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…

  1. 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.

  1. has a record of such impairment.
  1. 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 Behaviors
Caring 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