Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against students on the basis of their disability. The United States Department of Education has issued revisions to the requirements of Section 504 with emphasis on procedural safeguards and other protections that would prevent discrimination against individuals with disabilities, effective March, 2011.
The Wayne RESA Section 504 Toolkit was developed to provide schools with information, sample forms, and suggestions for the implementation of Section 504 procedural safeguards and protections for eligible students. The toolkit includes a section that describes requirements and recommendations for appropriate decisions. There is a sample forms section that schools may adopt to ensure proper notice to parents and documentation of their procedures. There is a Tip section that includes information on a variety of tips for addressing assistive technology, behavioral management issues, Attention Deficit Hyperactivity Disorder, School Refusal, and Bipolar Mood Disorder. A section is dedicated to the development of plans for the management of medication and commonly occurring health issues that require a Section 504 plan.
The entire toolkit may be downloaded and adapted for district uses.
ONLINE TRAINING MODULES
For Online Section 504 Course consisting of 3 Modules - http://courses.mistreamnet.org/course/index.php?categoryid=1 . Log in as guest, using guest as password
For Section 504 videos to view or download:
OFFICE FOR CIVIL RIGHTS CLARIFICATIONS
The final ADA regulations were posted August, 2016 and may be found at this link:
Final ADA Regulations 2016
The Office for Civil Rights (OCR) in the U.S. Department of Education provides guidance on the ADA Amendments and Section 504 through Dear Colleague Letters and a Frequently Asked Questions (FAQ) document. You may review this guidance through the following links:
Dear Colleague Letter on ADHD and Resource Guide: Note the clarification makes clear that schools must NOT rely on the generalization that students who perform well academically cannot also be substantially limited in major life activities, such as reading, learning, writing and thinking; and that such a student can, in fact, be a person with a disability. See this document for more details and other points of clarification.