What is Section 504?

Who is a Disabled Student Under Section 504?

A school-aged student is a disabled student under Section 504 if the student:

· Has a physical or mental impairment

What is a Free Appropriate Public Education Under Section 504?

What Does "Appropriate" Mean?

Who Can Refer a Student for a Section 504 Evaluation?

What Should a District Do When it Receives a Section 504 Referral?

Sample Section 504 Board Policy
Policy #
Section 504 Compliance

It is the policy of the __________________ School District to provide a free and appropriate public education to each student within its jurisdiction, including students with disabilities, regardless of the nature or severity of the disability.
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.

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Appendix B

Sample Complaint Procedure



Sample Section 504 Complaint Form

Date_______________ Your School___________________________________

Your Name_____________________________ Your Phone___________________
Your Address
Person discriminated against______________________relationship to you_____
Please describe your concerns and why you believe they raise an issue under Section 504. Include a description of what happened, when and where it happened, and who was involved. (Feel free to attach additional pages if necessary)









Explain the steps you have already taken to resolve the issue, if any.










Describe what resolution to your concerns you would like to see.










Please attach any documents or other information you think will help with the investigation of your complaint.

Sample Section 504 Impartial Hearing Procedure

1. The parent requests an impartial hearing by filing a written request with district 504 Coordinator. The district 504 Coordinator is: .
2. The 504 Coordinator arranges for an impartial hearing officer. A list of possible hearing officers may be obtained from Puget Sound ESD, 206-439-6936.
3. Either the 504 Coordinator or the hearing officer gives notice of the time and place of the hearing at least 10 calendar days before the hearing. Either party may request that the hearing be rescheduled.
4. The hearing officer holds a telephone conference with the parties to clarify the issues at least 7 calendar days before the hearing.
5. The parties will provide any documents or other evidence they plan to present at the hearing to the other party and the hearing officer at least 5 business days before the hearing.
6. Both parties have the right to accompanied and advised by counsel or other representative. The parents have the right to open the hearing to the public.
7. The parties will not communicate with the hearing officer about any issue of fact or law unless the other party has notice and opportunity to participate in the communication.
8. The parents present their arguments and evidence first, followed by the school district.
9. The hearing will be recorded by mechanical device or by certified court reporters. The parties have the right to request a verbatim record of the hearing.
10. The hearing officer will issue a decision in writing after considering the whole record, but not more than 45 calendar days after the district received the hearing request.

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Appendix C

Sample Section 504 Coordinator Job Description


Duties and Responsibilities:

· Facilitates the implementation of the school board approved Section 504/ADA policy.
· Develops, continually revises and ensures the implementation of consistent Section 504 procedures.
· Provides ongoing training and support to district staff regarding Section 504 and the implementation of the Section 504 procedures.
· Collects and maintains all Section 504 data (504 plans, lists of eligible students, discipline records) for future reference.
· Continually monitors the reduction of architecture barriers for individuals with disabilities.
· Facilitates the provision of reasonable accommodations for district employees with disabilities.
· Serves as a daily resource to district administrators, building level teams, and community members regarding Section 504/ADA issues.
· Coordinates Section 504 /ADA grievance procedures.
· Serves as the school district's liaison to the Office for Civil Rights. (OCR complaint resolution and corrective action plan implementation).
· Advises the district superintendent and school board regarding Section 504/ADA compliance issues and needs.

Sample Section 504 Building Designee Job Description

Duties and Responsibilities:

· Maintains compliant building records and documentation for all eligible students and provides copies to the District Section 504 coordinator.
· Ensures the implementation of Section 504 procedures in the building.
o Coordinates referrals
· Determines appropriate 504 team composition
· Facilitates evaluation/eligibility determination
· Provides notices and consents
· Develops 504 plans
· Monitors the implementation of 504 plans
o Schedules annual reviews of each 504 student
o Assures that 504 plans move with the student to the next level or new school
· Serves as a daily resource to the building administrators, teachers, and community members regarding section 504 issues.
· Advises the school administrator regarding discipline issues and procedures for Section 504 eligible students being considered for suspension or expulsion.
· Serves as a liaison between the school building and other District staff regarding Section 504 issues.
· Attends periodic District Section 504 training meetings.

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Appendix D

Sample Section 504 Referral and Recommendations

Referral Date ________________
Student ___________________________Sex ___DOB_________ Age ____
             Last                                       First                                    M.I
Parent/Guardian/Surrogate________________________________________

Address 
Street _____________________________
City_______________________________
State ____________Zip__________
School Teacher(s)____________________________ Grade ________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
Telephone
Home______________ Mother's Work ________Father's Work_____

English Proficient YES NO

Home Language

Screened by ESL YES NO

Referral made by Position

This referral and function of the 504 Team have been discussed with the Parent/Guardian/Surrogate
YES NO
Date

Description of Teacher/School/Parent concern(s)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Provide information to substantiate concern(s) (i.e., pre-referral data, disciplinary information, screening instruments, observations, anecdotal data, reports, examples of student's work)
_____________________________________________________________
_____________________________________________________________
______________________________________________________________
Describe interventions already used in attempting to resolve concern(s):
___________________________________________________________
___________________________________________________________
__________________________________________________________
__________________________________________________________
_________________________________________________________

TO BE COMPLETED BY THE 504 TEAM

Date of 504 Team Meeting________________________________
Recommendations


Refer for Comprehensive Evaluation under IDEA

Screen by ESL

Screen/evaluate for 504 eligibility

Other, Specify




504 Team member responsible to inform Parent/Guardian/Surrogate of recommendations:

Name/Position

Sample Notice of Action/Consent

To: __________________Date:____________________
(Parent/adult student/guardian)_______________________
Student's name: _____________________DOB ____________________

Student ID No.__________________________
I. Notice of Action The purpose of this written notice is to inform you that we are:
proposing to initiate a/an
refusing change

Mark all items below that apply:
evaluation 504 plan
disciplinary action
eligibility reevaluation
other:

Description of the proposed or refused action:


Reason why we are proposing or refusing to take action is:


Date: ___________________
(Name of building 504 coordinator.)



II. Parent Consent (Only required for initial evaluation and initial placement.)

Yes, I do consent to an initial evaluation for my child._____________________
No, I do not consent to an initial evaluation for my child.__________________
Yes, I do consent for initial placement for my child for a 504 plan.____________
No, I do not consent for initial placement for my child for a 504 plan._________________________

Signature: ______________________________Date: _________________
(parent/adult student/guardian)
Signature:___________________________ Date:______________________
(parent/adult student/guardian)
504 Coordinator Telephone:________________

Copies to: 1) Parents/adult student/guardian
2) School 504 file
3) District 504 coordinator

Section 504 Notice of Parent/Guardian and Student Rights

This is a notice of your rights under Section 504. These rights are designed to keep you fully informed about the district's decisions about your child and to inform you of your rights if you disagree with any of those decisions.
You have the right to:
· Have your child participate in and benefit from the district's education program without discrimination based on disability.
· An explanation of your and your child's rights under Section 504.
· Receive notice before the district takes any action regarding the identification, evaluation, or placement of your child.
· Refuse consent for the initial evaluation and initial placement of your child.
· Have your child receive a free appropriate public education. This includes your child's right to be educated with non-disabled students to the maximum extent appropriate. It also includes the right to have the district provide related aids and services to allow your child an equal opportunity to participate in school activities.
· Have your child educated in facilities and receive services comparable to those provided to non-disabled students.
· Have your child receive special education services if she/he needs such services.
· Have evaluation, educational, and placement decisions for your child based upon information from a variety of sources, by a group of persons who know your child, your child's evaluation data, and placement options.
· Have your child be provided an equal opportunity to participate in non-academic and extracurricular activities offered by the district.
· Have educational and related aids and services provided to your child without cost except for those fees imposed on the parents/guardians of non-disabled children.
· Examine your child's education records and obtain a copy of such records at a reasonable cost unless the fee would effectively deny you access to the records.
· A response to your reasonable requests for explanations and interpretations of your child's education records.
· Request the district to amend your child's education records if you believe that they are inaccurate, misleading, or otherwise in violation of the privacy rights of your child. If the district refuses this request, you have the right to challenge such refusal.
· Request mediation or an impartial due process hearing to challenge actions regarding your child's identification, evaluation, or placement. You and your child may take part in the hearing and have an attorney represent you. Hearing requests can be made to the district's 504 coordinator.
· Ask for payment of reasonable attorney's fees if you are successful on your claim.
· File a local grievance or a complaint with the U.S. Department of Education Office for Civil Rights.

