![]() What is a physical or mental impairment that substantially limits a major life activity? Under Section 504, FAPE means providing regular or special education and related aids and services designed to meet the student’s individual educational needs as adequately as the needs of nondisabled students are met.Īs explained in Protecting Students With Disabilities: Frequently Asked Questions About Section 504 and the Education of Children with Disabilities: Section 504 requires that school districts provide a free 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, regardless of the nature or severity of the disability. be regarded as having such an impairment.have a record of such an impairment or.have a physical or mental impairment that substantially limits one or more major life activities or.To be protected under Section 504, a student must be determined to: That’s because Section 504′s definition of disability is broader than the IDEA’s definition. The Reader is free and can be downloaded by visiting: Eligibility Under Section 504Ĭhildren with disabilities may be eligible for special education and related services under Section 504. The Oklahoma Parents Center website offers many PDF documents available for download which require Adobe Reader to view. The resource guide summarizes key requirements of Section 504, and aims to increase understanding of these requirements for both parents and members of the school community alike. ![]() Department of Education, Office for Civil Rights, issued guidance on Section 504 in December 2016. Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. No otherwise qualified individual with a disability in the United States. The ultimate goal of an accommodations and supplementary aids checklist is to enhance the success of students with IEPs and 504 plans.īy utilizing an accommodations and supplementary aids checklist, parents and teachers can work together to create an inclusive and supportive educational environment for our children with IEPs and 504 plans.Section 504 of the Rehabilitation Act of 1973, as amended, is a civil rights law that prohibits discrimination on the basis of disability.This law applies to public elementary and secondary schools, among other entities who receive Federal funding. This checklist acts as a valuable resource, enabling teachers to tailor their teaching methods, materials, and assessments to meet each child's unique requirements.īy collaborating closely with parents and utilizing this checklist, teachers can create an inclusive classroom where every child can thrive. Can actively participate in creating an inclusive and supportive learning environment for their children. More informed and confident during IEP/504 meetings. ![]() Having a comprehensive checklist allows parents to better understand the accommodations and supplementary aids that can be provided for their child. ![]() The significance of having an accommodations and supplementary aids checklist for parents and teachers when it comes to supporting children with Individualized Education Programs (IEPs) and 504 plans is listed below. □īetter communication between parents, general educators, special education teachers, support staff, and children/students. Quick 504 and IEP snapshot for the supports children need. Understand the IEP and 504 Plan better with this checklist.
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