimination in the Workplace By: Nathan Davidovich Copyright (c) May 2014 Disability Discrimination in the Workplace Despite increased sensitivity to physical and mental disabilities, many of America's workers find themselves to be

More information

Employee Request For Reasonable Accommodation Americans With Disabilities Act (ADA)

Employee Request For Reasonable Accommodation Americans With Disabilities Act (ADA) Employee Request For Reasonable Accommodation Americans With Disabilities Act (ADA) Instructions for Employee: Step 1: Complete the Employee Information section on the next page. Sign and date where indicated.

More information

Students. With. for. Public. Free. Appropriate. Requirements Under Section 504 of The Rehabilitation Act of 1973

Students. With. for. Public. Free. Appropriate. Requirements Under Section 504 of The Rehabilitation Act of 1973 for Students With Disabilities: Free Appropriate Public Education Requirements Under Section 504 of The Rehabilitation Act of 1973 Free Appropriate Public Education for Students With Disabilities: Requirements

More information

California FEHA & FEHC and Federal ADA Comparison Chart

California FEHA & FEHC and Federal ADA Comparison Chart California FEHA & FEHC and Federal ADA Comparison Chart Number of Employees Employers Covered California Fair Employment and Housing Act (FEHA) and Federal Americans with Disabilities Act (ADA) Fair Employment

More information

PHILOSOPHY-GOALS-OBJECTIVES AND COMPREHENSIVE PLANS

PHILOSOPHY-GOALS-OBJECTIVES AND COMPREHENSIVE PLANS Yuba County Office of Education Policy SP 0000 Concepts and Roles The Yuba County Office of Education and Superintendent believe that public education is of fundamental importance to a free society and,

More information

SECTION 504: EDUCATION S NEGLECTED RED-HEADED STEPCHILD. Section 504. holds the key to school success for many children & young adults!

SECTION 504: EDUCATION S NEGLECTED RED-HEADED STEPCHILD. Section 504. holds the key to school success for many children & young adults! SECTION 504: EDUCATION S NEGLECTED RED-HEADED STEPCHILD Chris Zeigler Dendy, M.S. Moderator Tuwanna Hinds, M.S. Children s Hospital of Alabama Nancy Anderson, J.D. Alabama Disabilities Advocacy Program

More information

KANSAS STATE DEPARTMENT OF EDUCATION PARENT RIGHTS IN SPECIAL EDUCATION (Procedural Safeguards)

KANSAS STATE DEPARTMENT OF EDUCATION PARENT RIGHTS IN SPECIAL EDUCATION (Procedural Safeguards) KANSAS STATE DEPARTMENT OF EDUCATION PARENT RIGHTS IN SPECIAL EDUCATION (Procedural Safeguards) Both you and the school share in your child s education. If you or the school has issues or concerns about

More information

Section 504 Parent Handbook

Section 504 Parent Handbook Section 504 Parent Handbook USD 353 Wellington USD 353 Wellington 221 S Washington Wellington, KS 67152 620-326-4300 FAX 620-326-4304 0 TABLE OF CONTENTS Introduction...2 Section 504 Disability Defined...3

More information

Special Education Needs IB SEN Policy for RKIS

Special Education Needs IB SEN Policy for RKIS Rufus King International is a candidate school* for the Middle Years Programme. This school is pursuing authorization as an IB World School. IB World Schools share a common philosophy a commitment to high-quality,

More information

U.S. EQUAL EMPLOYMENT OPPORTUNITY COMMISSION

U.S. EQUAL EMPLOYMENT OPPORTUNITY COMMISSION U.S. EQUAL EMPLOYMENT OPPORTUNITY COMMISSION THE EEOC S LAWS and UNLAWFUL DISCRIMINATION Presented by Eddie Mary Daniel Abdulhaqq Program Analyst/Small Business Liaison U.S. EQUAL EMPLOYMENT OPPORTUNITY

More information

South Dakota Parental Rights and Procedural Safeguards

South Dakota Parental Rights and Procedural Safeguards South Dakota Parental Rights and Procedural Safeguards Special Education Programs Revised July 2011 Prior Written Notice... 1 Definition of Parental Consent... 3 Definition of a Parent... 3 Parental Consent...