The person in this district who is responsible for ensuring that the district complies with Section 504 is: .

Sample Section 504 Student Eligibility Form

Name: _____________________Date of Meeting: ________
Date of Birth: _______________School: ____________Grade:____
1. Describe the nature of the concern:


2. What is the mental or physical disability?


3. Describe the basis for the determination of disability if any: (Screening and evaluation data):



4. Describe how the disability impacts learning and/or access to other educational benefits or services:



5. Student is eligible under Section 504? Yes No
· If no, Team recommendations:




· If yes, recommended accommodations/services:





Participants Name ---------------------------Title -------------------Date---------
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________

Sample 2 Page 1 of 2

SECTION 504 EVALUATION AND ELIGIBILITY REPORT

(Health History and Conditions Form # 336 or Physicians Orders: For students with diabetes #334
used by nurses may be used in lieu of this form)

Student's Name:____________________ Date of Birth:___________
· Concerns regarding this student have been identified in the following areas:

Self Care_____________ Seeing________ Breathing_______________
Performing manual tasks___________ Hearing_______ Learning  _______
Walking ___________________-Speaking __________________________Behavior____________________
Other

Describe concerns:


· Evaluation Information and Summary. The Section 504 committee has considered the following evaluation information in determining if this student qualified as disabled under Section 504. (A parent signature is required on the Notice of Action/Parent Consent Form before an evaluation commences.)

Aptitude and Achievement Evaluation Results:


Reported Classroom Grades and Performance:


School Attendance Reports and Records:


Classroom and General School Behavior:



Medical and/or Health History:


Other:



On the basis of the above evaluation data, the 504 Committee has determined that
(student's name) is eligible is not eligible for services under Section 504.


Sample 2 Page 2 of 2

Eligible

The following major life activity is substantially limited:
Self Care____________ Seeing_________ Breathing______
Performing manual tasks __________Hearing_____ Learning________
Walking _______Speaking________ Behavior________
Other __________________

Description of the condition that impacts learning or access to learning or other educational benefits or services:





Not Eligible
Explanation of why the 504 Committee has determined that the student is not eligible:






Signature of Participants:
Signature Name------------------------- Position/Title----------------------------- Date
___________________________________________________________
_________________________________________________________
__________________________________________________________
________________________________________________________
______________________________________________________
_________________________________________________________

SAMPLE SECTION 504 PLAN

Student's Name: __________________Date: _____________

Section 504 Disability:________________________ Birthdate: _________

School: ______________________Grade:__

DESCRIBE THE ACCOMMODATIONS THAT WILL BE IMPLEMENTED:
Instructional:


Environmental/Accessibility:


Behavioral/Social:


Assessment/Testing/WASL:


Implementation Date:_______________________________ Review Date: _________________________

Signature ___________________________Date_________________________ Agree/Disagree_____________________


Case Manager_______________________________
Principal/Designee____________________________
Teacher____________________________________
Parent_____________________________________
(Parent-Signature acknowledges consent for proposed plan/placement)








Sample 2

SECTION 504 Plan

Student's Name:___________________________ Date: ______________
School: ________________________Grade:___ Birthdate:__________
Section 504 Disability: ___________________________________
(A person with a disability means any person who has a physical or mental impairment which substantially limits one or more major life activities, has a history of such an impairment, or is regarded as having such an impairment. "Major life activities" means functions such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, or working.)
Description of Accommodations: The specific accommodations that are necessary for the child to have an opportunity commensurate with non-disabled students (at about the same age) in this district, e.g., instructional, environmental/accessibility, behavioral/social, assessment/testing/WASL:









Implementation Date: ______________Review Date: _______________

Position --------------------Signature -------------------------------------------Date_________________________
Case Manager: ____________________________________
Teacher: _________________________________________
Administrator/Designee:_____________________________
Other, specify: _______________________________ _____
Parent: __________________________________________
Signature acknowledges consent for proposed plan/placement.



Attachment: Notice of Action and 504 Parent/Student Rights


Sample Page 1 of 3

504 MANIFESTATION REPORT

This form should be used whenever expulsion is being considered as a consequence for serious misbehavior purportedly committed by a student with an identified 504 disability. The process is twofold: 1) to review the appropriateness of the 504 plan and 2) to determine if the student's misbehavior was a manifestation of his or her 504 disability. Parents and advocates will collectively have one vote in the manifestation determination process.

Student Name:_______________________________ Birth Date: _____________I.D._____________
Meeting Date:____________________ School:__________________ Disability: _____________

Part I

Describe the alleged incident/behavior that initiated this meeting:
________________________________________________________
________________________________________________________
________________________________________________________

Has the student been suspended before? (If "yes", include a brief description of the incident(s), frequency and duration.)
_________________________________________________________
_________________________________________________________
_________________________________________________________

Have disciplinary concerns been increasing decreasing other Is the student currently on a behavior plan?
_________________________________________________________
_________________________________________________________
_________________________________________________________


Sample Page 2 of 3

Is the student's 504 plan appropriate, particularly as it relates to the misconduct? Yes No


Indicators:


Was the accommodations defined in the student's 504 plan in place at the time of the infraction? Yes No



If the majority/consensus opinion is that the student's 504 plan was inappropriate or significantly not complied with as it relates to the misconduct, then the expulsion process, ceases and a review of the current 504 plan should immediately occur. Please indicate such a majority/consensus opinion by signing below.

Signatures of participants:
__________________________________________________
__________________________________________________
__________________________________________________
___________________________________________________
___________________________________________________

Part II
If the 504 plan is deemed appropriate, this committee should proceed to the next step of addressing the manifestation issue(s) that follow.



Did the student's 504 disability impair his/her understanding of the impact and consequences of the misbehavior?

Yes No


Indicators:




Sample Page 3 of 3

Did the student's 504 disability impair his/her control of the misbehavior? Yes No

Indicators:

Is the student's misbehavior a manifestation of his/her identified 504 disability?

Signature Title

Yes No ________________________________________
Yes No________________________________________
Yes No ________________________________________
Yes No ________________________________________
Yes No ________________________________________
Yes No ________________________________________

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Appendix E

ACCOMMODATION EXAMPLES FOR SPECIFIC DISABILITIES

Here are some examples of accommodations and services that might be considered for specific disability profiles. Please keep in mind that these examples are not intended to be all-inclusive or mandatory. Do not use these examples as a "checklist" as accommodations are to be made on a case-by-case basis specific to individual need. Please also remember that the mere presence of these conditions does not automatically qualify a student for a Section 504 plan. The disability must significantly limit one or more life functions before a 504 plan is to be considered. Additionally, this disability must impact the student so that he or she is not afforded access and benefit of programs and services equal to that of non-disabled students.

ALLERGIES

EXAMPLE: The student has severe allergic reactions to certain pollens and foods. For purposes of this example the condition substantially limits the major life activity of breathing and may interfere with the student's ability to get to school or participate once there.

Possible Accommodations and Services:

· Avoid allergy-causing substances: soap, weeds, pollen, food
· In-service necessary persons: dietary people, peers, coaches, laundry service people, etc.
· Allow time for shots/clinic appointments
· Use air purifiers
· Adapt physical education curriculum during high pollen time
· Improve room ventilation (i.e., when remodeling has occurred and materials may cause an allergy)
· Develop health care and/or emergency plans
· Address pets/animals in the classroom
· Involve school health consultant in school related health issues
· Train for proper dispensing of medications; monitor and/or distribute medications; monitor for side effects

ARTHRITIS

EXAMPLE: A student with severe arthritis may have persistent pain, tenderness or swelling in one or more joints. A student experiencing arthritic pain may require a modified physical education program. For purposes of this example, the condition substantially limits the major life activity of learning.

