Section 504 Policies and Procedures

1994 ◽  
Vol 15 (5) ◽  
pp. 311-318 ◽  
Author(s):  
ANTONIS KATSIYANNIS ◽  
GREG CONDERMAN
Keyword(s):  
Students With Disabilities ◽  
District Of Columbia ◽  
Legal Framework ◽  
State Policies ◽  
Section 504 ◽  
Special Education Directors ◽  
Rehabilitation Act Of 1973 ◽  
Review Of The Literature ◽  
Policies And Procedures ◽  
Education Directors

THIS STUDY FOCUSES ON THE COMPLEXITIES OF PROVIDING SERVICES TO STUDENTS WITH DISABILITIES WITHIN THE LEGAL FRAMEWORK OF SECTION 504 OF THE REHABILITATION ACT OF 1973. A BRIEF SURVEY INSTRUMENT, SENT TO ALL STATE SPECIAL EDUCATION DIRECTORS, WAS USED TO DETERMINE STATE PRACTICES ADDRESSING THE EDUCATIONAL NEEDS OF STUDENTS WITH DISABILITIES UNDER SECTION 504. ALL 50 STATES AND THE DISTRICT OF COLUMBIA PARTICIPATED IN THE STUDY. EXISTING STATE POLICIES/GUIDELINES WERE ALSO EXAMINED IN LIGHT OF SEVEN COMPONENTS OUTLINED IN SUBPART D OF SECTION 504. BASED ON THE DATA COLLECTED, AS WELL AS THE REVIEW OF THE LITERATURE, SUGGESTIONS ARE PROVIDED FOR DEVELOPING SECTION 504 POLICIES AND PROCEDURES.

Barriers to Providing Extended School Year Services to Students With Disabilities: An Exploratory Study of Special Education Directors

2018 ◽  
Vol 37 (4) ◽  
pp. 245-250 ◽  
Author(s):  
Lucy Barnard-Brak ◽  
Tara Stevens ◽  
Evelyn Valenzuela
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Exploratory Study ◽  
Financial Resources ◽  
Special Education Directors ◽  
Extended School Year ◽  
School Year ◽  
Qualified Personnel ◽  
Education Directors

The purpose of the current study was to examine barriers, if any, reported by special education directors to providing extended school year (ESY) services. Results indicate four barriers to providing ESY services listed in order of importance by special education directors: difficulty in finding qualified personnel to work over the summer, determining eligibility for ESY services, compliance of parents, and limited financial resources to provide ESY services. Rural special education directors reported the barrier of difficulty in finding qualified personnel significantly more often than nonrural directors. Rural special education directors also reported significantly more barriers to providing ESY services in general.

Section 504 of the Rehabilitation Act: Determining Eligibility and Implications for School Districts

2005 ◽  
Vol 21 (1) ◽  
pp. 48-58 ◽  
Author(s):  
Katherine Pohlman ◽  
Nadine Schwab ◽  
Marsha Moses ◽  
Cynthia Gilchrest ◽  
Nadine C. Schwab
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
Care Needs ◽  
Eligibility Criteria ◽  
Legal Standards ◽  
Policies And Procedures ◽  
Health Related ◽  
Rehabilitation Act

Today, school districts are challenged in meeting the health and educational needs of students with chronic health conditions. One of the challenges school districts face is determining when students with health-related disabilities are eligible for services under Section 504 of the Rehabilitation Act of 1973. This article reviews Section 504 and its regulations as they apply to public schools, particularly with respect to eligibility criteria for students with special health care needs. The article also reviews recent case law and explores the implications of these legal standards for school district practice, including the need for clear policies and procedures, consistent Section 504 teams, training, and alternatives for meeting the needs of students who are found not to be eligible for services under Section 504.

University Students' Knowledge of Civil Bights Laws Pertaining to People with Disabilities

1996 ◽  
Vol 27 (4) ◽  
pp. 25-29 ◽  
Author(s):  
Darin Stageberg ◽  
Jerry Fischer ◽  
Alice Barbut
Keyword(s):  
Civil Rights ◽  
University Students ◽  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
People With Disabilities ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
Workplace Accommodation ◽  
Significant Difference ◽  
The University

The purpose of this study was to gather data about university students' familiarity with the civil rights laws pertaining to people with disabilities: Section 504 of the Rehabilitation Act of 1973 and Americans with Disabilities Act of 1990. A majority of nondisabled students and students with disabilities reported that they had little, very little, or no knowledge at all of civil rights laws pertaining to people with disabilities. In addition, a significant difference was found between the number of university students with disabilities and students without disabilities requesting accommodations from employers. Furthermore, less than 30% of the university students with disabilities in this study requested a workplace accommodation. Given the results of this research, it is recommended that university students with disabilities receive greater exposure to civil rights laws pertaining to people with disabilities.