More information

CHAPTER 16. SPECIAL EDUCATION FOR GIFTED STUDENTS

CHAPTER 16. SPECIAL EDUCATION FOR GIFTED STUDENTS CHAPTER 16. SPECIAL EDUCATION FOR GIFTED STUDENTS Sec. GENERAL PROVISIONS 16.1. Definitions. 16.2. Purpose. 16.3. Experimental programs. 16.4. Strategic plans. 16.5. Personnel. 16.6. General supervision.

More information

SPECIAL EDUCATION RIGHTS OF PARENTS AND CHILDREN UNDER FEDERAL AND STATE REQUIREMENTS

SPECIAL EDUCATION RIGHTS OF PARENTS AND CHILDREN UNDER FEDERAL AND STATE REQUIREMENTS SPECIAL EDUCATION RIGHTS OF PARENTS AND CHILDREN UNDER FEDERAL AND STATE REQUIREMENTS The Individuals with Disabilities Education Act Amendments of 1997 (IDEA 97) is a federal special education law that

More information

SECTION 504 FREQUENTLY ASKED QUESTIONS

SECTION 504 FREQUENTLY ASKED QUESTIONS SECTION 504 FREQUENTLY ASKED QUESTIONS BASIC REQUIREMENTS 1. What is Section 504? Section 504 is that section of the Rehabilitation Act of 1973 which applies to persons with disabilities. Basically, it

More information

Home >> Codes and Regulations >> Basic Education Circulars >> PA Codes >> Disciplinary Exclusions of Students Who Are Eligible for Special Education

Home >> Codes and Regulations >> Basic Education Circulars >> PA Codes >> Disciplinary Exclusions of Students Who Are Eligible for Special Education Home >> Codes and Regulations >> Basic Education Circulars >> PA Codes >> Disciplinary Exclusions of Students Who Are Eligible for Special Education DISCIPLINARY EXCLUSIONS OF STUDENTS WHO ARE ELIGIBLE

More information

Special Education Services. Serving Children Supporting Families Encouraging Success

Special Education Services. Serving Children Supporting Families Encouraging Success Special Education Services Serving Children Supporting Families Encouraging Success 1 If you have this brochure in your hand, then you are most likely asking: 1. Does PA Distance Learning Charter School

More information

Parent and Child Rights in Special Education

Parent and Child Rights in Special Education Parent and Child Rights in Special Education An Explanation of Procedural Safeguards Available Under Provisions of the Individuals with Disabilities Education Act (IDEA) and the Colorado Rules for the

More information

PROCEDURES MANUAL SECTION 504 OF THE REHABILITATION ACT OF 1973 AND THE AMERICANS WITH DISABILITIES ACT. Dr. Kamela Patton Superintendent of Schools

PROCEDURES MANUAL SECTION 504 OF THE REHABILITATION ACT OF 1973 AND THE AMERICANS WITH DISABILITIES ACT. Dr. Kamela Patton Superintendent of Schools PROCEDURES MANUAL SECTION 504 OF THE REHABILITATION ACT OF 1973 AND THE AMERICANS WITH DISABILITIES ACT Dr. Kamela Patton Superintendent of Schools 2016-2017 i VISION STATEMENT All students will complete

More information

NEW MEXICO PRIMER ON SPECIAL EDUCATION IN CHARTER SCHOOLS: BACKGROUND SECTION

NEW MEXICO PRIMER ON SPECIAL EDUCATION IN CHARTER SCHOOLS: BACKGROUND SECTION NEW MEXICO PRIMER ON SPECIAL EDUCATION IN CHARTER SCHOOLS: BACKGROUND SECTION This section is divided into two parts: a discussion of the legal status of charter schools and their linkage to other local

More information

YOUR RIGHTS UNDER THE IDEA Part B Procedural Safeguards Notice 1

YOUR RIGHTS UNDER THE IDEA Part B Procedural Safeguards Notice 1 YOUR RIGHTS UNDER THE IDEA Part B Procedural Safeguards Notice 1 GENERAL INFORMATION PRIOR WRITTEN NOTICE 34 CFR 300.503 Notice Your school district must give you written notice (provide you certain information

More information

Students, parents or caregivers,

Students, parents or caregivers, Students, parents or caregivers, Please find below our school policies regarding academic accommodations. We encourage you to be in touch with the appropriate Dean or the Coordinator of the Learning Research

More information

The IEP & Section 504 Guidance for West Virginia Schools and Districts

The IEP & Section 504 Guidance for West Virginia Schools and Districts The IEP & Section 504 Guidance for West Virginia Schools and Districts Office of Special Programs West Virginia Department of Education December 2014 West Virginia Board of Education 2014-2015 Gayle C.