Possible Accommodations and Services:

· Provide a rest period during the day
· Accommodate for absences for doctors' appointments
· Provide assistive devices for writing (e.g., pencil grips, non-skid surface,
· typewriter/computer, etc.)
· Adapt physical education curriculum
· Administer medication following medication administration protocols
· Train student for proper dispensing of medications; monitor and/or distribute medications; monitor for side effects
· Arrange for assistance with carrying books, lunch tray, etc.
· Provide book caddie
· Implement movement plan to avoid stiffness
· Provide seating accommodations
· Allow extra time between classes
· Provide locker assistance
· Provide modified eating utensils
· Develop health care plan and emergency plan
· Provide for accommodations for writing tasks: a note taker, a computer or tape recorder for note-taking
· Make available access to wheelchair/ramps and school van for transportation
· Provide more time for massage or exercises
· Adjust recess time
· Provide peer support groups
· Arrange for instructional aide support
· Install handle style door knobs (openers)
· Record lectures/presentations
· Have teachers provide outlines of presentations
· Issue Velcro fasteners for bags
· Obtain padded chairs
· Provide a more comfortable style of desk
· Adjust attendance policy, if needed
· Provide a shorter school day
· Furnish a warmer room and sit student close to the heat
· Adapt curriculum for lab classes
· Supply an extra set of books for home use and keep a set at school
· Let student give reports orally rather than in writing
· Provide an awareness program for staff and students
· Monitor any special dietary considerations
· Involve school health consultants in school health related issues
· Provide post-secondary or vocational transition planning

ASTHMA

EXAMPLE: A student has been diagnosed as having severe asthma. The doctor has advised the student not to participate in physical activity outdoors. For purposes of this example, the disability limits the major life activity of breathing.

Possible Accommodations and Services:

· Adapt activity level for recess, physical education, etc.
· Provide inhalant therapy assistance
· Train for proper dispensing of medications; monitor and/or distribute medications; monitor for side effects
· Remove allergens (e.g., hair spray, lotions, perfumes, paint, latex)
· Make field trips that might aggravate the condition non-mandatory and supplement with videos, audiotapes, movies, etc.
· Accommodate medical absence by providing makeup work, etc.
· Adjust for administration of medications
· Provide access to water, gum, etc.
· Adapt curriculum expectations when needed (i.e., science class, physical education, etc.)
· Develop health care and emergency plans
· Have peers available to carry materials to and from classes (e.g., lunch tray, books)
· Provide rest periods
· Make health care needs known to appropriate staff
· Provide indoor space for before and after school activities
· Have a locker location which is centralized and free of atmosphere changes
· Adapt attendance policies, school day duration, or 180-day requirement, if needed
· Place student in most easily controlled environment

ATTENTION DEFICIT DISORDER (ADD) AND
ATTENTION DEFICIT HYPERACTIVE DISORDER (ADHD)

EXAMPLE: The student does not meet eligibility requirements under IDEA as emotionally disturbed, learning disabled, or other health impaired. A doctor regards the student as having ADD, and for purposes of this example, the disability limits the major life activity of learning. The student, because of his disability, is unable to participate in the school's programs to the same degree as students without disabilities and therefore is substantially limited by the disability.

Possible Accommodations and Services:

· Seat the student away from distractions and in close proximity to the teacher
· State classroom rules, post in an obvious location, and enforce consistently
· Use simple, concise instructions with concrete steps
· Provide seating options
· Tolerate (understand the need) excessive movement
· Provide a peer tutor/helper
· Teach compensatory strategies
· Train for proper dispensing of medications; monitor and/or distribute medications; monitor for side effects
· Monitor for stress and fatigue; adjust activities
· Adjust assignments to match attention span, etc.
· Vary instructional pace
· Vary instructional activities frequently
· Provide supervision during transitions, disruptions, field trips
· Model the use of study guides, organizing tools
· Accommodate testing procedures; lengthy tests might be broken down into several shorter administrations
· Provide counseling and prompt feedback on both successes and areas needing improvement
· Initiate frequent parent communication
· Establish a school/home behavior management program
· Provide training for staff
· Have the student use an organizer; train in organizational skills
· Establish a nonverbal cue between teacher and student for behavior monitoring
· Assign chores/duties around room/school
· Adapt environment to avoid distractions
· Reinforce appropriate behavior
· Have child work alone or in a study carrel during high stress times
· Highlight required or important information/directions
· Provide a checklist for student, parents, and/or teacher to record assignments of completed tasks
· Use a timer to assist student to focus on given task or number of problems in time allotted; stress that problems need to be done correctly.
· Have student restate or write directions/instructions
· Allow student to respond in variety of different modes (i.e., may place answers for tests on tape instead of paper)
· Give student opportunity to stand/move while working
· Provide additional supervision to and from school
· Adapt student's work area to help screen out distracting stimuli
· Grade for content integrity not just neatness/presentation
· Schedule subjects which require greater concentration early in the day
· Supply small rewards to promote behavior change
· Avoid withholding physical activity as a negative reinforcer
· Allow for periodic, frequent physical activity, exercise, etc.
· Determine trigger points and prevent action leading to trigger points
· Provide for socialization opportunities, such as circle of friends

BIPOLAR DISORDER

EXAMPLE: The student was diagnosed as having a bipolar disorder, however the severity (frequency, intensity, duration considerations) of the condition did not qualify the student for IDEA. A properly convened 504 committee determined that the condition did significantly impair the major life activity of learning and fashioned a 504 plan for the student.

Possible Accommodations and Services:

· Break down assignments into manageable parts with clear and simple directions, given one at a time
· Plan advanced preparation for transitions
· Monitor clarity of understanding and alertness
· Allow most difficult subjects at times when student is most alert
· Provide extra time on tests, class work, and homework if needed
· Strategies in place for unpredictable mood swings
· Provide appropriate staff with training on bipolar disorder.
· Create awareness by staff of potential victimization from other students
· Implement a crisis intervention plan for extreme cases where student gets out of control and may do something impulsive or dangerous
· Provide positive praise and redirection
· Report any suicidal comments to counselor/psychologist immediately
· Consider home instruction for times when the student's mood disorder makes it impossible for him to attend school for an extended period

CANCER

EXAMPLE: A student with a long-term medical problem may require special accommodations. Such a condition as cancer may substantially limit the major life activities of learning and caring for oneself. For example, a student with cancer may need a class schedule that allows for rest and recuperation following chemotherapy.

Possible Accommodations and Services:

· Adjust attendance policies
· Limit numbers of classes taken; accommodate scheduling needs (breaks, etc.)
· Send teacher/tutor to hospital, as appropriate
· Take whatever steps are necessary to accommodate student's involvement in extra-curricular activities if they are otherwise qualified
· Adjust activity level and expectations in classes based on physical limitations; don't require activities that are too physically taxing
· Train for proper dispensing of medications; monitor and/or distribute medications; monitor for side effects
· Provide appropriate assistive technology
· Provide dietary accommodations
· Provide a private area in which to rest
· Shorten school day
· Arrange for home tutoring following treatment
· Send additional set of texts and assignments to hospital schools
· Tape lessons. Accept the fact that the lessons and content-area tests may not be appropriate; the student is learning many life lessons through this experience
· Adjust schedule to include rest breaks
· Provide counseling; establish peer group support
· Adapt physical education
· Provide access to school health services
· Provide awareness training to appropriate staff and students
· Develop health care emergency plan to deal with getting sick at school
· Offer counseling for death and dying to peers/teachers/staff
· Furnish a peer tutor
· Provide student with a student buddy for participation in sports
· Initiate a free pass system from the classroom
· Provide lessons using mastery learning techniques
· Provide individual school counseling
· Begin friendship groups for the student
· Provide teachers with counseling, emphasizing positive attitudes
· Have a health plan for care of mediport/any other intravenous lines and medical needs
· Plan ongoing communication about school events
· Notify parents of communicable diseases in school
· Designate a person in school to function as liaison with parents as a means of updating changing health status

CEREBRAL PALSY

EXAMPLE: The student has serious difficulties with fine and gross motor skills. A wheelchair is used for mobility. For purposes of this example, the condition substantially limits the major life activity of walking. Cognitive skills are intact.

