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What Is Section 504?Section 504 is a federal civil
rights statue that prohibits
discrimination/harassment on the basis of a disability
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What Does Section 504 Actually Say?
“No otherwise qualified handicapped individual… shall, solely by reason of his handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…”
29 U.S.C. Subsection 794 (1973)
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Section 504 EnforcementSection 504 is
enforced by the U. S. Department of Office for Civil Rights
Violation of Section 504 may also result in civil liability
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IDEA Section 504 ADA
Type of legislation:
Funding act Civil rights act SAME as § 504
Original Passage:
1975 1973 1990
Coverage Students 3 years to age 22
Students K – post secondary » employees » facilities
SAME as§ 504
FAPE: Special education+ related services
Special or regular education and related services
Student is compared to the average
SAME as§ 504
AdministeringAgency:
OSEP + SEAs OCR (+EEOC) SAME as§ 504
EligibilityDefinition
2 essential elements 1) 13 categories 2) need for spec ed.
3 essential elements: 1) impairment 2) major life activity 3) substantial
SAME as§ 504
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3 Phases of Section 504Stage 1: Awareness
Stage 2: Constriction
Stage 3: Expansion
Stage 1: Awareness
Stage 2: Constriction
Stage 3: Expansion
1970’s disability movement
Court cases:Sutton 1999Toyota 2002
January 1, 2009 - ADAAA
1970’s disability movement
Court cases:Sutton 1999Toyota 2002
January 1, 2009 - ADAAA
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PHASE 1Awareness
1973
1977 the regulations needed to enforce Section 504 were signed Accessible buildings Curb cuts
Very little impact on schools
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SECTION 504PHASE 2: CONSTRICTION
Sutton v. United Airlines (1999)Mitigating factors considered
when evaluating if a person has a “substantial limitation”
Toyota v. Williams ( 2002)Severely restricted an
individual from engaging activities of central importance & impairment was permanent or long term
IDEA
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SECTION 504 STAGE 3: EXPANSIONADA Amendments Act
Effective 1/1/09In rejecting a series of
U.S. Supreme Court decisions, the new law is intended to reinstate the broad scope of protection for individuals with disabilities.
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SECTION 504 STAGE 3: EXPANSION
Section 504, unlike the IDEA, “requires a comparison between the treatment of disabled and nondisabled children, rather than simply requiring a certain level of services for each disabled child.”
Mark H. v. Lemahieu (9th Cir. 2008) 513 F.3d 922)
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SECTION 504 STAGE 3: EXPANSIONBroadens the definition and coverage
of “disability” under ADA and the Rehabilitation Act.
Ensures that individuals who compensate for their disabilities are protected from discrimination.
Clarifies that “substantially limits” does not mean “significantly restricts.”
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EXPANSION - ADA Amendments Act Impairment that limits one major life
need not limit other major life activities in order to be considered a disability.
Impairment that is episodic or in remission is a disability if it would substantially limit a major life activity when active.
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Section 504/ADA Amendments Act Requires disability determinations to be
made without considering mitigating measurese.g., medication, medical supplies,
appliances, low-vision devices, prosthetics, hearing aids and mobility devices.
Excludes ordinary eye glasses and contact lenses
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Concentrating
ThinkingLearningReading
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ADA Amendments Act Main focus of the ADAAA
EmployeesIraq veterans
Changes may or may not impact K-12 practicesForm D
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FORM D The team must focus on the major life activity
as a whole (e.g. learning), not on a particular class (e.g. math) or sub-area (e.g., socialization; study skills)
Substantial limitation means:A. unable to perform a life activity that the
average student of approximately the same age can perform
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ORB. significantly restricted as to the condition,
manner or duration under which a particular life activity is performed as compared to the average student of approximately the same age. The impairment must be substantial and somewhat unique, rather than commonplace, when compared to the average student of approximately the same age.
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Site ImplicationsIncreased role for school nurse
Make an educated estimate of the mitigation of medication Ask parents to bring in medical information and consider the
contents of the evaluation. The team should modify its position on eligibility if appropriate.
Do a thorough and complete evaluation of students in all areas of suspected disability Forest Grove School District v. T.A.
RtI implications Tier 2 or 3 interventions Special education referral
IDEA regulations regarding consent revocationPerform Child Find obligation
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Key PointsCommon regular education interventions such as RtI
may eliminate existence of a “substantial limitation”
Standard is to compare student to an “average student”. This means you compare student against chronological peers in the entire state or country. Different standard of FAPE than I.D.E.A.
Do not consider mitigating factors when determining whether an impairment is substantially limiting
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Physician or psychologist opinion as to student’s eligibility status is only one source of information the team should consider. Remember, the team is making an educational decision, not a medical decision.
Students eligible under I.D.E.A. are not entitled to a separate Section 504 plan.
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Temporary DisabilitiesDetermination must
be made on a case-by-case basis, taking into consideration the severity and the duration of the impairment, typically 6 months
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Procedural RequirementsNotice to parent of evaluation, meeting, and
notice of results/actions. Form AForm DForm F
Appropriate Team Membership, parent and persons knowledgeable about the child, meaning of evaluations and placement options.Form C
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Parent rights must be providedForm B
Parent Permission must be received prior to evaluationForm A
Ensure appropriate time limits are setSame as I.D.E.A
School representative and parents should organize and review all data prior to Section 504 meetingForm C
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Developing a Section 504 PlanIdentify student’s disability, major life activity
impacted, and educational impact of disability.Design a program to suit student needs
FAPE = special ed. and/or regular education + related services
Be sure accommodations are succinct and realistic
Review each Section 504 Plan at least on an annual basis or upon any significant change in placement.
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Local Grievance ProcedureIdentification, evaluation, or placement decisions
may be appealed by a written request.Form J
Mediation may be used to resolve areas of disputeForm B
List your district’s 504 Coordinator Place district’s 504 Coordinator on your website Contact the SELPA office if needed
After mediation or impartial hearing, a written decision must be provided to person making appeal
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Child Find RequirementThe District has an
affirmative duty to conduct a “child find” at least annually.
District must “identify and locate” every qualified disabled child residing in its jurisdiction including pre-schoolers, homeless, and those attending private school.
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Child Find (con’t)Teachers and
administrators must receive training on the identification of students suspected of having a disability.
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School Wide ComplianceAnnually identify and locate all Section 504
qualified students (Child Find)Pamphlet available on SELPA websiteCounty wide tracking mechanism
Annually notify persons who are disabled and their parents of the District’s responsibilities under Section 504.
Provide parents with procedural safeguards.
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Useful ReferencesP.A. Zirkel,
Section 504, the ADA and the Schools Two-volume reference updated ANNUALLY and
available from www.lrp.com
P.A. Zirkel,§504 / ADA Eligibility Determinations
West’s Education Law Reporter (in press)
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References (con’t)Section 504 and ADA: Providing Student
Access – A Resource Guide for Educators, 3d edition
A guide providing forms and policy templates (including a CD) for use by school districts and available from www.casecec.org
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Useful References (cont.)
npl.ly.gov.tw/pdf/6538.pdf
One of the several sources for the specific statutory language, which on legal databases will be available under these official, alternative citations: 122 Stat. 3554 and U.S.C.§ 12101 et seq. (2008)
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Thank You.