This federal law, which guarantees a “free appropriate public education” (FAPE) to all children with disabilities, was signed into law by President Ford in 1975 under the title “Education for All Handicapped Children Act”. Time to move on to the IEP, which is covered by the Individuals with Disabilities Education Act (Reauthorized in 2004). ![]() Parents have the right to request review/revision of the 504 Plan as needed, but the school must review at least annually. For example: visual schedules? Preferred seating? Extra test taking time? A ramp?įollow up! Don’t be shy about checking in on progress.ĥ04 Plans are somewhat informal, and may be only one page in length. Include ideas about what accommodations might benefit the student in the educational setting (or school environment in general). Include any relative input from doctors, counselors, psychologists, or other professionals who have served the student. A meeting with the school district’s 504 Coordinator will be scheduled and teachers, parents, and even the student if appropriate will attend the meeting and write the 504 Plan collaboratively.Ĭollect your data! Document the specific disability the student has and how it impacts one or more major life functions (specifically educationally). The principal, assistant principal, and guidance counselor are all mandated to respond and follow due process. ![]() A written request (even email!) for a 504 plan or evaluation for a 504 plan can be submitted to any administrative professional at the student’s school, or the special education or general education teacher. ![]() Most public schools follow a standardized procedure for provision of 504 Plans. A student only needs to have a documented disability that affects major life function, such as learning.Ī student might be a good candidate for a 504 plan if despite their disability, they are able to function well in the general education classroom with only accommodations, such as the use of visual schedules. It is easier for a student to qualify for services under a 504 plan. Students may qualify for a 504 Plan and NOT an IEP. For example, preferential seating, use of a timer, checklists, or extra time to complete assignments may be included in a 504 Plan. Students who have a disability that affects one or more major life activities, such as learning in the classroom, but who do not require specialized instruction in order to learn, can be supported with a “504 Plan” which provides accommodations and modifications to the classroom environment in order to help the student. ![]() The law considers “major life activities” to include self-care, performing manual tasks, walking, seeing, speaking, hearing, breathing, learning, and working-but this list isn’t exhaustive. Section 504 does not list specific diagnoses that are covered by the law, but includes examples of physical/mental impairments and mental/psychological disorders that would constitute a disability. Section 504 of the Rehabilitation Act is a civil rights law designed to protect individuals with disabilities from discrimination based on or related to their disability.Īccording to Section 504, a student is protected under the law if they are found to have a mental or physical impairment that limits one or more major life activities, has a record of such an impairment, or is regarded as having such an impairment. This law prohibits discrimination of individuals with disabilities in programs funded by the Federal Government, conducted by Federal agencies, employed by the Federal Government, or employed by a Federal Government contractor. This is named for Section 504 of the Rehabilitation Act of 1973.
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