More information

Cochise College Administrative Policy

Cochise College Administrative Policy Cochise College Administrative Policy Category: Students Policy Number: 4005 Title: Americans With Disabilities Act Cochise College fully recognizes all provisions of the Americans with Disabilities Act

More information

ALTERNATIVE SCHOOLS COMMONLY ASKED QUESTIONS AND ANSWERS SOUTH CAROLINA DEPARTMENT OF EDUCATION OFFICE OF EXCEPTIONAL CHILDREN

ALTERNATIVE SCHOOLS COMMONLY ASKED QUESTIONS AND ANSWERS SOUTH CAROLINA DEPARTMENT OF EDUCATION OFFICE OF EXCEPTIONAL CHILDREN ALTERNATIVE SCHOOLS COMMONLY ASKED QUESTIONS AND ANSWERS SOUTH CAROLINA DEPARTMENT OF EDUCATION OFFICE OF EXCEPTIONAL CHILDREN Can an alternative school or a local educational agency (LEA) take the position

More information

Parental Rights MARYLAND PROCEDURAL SAFEGUARDS NOTICE

Parental Rights MARYLAND PROCEDURAL SAFEGUARDS NOTICE Parental Rights MARYLAND PROCEDURAL SAFEGUARDS NOTICE Infants and Toddlers Early Intervention Preschool Special Education Special Education REVISED JULY 2016 MARYLAND STATE DEPARTMENT OF EDUCATION DIVISION

More information

CAN A CHILD WITH A CHRONIC HEALTH IMPAIRMENT OR SERIOUS ILLNESS GET SPECIAL HELP FROM HER SCHOOL?

CAN A CHILD WITH A CHRONIC HEALTH IMPAIRMENT OR SERIOUS ILLNESS GET SPECIAL HELP FROM HER SCHOOL? Making sure that all of Pennsylvania s children have access to quality public schools CAN A CHILD WITH A CHRONIC HEALTH IMPAIRMENT OR SERIOUS ILLNESS GET SPECIAL HELP FROM HER SCHOOL? IMPORTANT: ELC's

More information

LOS ANGELES UNIFIED SCHOOL DISTRICT Policy Bulletin

LOS ANGELES UNIFIED SCHOOL DISTRICT Policy Bulletin TITLE: Section 504 of the Rehabilitation Act of 1973 NUMBER: ISSUER: BUL-4692.2 DATE: October 8, 2013 David Holmquist, General Counsel ROUTING Educational Service Centers Administrators of Operations Principals

More information

IDEA 2004 Close Up: Disciplining Students With Disabilities

IDEA 2004 Close Up: Disciplining Students With Disabilities IDEA 2004 Close Up: Disciplining Students With Disabilities If your child has an IEP, you should understand the legal provisions for disciplining him at school. By Candace Cortiella, The Advocacy Institute

More information

Disability Services Policy & Procedures Handbook. Table of Contents An Equal Opportunity Institution

Disability Services Policy & Procedures Handbook. Table of Contents An Equal Opportunity Institution Disability Services Policy & Procedures Handbook Table of Contents An Equal Opportunity Institution MISSION STATEMENT... 2 LEGAL GUIDELINES...... 2 SERVICES WE PROVIDE... 3 SERVICES WE DO NOT PROVIDE...

More information

SPECIAL EDUCATION IN MASSACHUSETTS

SPECIAL EDUCATION IN MASSACHUSETTS SPECIAL EDUCATION IN MASSACHUSETTS Children's Law Center of Massachusetts 298 Union Street Lynn, MA 01901 (781) 581-1977 *updated February 2013 Introduction.1 When is a student eligible for special education

More information

SPECIAL EDUCATION COMPREHENSIVE LOCAL PLAN

SPECIAL EDUCATION COMPREHENSIVE LOCAL PLAN SECTION 0000 BOARD POLICY PHILOSOPHY-GOALS-OBJECTIVES BP 0430 AND COMPREHENSIVE PLANS SPECIAL EDUCATION COMPREHENSIVE LOCAL PLAN The Governing Board recognizes that, under Federal law, all individuals

