MODULE DESCRIPTION:

This module is intended to provide information for the school administrator regarding Section 504 of the Rehabilitation Act of 1973 and its relationship to the educational setting to provide a free and appropriate public education. The module is organized as follows:

1. Terminology & key concepts
2. Frequently asked questions by school administrators, educators, parents, and advocates with responses from the U.S.Department of Education, Office of Civil Rights
3. Quick reference for decision making
4. References

INSTRUCTIONAL OUTCOMES:

Upon completion of this module the user will be able to:

• Understand the purpose of Section 504
• Identify who is protected under Section 504
• State what constitutes a limiting major life activity
• Appropriately assess eligibility for Section 504
• Use the appropriate process and documentation for identifying eligibility for Section 504
  
  

INSTRUCTIONAL PROFICIENCIES :

The administrator has a knowledge and understanding of:  

Standard #3: Management

• Knowledge #3 - Operational policies and procedures at the school and district level. 

Standard #5: Acting with Integrity and Fairness and in an Ethical Manner.         

• Knowledge #2 – Values, ethics, and challenges of the diverse school community. 

Standard #6: The Political, Social, Economic, Legal, and Cultural Context.         

• Knowledge #3 – The law as related to education and schooling.       
• #5 – Models and strategies of change and conflict resolution as applied to the larger political, social, cultural, and economic contexts of schooling.       
• #7 – The dynamics of policy development and advocacy under our democratic political system.
  
  

INSTRUCTIONAL EVENTS :

1. Read and Review Assignment: Read and review the information contained in the narrative section of this module. This information will be used to answer questions posed in a web-based discussion group or as individually completed e-mailed responses.

Discussion Questions

• Are parochial school students eligible for Section 504? Support your response.
• Explain why a student with a diagnosed disability and an Individual Education Plan (IEP) would need a Section 504 if the IEP is effectively developed and implemented?
• Is the evaluation process for Section 504 eligibility different from the one used for IDEAI? If so, explain the differences and relevance.
• Must a student have a disability to be eligible for Section 504 services? Support your response.
• What are the differences between an IEP, a general/regular intervention plan, and a Section 504 plan?
• Are schools mandated to apply standard to students with disabilities, and if so, what are the consequences for schools found in violation?
2. “Make the Case” Assignment: Read and analyze the following case study. Your understanding of the case study’s diagnosis is critical to for you to address his parents request for a Section 504 plan for his two sisters. The emotional stressors associated with Will’s chronic and terminal illness/disabling condition are impacting the sisters’ on a variety of academic related levels (i.e. attendance, completing assignments on time, grades). Using the information in the narrative section of this module, make a case for implementing or not implementing a Section 504 according to the eligibility requirements. In actual practice, the multidisciplinary committee determines if eligibility requirements are met. As a reference tool, you may use a 504 template from your school district or the sample provided at the Sample Section 504 Plan. The outcome product of this event is a paper supporting the decision to implement or not implement a Section 504. Please include the following:
   
   
1. Response to eligibility requirements with special attention given to those which support your decision
2. include any references or resources utilized
3. the membership of the multidisciplinary team
4. conclusion and actions to be taken by the school