Possible Accommodations and Services:

· Provide assistive technology devices
· Arrange for use of ramps and elevators
· Allow for extra time between classes
· Assist with carrying books, lunch trays, etc.
· Adapt physical education curriculum
· Provide for physical therapy as appropriate. Such therapy needs to relate directly to "life skills"
· Train for proper dispensing of medications; monitor and/or distributed medications; monitor for side effects
· Adapt eating utensils
· Initiate a health care plan that also addresses emergency situations
· Train paraprofessionals in the case of this student (i.e. feeding, diapering, transporting to and from the wheelchair)
· Adapt assignments
· Educate peers/staff with parent/student permission
· Ensure that programs conducted in the basement or on second or third floor levels are accessible
· Ensure that bathroom facilities, sinks and water fountains are readily accessible.
· Provide post-secondary or vocational transition planning.

CHRONIC INFECTIOUS DISEASES

(i.e., Acquired Immune Deficiency Syndrome (AIDS)

EXAMPLE: The student frequently misses school and does not have the strength to attend a full day. For purposes of this example, the student has a record of a disability, which substantially limits the major life activities of learning. Please review applicable District policies.

Possible Accommodations and Services:

· In-service staff and students about the disease, how it is transmitted and how it is treated (Consult appropriate District policies)
· Apply universal precautions
· Administer medications following medication administration protocols, train for proper dispensing of medications; monitor and/or distribute medications; monitor for side effects
· Adjust attendance policies
· Adjust schedule or shorten day
· Provide rest periods
· Adapt physical education curriculum
· Establish routine communication with health professionals, area nurse, and home
· Develop health-care and emergency plan
· Consult with doctor, parents, teachers, area nurse, and administrators
· Train appropriate teachers on medical/emergency procedures
· Provide two-way audio/video link between home and classroom via computer, etc.
· Arrange for an adult tutor at school or home
· Adapt assignments and tests
· Provide an extra set of textbooks for home
· Provide staff training on confidentiality
· Provide education and support for peers regarding issues of death and dying
· Provide transportation to and from school if needed as a related service
· Tape books or provide a personal reader
· Arrange to communicate with a home computer with e-mail
· Notify parents of communicable disease in the classroom
· Arrange for participation in a support group
· Provide for post-secondary employment transitions for secondary students
· Foster supportive community attitudes regarding the District's need to provide education to HIV positive/AIDS students
· Develop and promote a nondiscriminatory classroom climate and supportive student attitudes
· Promote the most supportive, least restrictive educational program
· Initiate a "Kids on the Block" AIDS program
· Videotape classroom teaching
· Provide a peer support group to encourage communication
· Involve school health consultant in school-related health issues

CYSTIC FIBROSIS

EXAMPLE: This student is a new enrollee at your school and has an extensive medical history. He has significant difficulty breathing and will often be absent due to respiratory infection. While medical needs can be easily documented on a health plan, his educational needs also need to be accommodated. For purposes of this example, learning is the major life activity that is substantially impaired.

Possible Accommodations and Services:

· Train for proper dispensing of medications; monitor and/or distribute medications; monitor for side effects
· Create a health care plan for management of acute and chronic phases
· Promote good communication between parents, hospital, home, and school on school assignments
· Shorten the school day
· Adapt physical education activities
· Apply universal precautions, correct disposal of fluids
· Recognize need for privacy for "good coughing"
· Educate staff and peers

DEAF/HEARING IMPAIRMENT

EXAMPLE: A student was diagnosed with a substantial hearing impairment at a very early age. Therefore, he has both a hearing loss and a mild speech impediment. He compensates through both lip reading and sign language. Academic abilities test in the average range.

Possible Accommodations and Services:

· Allow for written direction/instructions in addition to oral presentation
· Ensure delivery of instruction facing the student to allow lip reading
· Provide visual information as primary mode of instruction
· Allow for provision of interpreter services
· Install acoustical tile, carpeting
· Seat in a location with minimal background noise
· Provide paper and pencil/pen to write/draw requests when needed
· Facilitate acquisition of TDDs and related assistive technology
· Allow for extra time between classes
· Provide post-secondary or vocational transition planning

DIABETES

EXAMPLE: A sixth grader with juvenile diabetes requires accommodation to maintain optimal blood sugar. His mom provides the crackers and juice to be used at "break" time and before physical education class. She asks that teachers remind him to eat at a certain time of the morning if he does not pay attention to the beeper on his watch. The youngster is very self sufficient; while he is able to monitor his own blood sugar now, he prefers to do this privately. Therefore, mom asks that the equipment and a notebook/log be stored in a nearby file cabinet and the youngster be allowed to go into the hall with the equipment to check his blood sugar twice a day. She also asks that his teacher allow him to use the bathroom as needed.

Possible Accommodations and Services:

· Health care plan for management of condition in the school setting and in emergencies
· Educate staff to signs/symptoms of insulin reaction/hypoglycemia; hunger, shakiness, sweatiness, change in face color, disorientation, drowsiness
· Do not leave the child alone if he/she is feeling poorly; walk to the office or clinic with the student.
· Train for proper dispensing of medications; monitor and/or distribute medications; monitor for side effects; communicate systematically and frequently with parents
· Adapt physical education activities
· Store equipment and documentation in a readily accessible location for student, parent, and area nurse or clinic aid
· Accommodate food access/meal schedules rigorously
· Allow access to bathroom facilities

DRUGS AND ALCOHOL

EXAMPLE: The student has used drugs and alcohol for many years. This problem has affected the major life activities of learning and caring for oneself. The student is presently not using drugs or alcohol and is in a rehabilitation program. If the student is not using drugs or alcohol, he or she could qualify for accommodations or services under Section 504.

Possible Accommodations and Services:

· Provide copies of texts and assignments to treatment facility
· Arrange for periodic home-school contacts
· Establish daily/weekly assignments monitoring system
· Communicate with treatment facility; pursue transition services available through the treatment facility
· Provide/arrange for counseling
· Establish peer support group
· Dismiss from school for treatment without punitive measures
· Ensure strong link with school counselor
· Arrange for access to treatment at private or public facilities.
· Integrate a student assistance program into the classroom
· In-service faculty/staff with parent/student permission
· Provide post-secondary or vocational transition planning
· Provide ongoing support around chemical dependency in conjunction with other agencies
· Train for proper dispensing of medications; monitor and/or distribute medications; monitor for side effects

EMOTIONALLY DISTURBED

EXAMPLE: An emotionally disturbed student may need an adjusted class schedule to allow time for regular counseling or therapy. For purposes of this example, the condition substantially limits the individual's major life activity of learning.

Possible Accommodations and Services:

· Train for proper dispensing of medications; monitor and/or distribute medications; monitor for side effects
· Maintain weekly/daily journals for self-recording of behavior
· Establish home-school communication system
· Schedule periodic meetings with home and treatment specialists
· Provide carry-over of treatment plans into school environment
· Assist with inter-agency referrals
· Utilize behavior management programs
· Develop contracts for student behavior
· Post rules for classroom behaviors; teach expectations
· Provide counseling, social skills instruction
· Reinforce replacement behaviors
· Educate other students/staff/school personnel
· Foster carryover of treatment plans to home environment
· Reinforce positive behavior
· Schedule shorter study/work periods according to attention span capabilities
· Be consistent in setting expectations and following up on reinforcements/consequences
· Provide post-secondary or vocational transition planning

ENCOPRESIS/ENURESIS

EXAMPLE: A student who will urinate or defecate in clothes. Not to be confused with physical incontinence, but only to a needed behavior change (i.e. toilet training, bowel/bladder retraining).

