Perry Community School District
A Guide to Section 504 for Educators and Administrators
(updated for 2015)
Section 504 is what effective teachers do for children with learning difficulties. Effective teachers make practical accommodations in their classrooms to “level the playing field” so children with learning difficulties can benefit from instruction.
What’s the difference between Section 504 and IDEIA or Special Education?
IDEIA focuses on the rights of individuals with disabilities who are entitled to a free and appropriate public education, and because of their disability(ies) require speciallydesignedinstruction. Section 504 is a civil rights legislation involving accommodations for students, not specially designed instruction. Therefore, Section 504 is a general education responsibility.
What are accommodations?
Accommodations are adjustments or modifications to instruction, assessment, coursework, etc. made by effective classroom teachers to enable a student to benefit from instruction and be successful in learning. This does not include a substantial change in the educational program. Examples of accommodations can be found on the last page of this packet.
What is a disability under Section 504?
A child may be considered disabled under the definition of Section 504 if the child…
- has a mental or physical impairment that substantially limits one or more of a person’s major life activities. Major life activities include:
learninghearing breathing caring for oneself concentrating
seeingspeakingworkingperforming manual tasks
readingthinkingwalkingcommunicating
operation of major bodily functions
Examples for each of the above categories can be found on page 2. The above criteria need to be justified by a team that includes the parents using good evaluation data. The problem that precipitates a Section 504 evaluation should be chronic, present across several settings, and limit the student’s major life activities.
- has a record of such impairment.
- is regarded as having such impairment.
Note: # 2 & #3 above become a factor only if discrimination has occurred because of the “record” or “perception.” Only #1 is used to determine eligibility for Section 504 accommodations. Also, many children have impairments that do not substantially limit a major life activity that impacts their education. If the disability does not impact the child’s education they would not quality for Section 504 accommodations.
Examples of School-related Impairments of Major Life Activities
Major Life Activity / Sample BehaviorsCaring for oneself /
- Inability to use bathroom facilities without supports, e.g., catheterization
- Difficulty in changing into gym clothes without assistance
Performing manual tasks /
- Inability to manipulate laboratory equipment for someone with cerebral palsy
- Difficulties in learning keyboarding skills for someone with motor involvement resulting from a traumatic brain injury
Walking /
- Inability to access the auditorium for drama class
- Difficulty in getting from one class to another because of limited mobility
Seeing /
- Inability to see the chalkboard
- Difficulty using in-class materials that are low contrast
Hearing /
- Difficulty hearing a speaker due to auditory and visual distractions
- Not seated in an advantageous location to capitalize on residual hearing
Speaking /
- Inability to convey understandable messages
- Problems interacting with others in social contexts
Breathing /
- Physical reaction to various allergens
- Difficulty breathing due to asthma
Working /
- Emotional problems that interfere with vocational training
- Problems with physical accessibility on training sites.
What kinds of things might signal a need to consider Section 504 evaluation?
- When parents frequently express a concern about their child’s performance or interactions with peers
- When suspension or expulsion is being considered for any student
- When retention is being considered
- When a student shows a pattern of not benefiting from teacher instruction
- When a student returns to school after a serious illness or injury
- When a student is referred for evaluation but it is determined not to do an evaluation under IDEIA
- When a student is evaluated and is found not to quality for special education services under IDEIA
- When a student exhibits a chronic health condition
- When a student is identified as at-risk or exhibits the potential for dropping out of school
- When substance abuse is an issue.
- When a disability of any kind if known or suspected
Perry CSD: Section 504Page 1
Checklist of Possible Modifications
Student: ______
Date: ______
Pacing
______Adjust time for completion of assignments
______Allow frequent breaks. Vary activity of ten
______Omit assignments requiring copying in a timed
Environment
______Leave class for Content Master/ResourceAssistance
______Preferential seating
______After physical room arrangement
______Define limits (physical/behavioral)
______Reduce/Minimize distractions:
____Visual ____Auditory ____Both
______Cooling off period
______Sign language interpreter
Presentation of Subject Matter
______Emphasize teaching approach:
___Auditory ___Visual ___Tactile___ Multi
______Individual/Small group instruction
______Utilize specialized curriculum
______Tape lectures for replay
______Present demonstration
______Utilize manipulative/”hands on” activities
______Emphasize critical information
______Pre-tech vocabulary
______Advanced organizers
______Provide visual cues
Material
______Taped texts
______Highlighted text/study guides
______Use supplementary materials
______Note-taking assistance: Copy notes of other students
______Typed handwritten teacher material
______Special equipment: ______
______Use of laminated materials
______Use adapted or simplified texts
Material (cont.)
______Use of calculator/computer
______Braille texts
______Large print books
______Modify weights of examinations
______Credit for projects instead of papers and vice versa
Assignments
______Reduce paper and pencil tasks
______Read directions/worksheets to students
______Give oral/visual cues or prompts
______Record or type assignment
______Adapt worksheets, packets
______Maintain assignment notebook
______No penalties for spelling errors
Reinforcement and Follow Through
______Use positive reinforcement
______Use concrete reinforcement
______Check often for understanding/review
______Peer tutoring
______Request parent reinforcement
______Have student repeat directions
______Make/Use vocabulary files
______Teach study skills
______Use study sheets to organize material
______Reinforce long-term assignment time lines
______Repeated review/drill
______Use behavioral contracts/check cards
______Weekly progress reports
______Before or after school tutoring
______Conference with student
Testing Adoptions
______Oral
______Taped
______Modify format
______Read test to student
______Reduce reading level
______Write test item response for student
______Adjust time for test completion
______Leave class for Resource/Content Mastery
Grading
______Credit for class participation
Perry CSD: Section 504Page 1
Perry CSD: Section 504Page 1