More information

EAST QUOGUE UNION FREE SCHOOL DISTRICT PROGRAMS FOR STUDENTS WITH DISABILITIES UNDER THE IDEA AND NEW YORK EDUCATION LAW ARTICLE 89 Policy 4321

EAST QUOGUE UNION FREE SCHOOL DISTRICT PROGRAMS FOR STUDENTS WITH DISABILITIES UNDER THE IDEA AND NEW YORK EDUCATION LAW ARTICLE 89 Policy 4321 I. General The Board of Education shall make available a free appropriate public education to all students with disabilities who reside within the School District and are eligible for special education

More information

STUDENT SUSPENSION APPEALS, EXCLUSION APPEALS, MINUTES OF SETTLEMENT, EXPULSION HEARINGS, EXPULSION APPEALS

STUDENT SUSPENSION APPEALS, EXCLUSION APPEALS, MINUTES OF SETTLEMENT, EXPULSION HEARINGS, EXPULSION APPEALS LIMESTONE DISTRICT SCHOOL BOARD POLICY NO. 13 STUDENT SUSPENSION APPEALS, EXCLUSION APPEALS, MINUTES OF SETTLEMENT, EXPULSION HEARINGS, EXPULSION APPEALS 1.0.0 APPEAL OF A SUSPENSION The duty to consider

More information

Testing Accommodations

Testing Accommodations U.S. Department of Justice Civil Rights Division Disability Rights Section Testing Accommodations Standardized examinations and other high-stakes tests are gateways to educational and employment opportunities.

More information

THE CALIFORNIA STATE UNIVERSITY. Policy for the Provision of Accommodations and Support Services to Students with Disabilities

THE CALIFORNIA STATE UNIVERSITY. Policy for the Provision of Accommodations and Support Services to Students with Disabilities THE CALIFORNIA STATE UNIVERSITY Policy for the Provision of Accommodations and Support Services to Students with Disabilities Introduction The California State University (CSU) Policy for Provision of

More information

Legal Issues in Special Education

Legal Issues in Special Education Legal Issues in Special Education Susan Larson Etscheidt, Ph.D. University of Northern Iowa This session will feature several legal issues of interest to educational leaders, including student discipline

More information

FSBPT Guide to Testing Accommodations

FSBPT Guide to Testing Accommodations The Federation of State Boards of Physical Therapy FSBPT Guide to Testing Accommodations FSBPT 124 S. West Street, 3 rd Floor Alexandria, VA 22314 www.fsbpt.org Phone: (703) 299-3100 Fax: (703) 299-3110

More information

INDIVIDUALS WITH DISABILITIES EDUCATION ACT NOTICE OF PROCEDURAL SAFEGUARDS

INDIVIDUALS WITH DISABILITIES EDUCATION ACT NOTICE OF PROCEDURAL SAFEGUARDS INDIVIDUALS WITH DISABILITIES EDUCATION ACT NOTICE OF PROCEDURAL SAFEGUARDS Tennessee Department of Education Division of Special Education Department of Education February 11, 2008; Publication Authorization

More information

Your Education Rights as a Student with Multiple Sclerosis

Your Education Rights as a Student with Multiple Sclerosis Your Education Rights as a Student with Multiple Sclerosis Jan Pottker, Ph.D. People of all ages including children, teenagers and young adults may be diagnosed with multiple sclerosis. In fact, MS is

More information

Disability Under the Fair Employment & Housing Act: What you should know about the law. California Department of Fair Employment & Housing

Disability Under the Fair Employment & Housing Act: What you should know about the law. California Department of Fair Employment & Housing Disability Under the Fair Employment & Housing Act: What you should know about the law California Department of Fair Employment & Housing Disability Under the Fair Employment and Housing Act: What You

More information

For School Nurses. Marie DeSisto, RN, MSN, NCSN

For School Nurses. Marie DeSisto, RN, MSN, NCSN Section 504 For School Nurses Marie DeSisto, RN, MSN, NCSN 1. Access 2. Accommodations 3. Accountability Key role of the school nurse Scope and standards of school nursing practice: 1. Assessment 2. Diagnosis

More information

HILLSDALE BOARD OF EDUCATION FILE CODE: 5131.6* SUBSTANCE ABUSE

HILLSDALE BOARD OF EDUCATION FILE CODE: 5131.6* SUBSTANCE ABUSE HILLSDALE BOARD OF EDUCATION Hillsdale, NJ 07642 SUBSTANCE ABUSE Possible Drug and Alcohol Related Situations Whenever it shall appear to any teaching staff member, school nurse or other education personnel

More information

The Northern Lakes CMH Recipient Rights Officer is designated as the Substance Abuse Program Recipient Rights Advisor.