Possible Accommodations:

· Maintain low key responses
· Have a change of clothes available at school in the clinic or alternative location
· Plan a consistent response to events; send student to clinic or alternative location for clean-up and change of clothes; while wearing latex/rubber gloves, place soiled clothes in a plastic bag; call parent and make arrangements for soiled items to be returned home
· Observe for consistent trigger events
· Support bowel/bladder retraining program that is recommended by the physician

EPILEPSY

EXAMPLE: The student is on medication for seizure activity, but experiences several petit mal seizures each month. This condition substantially limits the major life activity of learning.

Possible Accommodations and Services:

· Call parent and document the characteristics of each seizure
· Assess breathing after seizure
· Train for proper dispensing of medications; monitor and/or distribute medications; monitor for side effects
· Train staff and students and prepare an emergency plan
· Anticipate recovery process should a seizure occur. Move seating/clear space during seizure. Do not insert objects into the student's mouth during seizure; administer no fluids if student is unconscious. Turn the unconscious student on his or her side to avoid aspiration of vomit. Provide rest time and return to academic considerations following seizure.
· Arrange a buddy system, especially for field trips
· Avoid portable chalk boards or furniture that would topple over easily
· Provide an alternative recess, adapt activities such as climbing and/or swimming
· Plan for academic make-up work
· Alter door openings to allow access from the outside (i.e., bathroom stall doors that swing both ways)
· Observe for consistent triggers (e.g., smells, bright light, perfume, hair spray)
· Provide post-secondary or vocational transition planning

HEARING IMPAIRMENT

EXAMPLE: A parent is hearing impaired and requests, access to school sponsored activities. The District makes accommodations by providing interpreter services for the parent to participate effectively in school-sponsored events or meetings about the student.

Possible Accommodations and Services:

· Provide an interpreter for those school events where accommodations may be necessary/are requested
· Make alternative arrangements for home-school contacts/communication
· Assist with locating peer or support groups
· Use written notes for communication
· Arrange with phone company for assistive devices on public phones
· Provide information on assistive technology; acquire assistive equipment for school use
· Provide in-house TDD or relay services to receive/communicate efficiently
· Provide post-secondary or vocational transition planning

LEARNING DISABILITIES

Individual profiles of learning strengths and weaknesses will vary. THE EXAMPLE: The student has a learning disability that impacts her ability to read. She has more difficulty with word decoding and spelling than reading comprehension. Thus, completing reading tasks is difficult and slow. She is currently a student receiving special education services.

Possible Accommodations and Services:

· Provide lower-readability materials covering course context
· Provide extended time on tests
· Arrange for student/volunteer readers
· Provide information on accessing materials through recordings for the Blind and Dyslexic (i.e., books on tape)
· Allow access to spell checkers and/or word processing
· Provide information on accommodations for college-entrance/qualifying exams (i.e., PSAT)
· Written directions in addition to oral
· Clearly sequenced instruction
· Visual graphs/charts/diagrams to support instruction
· Provision of computer access
· Seating toward the instructor
· Support/suggestions relative to post-secondary/career options
· Support in the use of organizational/time-management strategies
· Support in the use of strategies to assist memory and problem-solving
· Use of multi-sensory instructional methods (i.e., visual graphs and charts to accompany oral presentation)
· Provide post-secondary or vocational transition planning

LEUKEMIA

EXAMPLE: The student has recently been diagnosed with leukemia and requires frequent hospitalization. The condition substantially limits the major life activity of learning and caring for oneself.

Possible Accommodations and Services:

· Involve area nurse in assessing current limitations and development of health plan
· Provide homebound instruction if needed
· Provide the student with an adjusted school day
· Make needed accommodations during physical education/recess
· Provide rest periods
· Have medical services and medication available at school. Train for proper dispensing of medications; monitor and/or distribute medications; monitor for side effects
· Support the proper diet as per physical recommendation
· With parent/student permission, have area nurse to educate teachers/staff/peers
· Notify parents of existing communicable diseases at school (i.e., chicken pox, flu, strep throat, etc.)
· Consult with medical staff about individual needs and/or concomitant factors

ORTHOPEDICALLY IMPAIRED

EXAMPLE: The student has limited mobility and uses a wheelchair. This condition substantially limits the major life activity of walking.

Possible Accommodations and Services:

· Develop a health care and emergency plan
· Implement an adaptive physical education program
· Provide physical therapy at school
· Correct problems with physical accessibility of facilities/pathways between buildings
· Provide extra time to get to class
· Supply a set of textbooks for home
· Provide a copy of class notes from a peer
· Practice emergency exit from school building
· Ensure that access to programs held in the basement or on second or third floors is handicapped accessible
· Ensure that bathroom facilities, water fountains, sinks, etc. are readily accessible
· Provide post-secondary or vocational transition planning

STUDENT WITH SPECIAL HEALTH CARE NEEDS

EXAMPLE: The student has a special health care problem and requires clean intermittent catherization twice each day. This procedure empties the bladder and helps prevent urinary tract infections and possible wetting. The school is required to provide trained personnel to perform the procedure or to provide the student a private location to perform the procedure. The condition is substantially limiting in the major life activity of caring for oneself.

Possible Accommodations and Services:

· Apply universal precautions
· Provide trained personnel to perform special medical procedures. Train for proper dispensing of medications; monitor and/or distribute medications; monitor for side effects
· Provide student with private location and time to perform procedures
· Involve area nurse, parents, teachers, and staff in periodic review
· Allow preferential seating as indicated by need
· Adapt recess, physical education, and transportation
· Adjust classroom environment
· Develop health care and emergency plan
· If necessary, adapt attendance policy
· Establish health alert system whereby every staff member involved with this student is aware of the health problem and of proper procedures
· Provide a beeper/paging system for trained personnel
· Make available homebound services/instruction if needed
· Provide school counseling
· Arrange for in-service to other students and staff with parent/student permission
· Provide post-secondary or vocational transition planning

TEMPORARILY DISABLED

EXAMPLE: A student was in an automobile accident and will be homebound and/or hospitalized for an extensive period. The student is considered temporarily disabled under Section 504 and should receive accommodations if this disability substantially limits a major life activity for the period of time it does so.

Possible Accommodations and Services:

· Provide duplicate sets of texts
· Provide assignments to hospital school
· Tape lessons
· Provide homebound instruction
· Schedule periodic home-school meetings
· Arrange for student to leave class early to get to next class
· Provide access to elevators
· Excuse from or adapt physical education program
· Arrange for a friend to assist student in getting from class to class, provide help with getting lunch tray
· Establish a student support network
· Provide a cordless telephone/beeper/pager
· Provide an interactive system-computer, e-mail, TV
· Arrange for peer notes
· Change seating arrangements to accommodate needs
· Adapt assignments depending on disability
· Allow more time for test completion
· Allow shortened days; adjust attendance policy
· In-service staff and class and prepare an emergency care plan
· Switch programs /classes to an accessible classroom on the main floor
· Test verbally
· Provide peer assistance for social involvement (i.e., to keep child informed of social activities)
· Furnish life-skill assistance
· Provide area nurse services

TOURETTE'S SYNDROME

EXAMPLE: The student exhibits inappropriate gestures and sounds in the classroom and hallways. The condition is substantially limiting in the major life activities of learning and caring for oneself.

Possible Accommodations and Services:

· Provide student with a means of catching up on missed lessons
· Pair with a fellow student for study if indicated
· Educate other students about associated outbursts/gestures/tics
· Arrange for frequent parental interaction if indicated
· Monitor administration/side effects of medication
· Implement a behavior management program if indicated; cue student about inappropriate behaviors
· Provide supervision for transition activities, during periods of "acting out"
· Provide alternative/larger work space or appropriate space for the child to act out if indicated
· Teach compensatory strategies
· Adapt assignments if indicated
· Provide peer/teacher in-service with parent/student permission
· Provide post-secondary or vocational transition planning

TRAUMATIC BRAIN INJURY

EXAMPLE: The student sustained a brain injury in an automobile accident. Many academic and motor skills have been lost from the injury. The student does not qualify for special education under IDEA. The condition is substantially limiting to the major life activities of learning and performing manual tasks.

