Section 504 of the Rehabilitation Act of 1973 (Section 504) is a “civil rights law that gives students with disabilities a legal right to a Free Appropriate Public Education (FAPE)” (Navigate Life Texas, n.d.). Students are expected to receive equal access to any educational learning experience or activity similar to their non-disabled peers, especially for school districts receiving federal funding. In other words, Section 504 students are entitled to the same resources and treatment whether it pertains to an academic, nonacademic, or after school activity. The school has a responsibility to provide these students with a 504 plan that list accommodations and helpful learning strategies to facilitate classroom or other school activities. In
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The first one pertains to parents and teachers collaborating to advocate for their learners. They essentially come together and choose the most suitable accommodations to help the student with learning and attentiveness. Both teachers and parents also take the time to analyze what is working well and what changes are needed. In addition, the Section 504 program is also effective on this campus because it ensures students needing services receive applicable tier 1 and tier 2 modified services. This means teachers are working diligently to prevent students needing services from being removed out of the classroom. The program allows learners to be inclusive and they receive all the assistance they need based on the protection of the Section 504 regulations. As a result, the campus has lowered the number of students who would otherwise be referred for special education. Section 504 students must receive their accommodations daily in the classroom. The administrator, RtI coordinator, and 504 specialist monitor this through observations, the teacher’s lesson plans, and during 504 meetings (D. McLemore, personal communication, February 7, …show more content…
The process they uphold to ensure students are receiving the best resources is intriguing. On my campus, I will be sure to incorporate an organized system for students to be identified and receive the appropriate educational and behavioral interventions. In fact, students will be denied their legal and academic right should the school not provide the right support. I also learned that the administrators are extremely involved in the decision-making process concerning the Section 504 population. They oversee the program and make recommendations based on what has been done or what should be done. I also want to be actively involved and delegate the appropriate personnel to make decisions for these students. All students deserve to have compassionate leaders advocating for their educational
The first one pertains to parents and teachers collaborating to advocate for their learners. They essentially come together and choose the most suitable accommodations to help the student with learning and attentiveness. Both teachers and parents also take the time to analyze what is working well and what changes are needed. In addition, the Section 504 program is also effective on this campus because it ensures students needing services receive applicable tier 1 and tier 2 modified services. This means teachers are working diligently to prevent students needing services from being removed out of the classroom. The program allows learners to be inclusive and they receive all the assistance they need based on the protection of the Section 504 regulations. As a result, the campus has lowered the number of students who would otherwise be referred for special education. Section 504 students must receive their accommodations daily in the classroom. The administrator, RtI coordinator, and 504 specialist monitor this through observations, the teacher’s lesson plans, and during 504 meetings (D. McLemore, personal communication, February 7, …show more content…
The process they uphold to ensure students are receiving the best resources is intriguing. On my campus, I will be sure to incorporate an organized system for students to be identified and receive the appropriate educational and behavioral interventions. In fact, students will be denied their legal and academic right should the school not provide the right support. I also learned that the administrators are extremely involved in the decision-making process concerning the Section 504 population. They oversee the program and make recommendations based on what has been done or what should be done. I also want to be actively involved and delegate the appropriate personnel to make decisions for these students. All students deserve to have compassionate leaders advocating for their educational