The Northern Lakes CMH Recipient Rights Officer is designated as the Substance Abuse Program Recipient Rights Advisor. Page 1 of 5 Title Northern Lakes CMH Policies Part 106 Supports and Services NLCMH Provided and Contract Subpart I Substance Abuse Services Policy No. 106.901 Subject Rights of Substance Abuse Applicability

More information

Classroom Management, Corrective Actions and Punishment

Classroom Management, Corrective Actions and Punishment Classroom Management, Corrective Actions and Punishment The purpose of school discipline is to provide a safe environment that is conducive to learning for all students. Corrective actions should strive

More information

Guidelines. For. Implementing. Section 504/ADA. For Students

Guidelines. For. Implementing. Section 504/ADA. For Students Guidelines For Implementing Section 504/ADA For Students DeKalb County School District It is the policy of the DeKalb County Board of Education not to discriminate on the basis of age, sex, race, color,

More information

FAIRFAX COUNTY PUBLIC SCHOOLS PROCEDURES REQUIRED FOR IMPLEMENTATION OF SPECIAL EDUCATION REGULATIONS IN VIRGINIA S PUBLIC SCHOOLS

FAIRFAX COUNTY PUBLIC SCHOOLS PROCEDURES REQUIRED FOR IMPLEMENTATION OF SPECIAL EDUCATION REGULATIONS IN VIRGINIA S PUBLIC SCHOOLS FAIRFAX COUNTY PUBLIC SCHOOLS PROCEDURES REQUIRED FOR IMPLEMENTATION OF SPECIAL EDUCATION REGULATIONS IN VIRGINIA S PUBLIC SCHOOLS Table of Contents Child Find... 2 Screening... 3 General Screening Procedures...

More information

Definition of a disability

Definition of a disability Introduction The ADA protects qualified individuals with disabilities from employment discrimination based on disability. Under other laws that prohibit employment discrimination, it usually is a simple

More information

What Parents Need to Know About a Section 504 Accommodation Plan

What Parents Need to Know About a Section 504 Accommodation Plan What Parents Need to Know About a Section 504 Accommodation Plan What is a 504 Accommodation Plan? Basic Information Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination

More information

The Americans with Disabilities Act Amendments Act of 2008

The Americans with Disabilities Act Amendments Act of 2008 Understanding the Americans with Disabilities Act Amendments Act and Section 504 of the Rehabilitation Act The Impact on Students with LD and AD/HD The Americans with Disabilities Act Amendments Act of

More information

QuickGuide: The General Educator & Section 504 Issues

QuickGuide: The General Educator & Section 504 Issues QuickGuide: The General Educator & Section 504 Issues Provided by California Teachers Association Instruction & Professional Development QuickGuide: The General Educator & Section 504 Issues First edition

More information

Regulations of Florida A&M University. 10.103 Non-Discrimination Policy and Discrimination and Harassment Complaint Procedures.

Regulations of Florida A&M University. 10.103 Non-Discrimination Policy and Discrimination and Harassment Complaint Procedures. Regulations of Florida A&M University 10.103 Non-Discrimination Policy and Discrimination and Harassment Complaint Procedures. (1) It is the policy of Florida A & M University that each member of the University

More information

If however, there IS a change in the type of support or type of service, the student MUST stay put pending due process.

If however, there IS a change in the type of support or type of service, the student MUST stay put pending due process. Manifestation Determination Instructions A Manifestation Determination is only for a student with a disability who has an IEP, and the school proposes any form of discipline that will result in a change

More information

A positive school climate and a safe learning and teaching environment are essential if students are to succeed in school.