Possible Accommodations and Services:

· Provide extended school year/time
· Furnish memory/organizational aids
· Provide alternative testing
· Initiate tutoring programs
· Arrange an emergency plan
· Monitor for seizure activity
· In-service staff and peers with student/parent permission
· Monitor fatigue/mental exhaustion
· Provide frequent short breaks during periods of intense concentration
· Shorten the instructional day if indicated
· Provide strategies for organizing/sequencing tasks
· Provide post-secondary or vocational transition planning


TUBERCULOSIS

EXAMPLE: The student is suspected of having active tuberculosis and must stay home until diagnostic tests are completed. The disease is no longer infectious, but the student is still weak. The condition is substantially limiting to the major life activity of learning.

Possible Accommodations and Services:

· Provide home tutor, as necessary
· In-service staff on the need for confidentiality to limit the stigmatization of him or her
· Have the medical evaluator provide feedback to staff
· Train for proper dispensing of medications; monitor and/or distribute medications; monitor for side effects
· In-service staff and students about the disease, how it is transmitted, and how it is treated
· Work with community agency or health department to provide medication and health education materials
· Work with community agency or health department to test students and staff for exposure and/or infection and to determine when the student can return to school
· Provide therapy and dispense medications if student is diagnosed with active TB; observed for side effects; arrange for parents to give medication on holidays and weekends

VISUAL IMPAIRMENT

EXAMPLE: A student has a progressive medical disorder, which results in increasing loss of visual acuity. He now requires both enhanced lighting and enlarged print materials in order to read.

Possible Accommodations and Services:

· Preferential seating
· Adaptations to the physical environment (i.e., consistent room arrangement, removal of obstacles to path of entry)
· Copies of text/reading materials for adaptation
· Modified writing tools (i.e., dark felt tip pens)
· Perkins Brailler
· Slate and stylus
· Raised lines on writing paper
· Dark lined writing paper
· Lighting aids
· Low vision devices including magnifiers, monocular glass, closed-circuit TV
· Desktop slantboard
· Enlarged print materials; textbooks, workbooks, worksheets
· Braille textbooks/reading materials
· Books on tape
· Audiotape recorder, tapes and organizational location (headphones if needed)
· Oral instead of written tests
· Standardized tests (i.e., CAT, SAT) in large print or Braille
· Tactile maps
· Computer with enlarged print screen/adaptations
· Speech synthesizer for input and output
· Screen reading device
· Optical Character Recognition System Scanner
· Mobility devices (i.e., white cane)
· Abacus

WEIGHT: DIAGNOSIS OF OBESITY, ANOREXIA, AND BULIMIA

EXAMPLE: A student has an extreme eating disorder that may require special accommodations. Obesity may be considered a disability under Section 504 where it substantially impairs a major life activity or is regarded by others as doing so.

Possible Accommodations and Services:

· Provide special seating modifications
· Make dietary modifications per physician recommendation
· Adapt physical education program per physician recommendation
· Allow extra time to get to classes
· Educate peers
· Adapt rest rooms
· Provide opportunities for socialization and peer counseling/interaction
· Ensure privacy for self-care
· Provide counseling involving the area nurse
· Provide for elevator privileges per physician's recommendation
· Arrange for counselor/area nurse to supervise peer counseling to deal with esteem issues, peer attitudes, teasing, etc.
· Address busing concerns to ensure room on buses for seating
· Arrange to provide opportunities for the individual to participate in intramural and extra-curricular events
· Make any class location changes that may be needed

Resource:
Jefferson County Colorado School District

CLASSROOM AND FACILITY ACCOMMODATIONS

As local districts develop policies and procedures for guiding the referral and identification of students determined to be disabled under Section 504, it is critical that information concerning this law and its impact on local school districts be shared with principals and building-level staff.  The intent of Section 504 is to “accommodate” for differences within the regular education environment.  For this to be accomplished, all staff must be provided with awareness activities and given specific information concerning the district’s procedures for dealing with Section 504 referrals.

As individual students are identified, the classroom teacher may need specific training in the area of the identified disability (e.g., training from the school nurse on a danger signs of an impending asthma attack, training from a physical therapist on correct positioning of a wheelchair-using student at this/her desk, etc.)  The following classroom/facility accommodations are presented as examples of ways in which Section 504 disabilities may be successfully addressed within the regular education environment.

The following information provides examples of ways in which the needs of children with disabilities (or Section 504 disabilities) may be accommodated in the regular classroom environment.

AREA OF CONCERN	ACCOMMODATIONS
Parent/student/teacher communications	·   Develop a daily/weekly journal. ·   Develop parent/student/school contacts. ·   Schedule periodic parent/teacher meetings. ·   Provide parents with duplicate set of texts.
Staff Communications	·   Identify resource staff. ·   Network with other staff. ·   Schedule building team meetings. ·   Maintain ongoing communication with building principal.
School/community/agency communication	·   Identify and communicate with appropriate personnel working with student. ·   Assist in agency referrals. ·   Provide appropriate carryover in the school environment.
Instructional day	·   Allow student more time to pass in hallways. ·   Modify class schedule.
Modification of classroom/building climate to accommodate student needs	·   Plan for evacuation for wheelchair-using students. ·   Schedule classes in accessible areas.
Building health/safety procedures	·   Administer medication. ·   Apply universal precautions. ·   Accommodate special diets.
Difficulty sequencing and completing steps to accomplish specific tasks (e.g., organized paragraphs, division problems, etc.)	·   Break up task into workable and obtainable steps. ·   Provide examples and specific steps to accomplish task.
Shifting from one uncompleted activity to another without closure	·   Define the requirements of a completed activity (e.g., Your math is finished when all 6 problems are complete and corrected; Do not begin on the next task until it is finished).

Difficulty following through on instructions from others	·   Gain student’s attention before giving directions.  Use alerting cues.  Accompany oral directions with written directions. ·   Give one direction at a time.  Quietly repeat directions to the student after they have been given to the rest of the class.  Check for understanding by having the student repeat the directions. ·   Place general methods of operation and expectations on charts displayed around the room and/or on sheets to be included in student’s notebook.
Difficulty prioritizing from most to least important	·   Prioritize assignments and activities. ·   Provide a model to help students.  Post the model and refer to it often.
Difficulty sustaining effort and accuracy over time	·   Reduce assignment length and strive for quality (rather than quantity). ·   Increase the frequency of positive reinforcement (catch the student doing it right and let him know it).
Difficulty completing assignments	·   List and/or post (and say) all steps necessary to complete each assignment. ·   Reduce the assignment into manageable sections with specific due dates ·   Make frequent checks for work/assignment completion. ·   Arrange for the student to have a “study buddy” with phone number in each subject area.
Difficulty with any task that requires memory	·   Combine seeing, saying, writing and doing—student may need to subvocalize to remember. ·   Teach memory techniques as a study strategy (e.g., mnemonics, visualization, oral rehearsal, numerous repetitions).
Difficulty with test taking	·   Allow extra time for resting, teach test-taking skills and strategies, and allow student to be tested orally. ·   Use clear, readable and uncluttered test forms. Use test format that the student is most comfortable with.  Allow ample space for student response. Consider having lined answer spaces for essay or short answer questions.
Confusion from non-verbal cues (misreads body language, etc.)	·   Directly teach (tell the student) what nonverbal cues mean. ·   Model and have student practice reading cues in a safe setting.
Confusion from written material (difficulty finding main idea from a paragraph, attributes greater importance to minor details)	·   Provide student with copy of reading material with main ideas underlined or highlighted. ·   Provide an outline of important points from reading material. ·   Teach outlining, main idea/details concepts. ·   Provide tape of text/chapter
Confusion from spoken material, lectures and audio-visual material (difficulty finding main idea from presentation, attributes greater importance to minor details)	·   Provide student with a copy of presentation notes. ·   Allow peers to share notes from presentation (have student compare own notes with copy of peer’s notes). ·   Provide framed outlines of presentations (introducing visual and auditory cues to important information). ·   Encourage use of tape recorder. ·   Teach and emphasize key words (the following… the most important point. etc.).
Difficulty sustaining attention to tasks or other activities (easily distracted by extraneous stimuli)	·   Reward attention.  Break up activities into small units. ·   Reward for timely accomplishments. ·   Use physical proximity and touch. Use earphones and/or study carrels, quiet place, or preferential seating.
Frequent messiness or sloppiness	·   Teach organizational skills.  Be sure student has daily, weekly and/or monthly assignment sheets, list of materials needed daily, and consistent format for papers.  Have a consistent way for students to turn in and receive back papers, reduce distractions. ·   Give reward points for notebook checks and proper paper format. ·   Provide clear copies of worksheets and handouts and consistent format for worksheets.  Establish a daily routine; provide what you want the student to do. ·   Arrange for a peer who will help with organization. ·   Assist student to keep materials in a specific place (e.g., pencils and pens in pouch). ·   Be willing to repeat expectations.

