Section 504 covers qualified students with disabilities who attend schools receiving Federal financial assistance. To be protected under Section 504, a student must be determined to:
Have a physical or mental impairment that substantially limits one or more major life activities;
Have a record of such an impairment, or
Be regarded as having such an impairment. Section 504 requires that school districts provide a free and appropriate public education (FAPE) to qualified students in their jurisdictions who have a physical or mental impairment that substantially limits one or more major life activities.
Section 504 is not appropriate for a student when:
A student has a disability, but is functioning well and making academic progress without accommodations, the student does not meet 504 eligibility criteria. This might include a student a parent feels could be making A’s rather than B’s; or a student who only experiences difficulty in one subject area.
When a plan is created solely to support a request for extended time on standardized tests such as HSGQE or college board exams such as SAT’s, ACT’s. A student must also need the accommodation in their regular classroom work.
When a student is eligible for services under IDEA but the parents prefer Section 504 services.
A civil rights act, mandating equal academic and physical access. Unlike services offered through IDEA, school districts receive no additional federal or state funding under the Section 504 mandate.
IDEA: Commonly referred to as “Special Education” is an education law which provides individualized educational programs and additional services beyond what is provided to persons without disabilities. IDEA covers children and adolescents with specific groups of disabilities and degrees of disabilities and who require specially designed instruction.
Section 504 protects an individual whose physical or mental disability which substantially limits one or more major life activities, such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, working, focusing, concentrating, or learning. It protects students when their disabilities limit their ability to attend, participate in, or receive benefit from their education. These provisions protect individuals with disabilities far beyond those covered by IDEA, and they also protect every student who is eligible for IDEA. Section 504 does not specifically list qualifying disabilities. Although, it does list examples. These include: diseases and conditions involving orthopedic, visual, speech, and hearing impairments; cerebral palsy, epilepsy, muscular dystrophy, multiple sclerosis, cancer, heart disease, diabetes, mental retardation, emotional illness, drug addiction and alcoholism. HIV/AIDS, learning disabilities, ADD/ADHD, cystic fibrosis, severe allergies and asthma, among others, have also been recognized. In all cases, the eligibility decision focuses on how much the disability limits a major life activity and whether the individual is unable to perform an activity that the average person in the general population can do. If your child has a chronic condition or if you suspect he/she may have a disability, then you should inform your child’s teacher, principal, or building 504 Coordinator. Following a referral, the 504 team will meet to evaluate and determine the student’s eligibility.
If a student is found to have a disability (under Section 504), that substantially impacts a major life activity, the 504 team will make an individualized determination of the student’s educational needs and an accommodation plan will be developed. Section 504 directs services and placement in the least restrictive environment. Most accommodations are provided in the regular education classroom. Eligibility status and 504 plans must be reviewed annually by district policy. They may also be reviewed more frequently if the 504 team determines this is necessary. Accommodations should be designed to minimize the impact of student’s disability and meet the unique needs of the student. They are determined individually for each student. Examples include: preferential seating to minimize distractions for a student with ADHD or similar condition; preferential seating for a student with visual impairments.
Have your child take part in, and receive benefit from, public education programs without discrimination based on disability.
Have the school advise you of your rights under federal disability law.
Receive notice and examine records with respect to the identification, evaluation, and placement of your child.
Have your child receive (FAPE). This includes the right to be educated with other nondisabled children to the greatest extent possible. It also includes the right to have the school make reasonable accommodations to allow your student an equal opportunity to participate in school related activities.
Have evaluation, educational and placement decisions made based upon a variety of information sources, and by individuals who know your child, the disability, the evaluation data and placement options.
Request a due process hearing and/or the assistance of a mediator to help resolve issues with the school’s decisions.
File a formal complaint with the Office of Civil Rights (OCR).
It is the policy of the Copper River School District Board of Education not to discriminate against any otherwise qualified individual with a disability solely by reason of his/her disability, in admission or access to, or treatment or employment in, any program or activity.
It is the intent of the district to ensure that students who are disabled within the definition of Section 504 of the Rehabilitation Act of 1973 are identified, evaluated and provided with appropriate educational services. Students may be disabled under this policy even though they do not require services pursuant to the Individuals with Disabilities Act (IDEA). Due process rights of students with disabilities and their parents under Section 504 will be enforced.