Section 504

Once the formal evaluation of a child has been completed, the Planning and Placement Team (PPT), including the child’s parents, will discuss the results and will determine whether the child is eligible for special education and related services.

Prior to the PPT meeting during which the evaluation results will be discussed for the first time, the parents may request the results of the assessments and evaluations. If that request is made, the district must provide the evaluation results at least three days before the PPT meeting. Also, prior to that PPT meeting, the parents may meet with a member of the PPT to discuss the PPT process and any concerns that the parents have regarding the child. Parents should fully understand the results and conclusions drawn from the evaluation, so that they may work confidently with professionals in planning services for the child.

If parents disagree with an evaluation performed by school personnel or the recommendations, they may request an Independent Educational Evaluation (IEE) — a second opinion — at the district’s expense, or they may choose to have another evaluation done at their own expense. Parents may, at any time, whether or not they disagree with the district’s evaluation or recommendations, opt to have an IEE performed at their own expense.

Students protected under Section 504 may include:

  • Students with ADD or ADHD who might not be eligible under the IDEA categories of specific learning disabilities, emotional disorders or other health impairments;
  • Students with health needs, including insulin dependent diabetes, chronic asthma, severe allergies or temporary disabilities because of an accident;
  • Students with learning disabilities who do not meet the more exacting criteria of IDEA, but who do meet the broader criteria for a disability under Section 504;
  • Students who have contracted communicable diseases, including those testing positive for HIV infections;

  • Students identified as socially maladjusted but not found to have an “emotional disturbance” under IDEA;

  • Students who have been exited from receiving special education services because they no longer meet IDEA criteria; and
  • Students with drug and alcohol dependencies, if not currently using illegal drugs or alcohol.

Types of aids, equipment and accommodations that may be required under Section 504 include, but are not limited to:

  • Use of a word processor for class, homework and/or standardized testing;

  • Extra time for assignments and/or tests;

  • Observations and recommendations by an occupational therapist;

  • Preferential seating, away from distractions;

  • Use of adaptive technology, including computers, tape recorders, software, books on tape, highlighters, filters and pencil grips;

  • Repeated and simplified instructions (in class, on tests and for homework);

  • Modifying tests: this may involve taking tests orally, rather than in writing, or taking tests in a quieter setting.


How to Be an Effective Advocate for Your Child

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