Poor handwriting (often  mixing cursive and manuscript and capitals with lower-case letters)	·   Allow for a scribe and grade for content, not handwriting. ·   Allow for use of a computer or typewriter. ·   Consider alternative methods for student response (e.g., tape recorder, oral reports, etc.). ·   Don’t penalize student for mixing cursive and manuscript (accept any method of production).
Difficulty with fluency in handwriting (e.g., good letter/word production but very slow and laborious)	·   Allow for shorter assignments (quality vs. quantity) ·   Allow alternate method of production (computer, scribe, oral presentation, etc.).
Poorly developed study skills	·   Teach study skills specific to the subject area – organization (e.g., assignment calendar), textbook reading, note taking (finding main idea/detail, mapping, outlining, skimming, summarizing).
Poor self-monitoring (careless errors in spelling arithmetic, reading)	·   Teach specific methods of self-monitoring (e.g., Stop-Look-Listen). ·   Have student proofread work when it is cold.
Low fluency or production of written material (takes hours on a 10 minute assignment)	·   Allow for alternative method for completing assignment (oral presentation, taped report, visual presentation, graphs, maps pictures, etc.) with reduced written requirement. ·   Allow for alternative method of writing (e.g., typewriter, computer, cursive or printing, or a scribe).
Apparent inattention (underachieve, daydreaming, not there)	·   Get student’s attention before giving directions, tell student how to pay attention, (Look at me while I talk; watch my eyes while I speak.) Ask student to repeat directions. ·   Attempt to actively involve student in lesson (e.g., cooperative learning).
Difficulty participating in class without being interruptive, difficulty working quietly	·   Seat student in close proximity to the teacher. ·   Reward appropriate behavior (catch student at “being good”). ·   Use study carrel if appropriate. ·
Inappropriate seeking of attention (clowns around, exhibits loud excessive or exaggerated movement as attention-seeking behavior, interrupts, butts into other children’s activities, needles others)	·   Show student (model) how to gain other’s attention appropriately. ·   Catch the student when appropriate and reinforce.
Frequent excessive talking	·   Teach student hand signals and use to tell student when and when not to talk. ·   Make sure student is called upon when it is appropriate and reinforce listening.
Difficulty making transitions (from activity to activity or class to class); takes an excessive amount of time to “find pencil,” gives up, refuses to leave previous task; appears agitated during change	·   Program student for transitions.  Give advance warning of when a transition is going to take place (Now we are completing the worksheet, next we will) and the expectation for the transition (and you will need). ·   Specifically say and display lists of materials needed until a routine is possible.  List steps necessary to complete each assignment. ·   Have specific locations for all materials (pencil pouches, tabs in notebooks, etc.). ·   Arrange for an organized helper (peer). ·
Difficulty remaining seated or in a particular position when required to	·   Give student opportunities to get up and move around.  Allow space for movement.
Frequent fidgeting with hands, feet or objects; squirming in seat	·   Break tasks down into small increments and give frequent positive reinforcement for accomplishments (this type of behavior is often due to frustration). ·   Allow alternative movement when possible.
Inappropriate responses in class often blurted out; answers given to questions before they have been completed	·   Seat student in close proximity to teacher so that visual and physical monitoring of student behavior can be done by the teacher. ·   State behavior that you do want (tell the student how you expect him to behave).
Agitation under pressure and competition (athletic or academic)	·   Stress effort and enjoyment for self, rather than competition with others. ·   Minimize timed activities; structure class for team effort and cooperation.
Inappropriate behaviors in a team or large group sport or athletic activity (difficulty waiting turn in games or group situations)	·   Five the student a responsible job (e.g., team captain, care and distribution of the balls, scorekeeping, etc.); consider leadership role. ·   Have student in close proximity to teacher.

Frequent involvement in physically dangerous  activities without considering possible consequences	·   Anticipate dangerous situations and plan for in advance. ·   Stress Stop-Look-Listen. ·   Pair with responsible peer. (Rotate responsible students so that they don’t wear out!)
Poor adult interactions Defies authority Sucks up Hangs on	·   Provide positive attention. ·   Talk with student individually about the inappropriate behavior (What you are doing is…, A better way of getting what you want or need is…). ·
Frequent self-putdowns, poor personal care and posture, negative comments about self and others, low self-esteem	·   Structure for success. ·   Train student for self-monitoring, reinforce improvements, teach self-questioning strategies (What am I doing? How is that going to affect others?) ·   Allow opportunities for the student to show his strength. ·   Give positive recognition.
Difficulty using unstructured time – recess, hallways, lunchroom, locker room library, assembly	·   Provide student with a definite purpose during unstructured activities (The purpose of going to the library is to check out…, the purpose of…is…). ·   Encourage group games and participation (organized school clubs and activities).
Losing things necessary for task or activities at school or at home (e.g., pencils, books, assignments before, during and after completion of a given task)	·   Help student organize.  Frequently monitor notebook and dividers, pencil pouch, locker, book bag, desks.  A place for everything and everything in its place. ·   Provide positive reinforcement for good organization. ·   Provide student with a list of needed materials and their locations.
Poor use of time (sitting, staring off into space, doodling, not working on task at hand)	·   Teach reminder cues (a gentle touch on the shoulder, hand signal, etc.). ·   Tell the student your expectation of what paying attention looks like: (You look like you are paying attention when…). ·   Give the student a time limit for a small unit of work with positive reinforcement for accurate completion. ·   Use a contact, timer, etc., for self-monitoring.

 

                                                                       

Resource:

Anchorage School District – Attention Deficit Disorders, Suggested Classroom Accommodations for Specific Behaviors

 

I really have to put my 2 cents in here. 

You have to remember that the Federal Government mandates the 504 Plan but that there are no teeth in enforcement of individualized accommodations. The OCR (Office of Civil Rights) is the enforcement arm of the U.S. government when it comes to the 504 in Public or Private Schools that receive Federal funding. However, the OCR does not fight for your child’s specific accommodations under the 504, whether you have a ton of documentation that what you are asking for is necessary or not. The OCR is only interested in procedural issues. In other words they will get involved if the school does not get things done on time or if after an accommodation has been placed on the 504 it is not being instituted. You may feel you have to have certain accommodations but the school does not have to implement any they do not place on the 504, and what they place on the 504 is totally within their prerogative without much in the way of recourse for you.

The most you can do if you do not agree with the 504 plan accommodations is file a Due Process Hearing with the school district. They would then, hopefully, provide an impartial mediator who would hear both sides and fairly decide the issue. Now if the school does not provide this Due Process hearing then they would be in procedural violation and you could then file a procedural complaint with the OCR. But the OCR will only be interested in ensuring that procedure is being followed and not that any specific accommodations are being instituted.

