section 504 plan testing accommodations chart

Section 504 plan testing accommodations chart skin#

Includes the following categories of educational disabilities: intellectual disability, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, and specific learning disabilities. The impairment need not necessarily affect the student’s major life activity of learning to constitute a disability.

Section 504 plan testing accommodations chart skin#

Section 504 defines disability as follows: physical or mental impairment means (A) any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological musculoskeletal special sense organs respiratory, including speech organs cardiovascular reproductive, digestive, genito/urinary hemic and lymphatic skin and endocrine or (B) any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities (34 CFR §104.3(j)(2)(i)). Much broader than the IDEA since it contains no categorical listing of disabling conditions. The disability need only substantially limit one major life activity for the student to be considered disabled for educational purposes.Ĭhildren ages 3–21 who meet the definition of one of the specific disabilities applicable to school-age children. Individual currently has or has a record of a physical or mental impairment that substantially limits one or more major life activities, or is regarded as having an impairment. Department of Education (USDOE).įederal funding statute whose purpose is to provide financial aid to states in their efforts to ensure adequate and appropriate educational services for children with disabilities. The 504 assessment is not as formal or lengthy as an IEP plan.Civil rights law that protects the rights of individuals with disabilities in programs that receive federal financial assistance from the U.S. Once the request is made, the evaluation of eligibility is determined by a section 504 team. The request for a 504 usually comes from a parent, caregiver, or teacher (with parent approval). Educating students and teachers about their condition.Extra books that can stay at the child's home.Technology assistance, such as voice-to-text tools for doing homework.School nurse gives or monitors medication.

Here are a few possible accommodations the school could take to help this child succeed: This student does not require special education or an IEP as they learn and retain information well. They also have some trouble using eating or writing utensils. The following is an example of a 504 plan for a child who needs a wheelchair to help with mobility. An IEP is more specific about a child’s performance, goals, and timing of services.

What’s in it: The 504 states what parties provide services and who ensures the plan is carried out.

Written document: The IEP has to be a written document, while the 504 does not.

Who creates it: The 504 is less specific about mandatory team members.

Most states follow these same guidelines for the 504, but they can vary by state.

Review requirements: An IEP has to be reviewed yearly and reevaluated every three years.The IEP states that these must be in writing.

Family notification and consent: Both plans require notification from parents or guardians before a change, meeting, or evaluation.Evaluation: The 504 evaluation process is less formal than the IEP.An IEP is more appropriate for a child who is falling behind academically. A 504 provides accommodations for a child with disabilities to overcome barriers at school. Eligibility: The 504 covers a wider variety of disabilities than the IEP.