Students with 504 Plans do not require specialized instruction, but, like the IEP, a 504 Plan should be updated annually to ensure that the student is receiving the most effective accommodations for his/her specific circumstances.įor more information, consult Interrelationship of IDEA and Section 504. The IEP will address the skills needed to avoid and respond to bullying, harassment or teasing. 71B, 1 - 16 guarantees a 'free and appropriate public education in the least restrictive environment' to all school-aged children (ages 3 to 21) regardless of disability. ![]() For students with disabilities who do not require specialized instruction but need the assurance that they will receive equal access to public education and services, a document is created to outline their specific accessibility requirements. The Massachusetts Public Education Law, Ch. The IDEA process is more involved than that of Section 504 of the Rehabilitation Act and requires documentation of measurable growth. 504 also requires, among other things, that a student with a disability receive an equal opportunity to participate in athletics and extracurricular activities, and to be free from bullying and harassment based on disability. For students with disabilities who do require specialized instruction, the Individuals with Disabilities Education Act (IDEA) controls the procedural requirements, and an IEP is developed. Not all students who have disabilities require specialized instruction. The 504 Plan is a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment. The 504 Team will review each student’s 504 plan on a yearly basis to ensure its effectiveness, yet parents or school staff may request the plan be reviewed and/or revised at any time as needed.The Individualized Educational Plan (IEP) is a plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services. ![]() The plan will specify the disability, major life activities affected by the disability, and necessary accommodations specific to the student. Students who meet the eligibility guidelines for Section 504 will have a 504-plan developed for use in the general education classroom. ![]() This provides the team with enough information to determine that the disability substantially limits one or more major life activities. Input referenced from written documentation from medical, psychological, or outside agency reports.An evaluation in which appropriate information is gathered (such as student records, observations, anecdotal reports, teacher reports, individual and group tests, aptitude and achievement tests, medical information, nursing/OT/PT/SLP screening, emergency care plans, and behavior assessment).School teams and parents who feel a student may meet the criteria for Section 504 eligibility may request a 504 evaluation of the student. A diagnosis of a disability does not automatically qualify a student for eligibility under Section 504. Some examples of major life activities include self-care, walking, communicating, seeing, hearing, breathing, etc. ![]() For this to occur, programs must be accessible for students with disabilities by providing reasonable adaptations, accommodations and/or modifications for instructional purposes.įor a student to be eligible under section 504 he/she must have the presence of a documented physical or mental impairment and the disabling impairment must result in substantial limitation of major life activities. Section 504 requires school districts to provide students with disabilities the same opportunity to succeed in school as is provided to students without disabilities. Educationally, Section 504 guarantees certain rights to students with disabilities, including the right to full participation and access to a free and appropriate public education (FAPE) regardless of the nature or severity of the disability. Section 504 of the Rehabilitation Act of 1973 is a civil rights law that prohibits discrimination based on disability in any programs and activities which receive federal financial assistance.
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