Remember that though the 504 is mandated by Congress through legislation, in their infinite wisdom Congress did not provide for any funding to the schools for the implementation of the 504. Therefore schools are reluctant to give any accommodations that might in any way cost them money. Oh, they will certainly accommodate for physical disabilities cause they leave themselves vulnerable to a lawsuit if you child was to come to some harm because they did not institute accommodations to protect them from harm. But when it comes to academic accommodations you will find it much more difficult if not impossible to get anything that might cost them a dime. They will allow for preferential seating and perhaps extra books to take home but try to get a tutor or verbal testing and see just how hard you will have to fight and still not receive what you are asking for, Cause to get these items the school will have to make adjustments that will cost them money or time, which is another form of lost revenue.

The premise of the 504 Plan is noble in its intentions but because of this giant loophole through which the schools can deny needed services it is pretty much worthless. If you happen to have your child in a school where they are willing to institute 504 accommodations without much of a fight consider yourself lucky. For the rest of us there is little alternative than to battle with the school and hopefully wear them down or get some form of compromise that is of some benefit.

If your child can qualify under an IEP and Special Education you have a much better chance of getting what your child needs cause the school can get Federal money for your child. But for those of you who want your child to attend college, be sure that any accommodations or modifications do not interfere with the accreditation of your child’s classes. Your child must still be enrolled in regular classes and still be doing the required work without “modifications” in order for that class to be accredited for college entrance.

Let me try to give you a couple of examples of an accommodation vs. a modification and you can see the fine line that is drawn between whether your child can get college credit for a particular class or not.

Suppose your child has a learning disability and they have difficulty comprehending written material. They need someone to explain to them what is on the written page in a way that they understand the material. If your child was to have a SPED class and they went there for tutoring of the subject matter given in a regular class, this would be an accommodation and not in any way interfere with the college accreditation of that regular class. Because whether a SPED teacher is providing tutoring or you get tutoring through any other person it is still just tutoring. However if the SPED teacher came into the regular classroom and was to explain the material in the regular classroom this might be considered a modification and therefore nullify the regular class as being accredited for college credit. There is little difference in what is being accomplished but because the Special Education Teacher is providing assistance within the regular classroom it could be said they are receiving SPED, especially if this is written into the transcript. You must actively see that any SPED accommodations are not considered modifications that would place accreditation of the regular class in jeopardy. A very fine line is being drawn here, but one to take note of. The fine line here is that regular students could receive tutoring but most likely not in class. And does this tutoring within the class give your child an unfair advantage in pop quizzes of material just read?

Now lets suppose your child suffers from sensory overload or ADHD and is also a bad reader and needs assistance in comprehension as well as more time to take tests or read the material or have it read to them. If your child was to receive some of their regular class assignments in a SPED class to reduce the sensory overload or compensate for their ADHD and/or their tests were shortened to accommodate their sensory overload problems they might not get college accreditation for that class cause the material was presented in a Special Education setting. If it was to state in the transcript that they received SPED for say their History class that class would not be accredited. However they could receive the same accommodations in a study hall and the SPED teacher could be the one reading to your child and the test could be shortened to allow for the child to show their proficiency of the material without having to take the full test and this would not in any way place college accreditation of that class in jeopardy.

If your child was to receive any help with regular class work within a SPED classroom it would have to be noted that SPED did not in any way modify the assignments or give any reduced expectations (modifications) in order to help your child succeed. But whenever a SPED designation appears, the college entrance board will scrutinize the application all that much harder and you may find you have to get letters from the school explaining exactly what your child received as part of their SPED experience. If they only received tutoring or Physical Therapy or extra time to do assignments or verbal testing of the regular class assignments then you are safe. Many children go on to college even though they may have had SPED in high school. It all depends on what services were provided and if the required credits were had at the high school level without 'modification'.

If however, they gave modified work to help enable your child to pass a ‘dumbed down’ version of the material or showed your child where to find the answer in a book or passed over questions your child was unable to answer this would be considered a SPED modification and that class would then not count toward college accreditation. Remember the 504 is all about ‘accommodations’ whereas the IEP and SPED are about both ‘accommodations’ and ‘modifications’. Modified classes or class work does not count toward graduation or college entrance. Regular class work with accommodations to enable your disabled child to receive FAPE do count toward graduation and college credit.

Now if your child does not graduate or does not receive enough college accredited classes this does not mean your child will not be able to attend college but probably not a four-year college, at least not right away. Most community colleges you ‘test in’ meaning you take an aptitude test for English to include grammar, spelling, writing, reading and a math test and perhaps other testing. Based on these tests scores you may get directly into a community college or have to take lower 99 or non-credited classes and pass them in order to attend the community colleges regular accredited classes. Some classes do not require any testing to attend them but these are usually not classes that would count toward a degree. Once your child gets into the community college and passes and gets their degree they can then transfer to a four-year college and continue their education. Check with the four-year college to make sure they accept the community college credits. Some may not accept all the credits and some may look on it as if they had been in the four-year college all along.

For example here in Washington State if you attend say Pierce College here in the Tacoma area and wish to transfer to the University of Washington after receiving your AA degree all credits would be transferable. However if you wanted to transfer to Harvard, Princeton, MIT or Yale, I doubt any would be transferable. Know what credits you must have and what are transferable. Also take into account most colleges have a limit on the number of students they will accept and transferring in during your Junior year may be difficult if the four year college does not have room, even though you have satisfied the credit threshold. Their attending students from previous years will have priority.

Another important thing to consider is that college is not like high school in that you are not required to take 4, 5, or 6 classes a day. You can take just one class a quarter. It may take you ten years to get your degree but there is no time limit and so those who suffer sensory overload or some other learning disability may find college much easier. Also most colleges offer tutoring and will make accommodations under the 504 much more readily than the public schools mostly cause you are paying for the classes and so they are receiving revenue from you as well as the State if it is a community college or State college.

One accommodation your child may get in high school that might relieve some of the pressure is to have a half-day. It will take them longer to get the required credits to graduate but they may find that it is worth going an extra year or two if they can eliminate some of the obstacles caused by their disability. Here in Washington and I am sure most if not all States you have till your 21 to get your diploma if you are under a 504 plan. Now your child may not want to graduate a year after her peers and so this option may not be viable but it is available. This differs from college in that in college you have your entire lifetime to take the classes to get your degree.

My daughter will graduate high school with the credits necessary for a 4-year college, most likely, if she continues her current level of participation. She is pushing herself to the brink of her physical and mental abilities and I can do nothing to slow her down. But we have agreed that in college she will not take a full load of classes and most likely will go to a 2 year college that is close to home first and if she then decides to go on for a 4 year degree we will just have the credits transferred to the University of Washington or Washington State University. Both of which accept Pierce College’s credits in full. The University of Washington has a Tacoma Campus and she can get all her classes here locally and continue to live at home. Due to her many disabilities this would likely be the best option should she choose to continue her education.

Remember that you have to find exactly what classes are needed to graduate high school and if your child is interested in college then what classes are needed for a 2 and a 4-year college and if going to a 2-year college what credits are transferable. If your child is under a 504 plan you will have to fight to get academic accommodations but if under an IEP and SPED, not so much. But you have to keep close track of what services are being provided to ensure your child can continue their education if they so choose. 504 plan ‘accommodations’ do not in anyway interfere with college accreditation but an IEP and SPED will if they appear on the transcripts as ‘modifications’ and even if not you may wind up having to explain the reason for SPED in High School. So be on your toes if higher education is in your child’s future.

504 plan accommodations are the least likely to affect your child’s future but are the most difficult to get the school to agree to. The IEP and SPED can make getting accommodations much easier but one must be wary of modifications that would make college entrance difficult and graduation a problem as well. Many under SPED receive a certificate of achievement not a diploma. This may be fine for those with severe disabilities but for those who have the capacity to get that diploma it is totally unacceptable. That diploma will go far in allowing your child to realize their goals and to not try your damnedest to see they realize their potential is a failure on your part as the parent. If your child is willing to fight for their future by attending classes that challenge them in so many ways, you can do no less than your very best to ensure they have every opportunity to succeed

 

 

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