Health And Social Care Level 3 Unit 504

504

It is commonplace for our roles as Resource Managers to help create, adjust and implement a 504 plan for our pediatric clients. As such, it is very important to understand what a 504 is, what it is not, and the basic information association. You will receive more integrated detail within the employment manual on the various aspects behind 504 plans, specific accommodations and the implementation process. For now, please refer to this page for important information to get you started.

504 at First Glance
• Section 504 of the Federal Rehabilitation Act (1973) is an anti-discrimination statute which requires that the educational needs of disabled students (birth through 21) be met as adequately as those of non-disabled students.
• Most
children on 504 plans may be (and often are) ineligible for an IEP (Individual Education Plan. Please see next section)
• A It is easier for a 504 to become implemented, but there can be challenges in assuring teachers and the establishment are following through
• A 504 Plan provides a student with accommodations to be implemented by the general education teacher in the general education classroom
• 504 Plans include but are not limited to services of a para educator, school psychologist, nurse, or special transportation

Who is Eligible for a 504 Plan?
To be eligible, one must have a disability as defined under the law.
A disability is defined as a disability is an impairment that interferes with a child’s ability to learn. o Learning o Walking o Seeing o Hearing o Speaking o Breathing o Caring for oneself o Performing manual tasks

When might you consider a 504 Plan?
• When a disability is known or suspected.
• When a student is not benefiting from instruction provided.
• As a stop gap during the time a student is being evaluated for special education.
• When a student has been evaluated for special education but did not qualify.
• When a student is “at risk” or shows a potential of dropping out.

The 504 Plan:
• Is not created by any set list of team members, but it is recommended that the parent ask to be included.
• A 504 Plan is easier to qualify for and quicker to implement than an IEP. Ask for a 504 evaluation even if you are also asking for a special education evaluation. The 504 may be used as a stop-gap until the IEP is put in place.
• The plan includes: o A summary of evaluation data o Documentation of eligibility determination o Description of accommodations and placements
• The 504 Plan is not required by law to be reviewed at any particular interval, but best practice is yearly review and reassessment every three
years.

Please refer to the employment manual for questions regarding specific types of accommodations and for information on implementation and follow-through.

Special Education
Individual Education Plan

Individual Education Plans are intensive and procedural. To fully understand the steps involved in this process please refer your training manual. However, this fact sheet is intended to provide you with first-glance information as to what IEP’s are and their significance. As many of our clients and their primary supporters often require our help take part in this process, it is very important that you are well acquainted with the various facets involved in building a successful Individual Education Plan.

Disability
A disability is defined as an impairment that interferes with a student’s ability to learn.

The Law
Under IDEA (Individuals with Disability Education Improvement Act) Act of 2004, students (birth through 21) living with disabilities have the right to specifically designed instruction to meet his/her needs whilst in the least restricted environment through 12 grade.

IEP Individualized Education Plans are a set of specialized, educational goals, designed and overseen by a team of individuals to provide appropriate schooling and accommodations for students living with a disability. This document details specially designed instruction (SDI), works to prepare the student for further education, employment, and independent living. Students with an IEP are covered under 504 accommodations. Qualifying Disabilities under IDEA:
Under IDEA 2004 (which results in an Individual Education Plan, or an “IEP”), disability includes: Hearing Impairment; Visual Impairment; Autism; Traumatic Brain Injury; Orthopedically impaired; DD--Developmentally Delayed; EBD--Emotionally/Behaviorally Disabled; Health Impaired (includes ADD and ADHD); SLD--Specific Learning Disability (difficulty with thinking, reading, writing, spelling or doing math); CD--Communication Disordered (speech and language impairments); MR—Mental Retardation (IQ 70 and under).
Important Facts:
• Parent, case worker, other involved person or school can refer a student and by the law the School District has 25 days to comply with the request. Requests should be made in writing, dated, signed, copied (keep one) and delivered to the school psychologist, school counselor, regular education teacher, special education director, and principal or vice principal. Ask the receiving party to initial and date your copy.
• Requests may be accompanied by letters from doctors or mental health counselors documenting student’s impairments. You must have an ROI signed by the student if they are 13 years and older to facilitate with retrieving these documents.
• Students undergo several appropriated tests to see if they qualify for an IEP. These professionals are usually hired by the school district; however, it is within the guardian right to have their own independent evaluations completed. The financial expense of independent can
vary.
• Many individuals serve on an IEP and monitor/adjust this closely throughout the process
• Parents are at no cost for evaluations and services the child qualifies for. This includes travel/lodging to appropriate professionals.
• If and IEP is denied there are steps to appeal and a 504 should be initiated.

Please review the manual for a comprehensive of all appropriated steps in building and maintaining a successful IEP.