A positive school climate and a safe learning and teaching environment are essential if students are to succeed in school. Suspension and What Parents Need to Know Expulsion: A positive school climate and a safe learning and teaching environment are essential if students are to succeed in school. Positive School Climate A

More information

OSPI Special Education Technical Assistance Paper No. 5 (TAP 5) REVISED

OSPI Special Education Technical Assistance Paper No. 5 (TAP 5) REVISED OSPI Special Education Technical Assistance Paper No. 5 (TAP 5) REVISED The Individuals with Disabilities Education Act (IDEA): Evaluation Procedures Under Part B Note: All TAPS are posted on OSPI s Web

More information

Advancing the rights of Marylanders with disabilities.

Advancing the rights of Marylanders with disabilities. Advancing the rights of Marylanders with disabilities. 1800 N. Charles Street; Suite 400 Baltimore, MD 21201 410.727.6352 1.800.233.7201 www.mdlclaw.org An Introduction to Special Education Law Maryland

More information

BETHLEHEM- CENTER SCHOOL DISTRICT

BETHLEHEM- CENTER SCHOOL DISTRICT No. 227 BETHLEHEM- CENTER SCHOOL DISTRICT SECTION: PUPILS TITLE: DRUGS AND ALCOHOL ADOPTED: May 22, 1995 REVISED: February, 2, 2015 227. DRUGS AND ALCOHOL 1. Purpose This policy and its rules, regulations,

More information

Part B PROCEDURAL SAFEGUARDS NOTICE

Part B PROCEDURAL SAFEGUARDS NOTICE Part B PROCEDURAL SAFEGUARDS NOTICE New York State Education Department PROCEDURAL SAFEGUARDS NOTICE Rights for Parents of Children with Disabilities, Ages 3-21 As a parent, you are a vital member of the

More information

PROGRAMS FOR STUDENTS WITH DISABILITIES UNDER IDEA AND NEW YORK S EDUCATION LAW ARTICLE 89

PROGRAMS FOR STUDENTS WITH DISABILITIES UNDER IDEA AND NEW YORK S EDUCATION LAW ARTICLE 89 PROGRAMS FOR STUDENTS WITH DISABILITIES UNDER IDEA AND NEW YORK S EDUCATION LAW ARTICLE 89 The Board of Education shall make available a free appropriate public education to all students with disabilities

More information

Baden Academy Charter School Special Education Policy. with disabilities appropriate to their needs, abilities and interests and that complies with

Baden Academy Charter School Special Education Policy. with disabilities appropriate to their needs, abilities and interests and that complies with Baden Academy Charter School Special Education Policy Baden Academy Charter School is committed to providing a quality education to children with disabilities appropriate to their needs, abilities and

More information

Special Education Fact Sheet. Section 504 Accommodation Plans

Special Education Fact Sheet. Section 504 Accommodation Plans New York Lawyers For The Public Interest, Inc. 151 West 30 th Street, 11 th Floor New York, NY 10001-4017 Tel 212-244-4664 Fax 212-244-4570 TTD 212-244-3692 www.nylpi.org Special Education Fact Sheet Section

More information

The Special Education Process Step-by-Step. Step 1: Request for Evaluation

The Special Education Process Step-by-Step. Step 1: Request for Evaluation The Special Education Process Step-by-Step This guide explains each step in the special education process. In each step, learn what happens, who is involved, and the timelines associated. Tips for parents

More information

The American Disabilities Act & People with Cancer

The American Disabilities Act & People with Cancer The American Disabilities Act & People with Cancer What is the Americans With Disabilities Act? The Americans With Disabilities Act of 1990 (ADA) gives civil rights protections to people with disabilities.

More information

20 U.S.C. 1415 PROCEDURAL SAFEGUARDS

20 U.S.C. 1415 PROCEDURAL SAFEGUARDS 20 U.S.C. 1415 PROCEDURAL SAFEGUARDS Introduction On November 17, 2004, a House-Senate Conference Committee agreed on changes to reauthorize the Individuals with Disabilities Education Act (IDEA). On Friday,

More information

EMPLOYMENT LAW SUMMARY

EMPLOYMENT LAW SUMMARY EMPLOYMENT LAW SUMMARY Federal and State Laws Christina M. Rogers-Spang crogers-spang@rawle.com 856.797.8926 Pennsylvania, New Jersey and New York www.rawle.com PHILADELPHIA HARRISBURG PITTSBURGH NEW YORK

More information