Implications of U.S. Federal Law and Court Cases for Physical Education Placement of Students with Disabilities

1996 ◽  
Vol 13 (2) ◽  
pp. 127-152 ◽  
Author(s):  
Martin E. Block
Keyword(s):  
Physical Education ◽  
Education Reform ◽  
Students With Disabilities ◽  
Section 504 ◽  
Board Of Education ◽  
Rehabilitation Act Of 1973 ◽  
Court Cases ◽  
Federal Laws ◽  
Rehabilitation Act ◽  
Education Act

Inclusion, the philosophy of placing all children with disabilities in regular education settings, is easily the most discussed and controversial education reform issue since the 1975 passage of PL 94-142, Education of Handicapped Children Act (EHA). However, inclusion is never mentioned in the original EHA or the updated PL 101-476, Individuals with Disabilities Education Act (IDEA) (e.g., Sherrill, 1994; Stein, 1994). What is discussed in IDEA as well as Section 504 of the Rehabilitation Act of 1973 is the “continuum of least restrictive environments” (LRE). The purpose of this paper is to (a) review United States federal laws regarding inclusion and LRE, most notably IDEA and Section 504 of the Rehabilitation Act of 1973; (b) review recent U.S. court cases regarding inclusion and LRE including three landmark cases: Roncker v. Walter (Ohio) (1983), Daniel R.R. v. State Board of Education (Texas) (1989), and Sacramento Unified School District, Board of Education v. Rachel H. (California) (1994); and (c) apply these federal laws and court decisions to physical education placement.

scholarly journals K-12 online learning and students with disabilities: Perspectives from state special education directors

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Paula J. Burdette ◽  
Diana Greer ◽  
Kari L. Woods
Keyword(s):  
Special Education ◽  
Online Learning ◽  
Civil Rights ◽  
Students With Disabilities ◽  
Rapid Expansion ◽  
Special Education Directors ◽  
Free Appropriate Public Education ◽  
Restrictive Environment ◽  
K 12 ◽  
Education Directors

K-12 special education policies and practices that ensure students with disabilities receive a free appropriate public education in the least restrictive environment are coming under pressure from rapid expansion of online learning. Forty-six state and non-state jurisdiction special education directors responded to a brief survey about K-12 online learning. Findings demonstrated the increased number of states providing online instruction; indicated students with many different types of disabilities participate in online learning; and described the directors’ reflections on current issues as well as anticipated barriers to students with disabilities participating in online learning. Ambiguity and variability existed across state policies as each state may have been in a different stage of adopting this relatively new approach to K-12 education. The authors suggest that federal guidance might be required to safeguard the civil rights of students with disabilities in online learning.

Constructing Effective Responses: Considerations for Integrating a Service Animal Into a Public School

2019 ◽  
Vol 22 (4) ◽  
pp. 45-64
Author(s):  
Anita F. Morgan ◽  
Julie A. Sears ◽  
Lisa G. Driscoll
Keyword(s):  
Public School ◽  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
School Setting ◽  
Educational Leaders ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
Individuals With Disabilities ◽  
Classroom Space ◽  
Education Improvement

A respected principal finds himself caught in the middle of a complex legal conundrum when a student requests to bring a service animal to his public school where another student may be dangerously allergic to the animal. This case explores how accommodations per the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, and the Individuals with Disabilities Education Improvement Act (IDEA) intersect in a public school setting where classroom space and personnel resources are limited. Educational leaders will be able to construct effective responses by understanding how the three laws apply to students with disabilities who request that their service animals accompany them to public school and when their requests may come into conflict with the needs of others.

scholarly journals Status of Inclusive Educational Placement for Students With Extensive and Pervasive Support Needs

Inclusion ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 83-93 ◽  
Author(s):  
Mary E. Morningstar ◽  
Jennifer A. Kurth
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Past Research ◽  
Support Needs ◽  
Educational Placement ◽  
General Education Curriculum ◽  
Disabilities Education Act ◽  
Policies And Procedures ◽  
Education Act ◽  
Restrictive Environment

Abstract Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 established procedural mandates and accountability requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities; however, the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with least restrictive environment (LRE) for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.

scholarly journals EVOLUÇÃO CONCEPTUAL DA EDUCAÇÃO ESPECIAL: UM OLHAR CENTRADO NO QUADRO NORMATIVO EM PORTUGAL

2018 ◽  
Vol 11 (3) ◽  
pp. 416
Author(s):  
Elsa Maria Gabriel Morgado ◽  
Levi Leonido Fernandes da Silva ◽  
Maria Beatriz Licursi Conceição ◽  
Mário Aníbal Gonçalves Rego Cardoso ◽  
João Bartolomeu Rodrigues
Keyword(s):  
Special Education ◽  
Conceptual Knowledge ◽  
History Of Education ◽  
Legal Framework ◽  
Methodological Framework ◽  
Review Of The Literature ◽  
Historical Knowledge ◽  
Collective Voice ◽  
History Of ◽  
Conceptual Evolution

This article focuses mainly on the Portuguese legal framework, which somehow also results from the significant changes and recommendations of the various (international) guidelines on Special Education and the Inclusion. It also intends to carry out a review of the literature on the historical and conceptual evolution of the Special Education and all the corresponding concepts and themes. The combination of these two approaches clearly contribute, in our view, for a consolidation and coordination between the historical knowledge and the conceptual knowledge, together with the legal framework inherent in the practice and intervention in different contexts in which Special Education is of particular focus and interest. The present research is a qualitative research using the method of documentary research based on the conceptual and methodological framework of Gil (2010) and Bardin (1979) which aims to present some facts that we consider relevant to the history of Education Special, sensitizing the readers to the inescapable need of their social and civic participation, in order to ground a collective voice that wants to be strong and mobilizing in a central theme for the life of all. As a result of the present investigation, the latent need to carry out a significant reformulation and normative updating is evident in the light of the civilizational and conceptual advances that come from the specific needs and particularities of inclusion and special education in particular.

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