Source: https://www.bulloch.k12.ga.us/Section504RehabilitationActof1973
Timestamp: 2019-04-21 04:49:36+00:00

Document:
Section 504 of the Rehabilitation Act of 1973/Public law 93-112 is a comprehensive law that addresses the rights of handicapped persons (hereafter referred to as persons with disabilities except when quoting the law) and applies to all agencies receiving federal financial assistance. Eliminating barriers to education programs and services, increasing building accessibility, and establishing equitable employment practices are thoroughly and specifically addressed in Section 504 regulations. Section 504 states: No otherwise qualified handicapped individual shall, solely by reason of his/her handicap, be excluded from the participation in, be denied the benefits of, or be subject to discrimination under any program or activity receiving federal financial assistance. The regulation makes it clear that the failure to provide a free appropriate public education to a student with disabilities covered by Section 504 is discrimination which violates the Act.
For Bulloch County Schools, Leslie Schlierf , the executive director of Special Education Services is the Student Program Accessibility/Section 504 and ADA Coordinator. Superintendent Charles Wilson is the Facilities Accessibility/Section 504 and ADA Coordinator. Director of Human Resources Phillip Tremble is the Personnel Issues/Section 504 and ADA Coordinator.
In 1973, when the Rehabilitation Act was passed, "handicap" was the acceptable term for a mental or physical impairment. Today, the term "disability" is preferred and promoted. Under the provisions of Section 504, either term refers to a person who (1) has a physical or mental impairment which substantially limits one or more major life activities; (2) has a record of such an impairment; or (3) is regarded as having such an impairment. To qualify for protection under the law, the individual must have a physical or mental impairment that substantially limits a major life activity such as caring for one self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, or working. Examples include Tourettes Syndrome, epilepsy, sickle-cell anemia, asthma, or a serious long-term illness or injury, if there is a resulting impact on a major life activity such as learning.
4. How are students with Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder handled?
When a school is informed that a student has Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD), the school is required to utilize appropriate educational strategies.These strategies can be documented through the use of the Response to Intervention (RTI) model. RTI is a model in which a student with academic or behavioral difficulties is provided one or more research based interventions. The student's progress is monitored frequently to evaluate whether or not interventions are sufficient to assist the student in making progress. If, after a determined period of time, the student does not progress in spike of the interventions, referral to a 504 team to determine eligibility will be made.
For example, if behavior is the manifestation of the condition, then the successful development of a behavior management plan that meets the school's obligations under the federal law. If the student is manifesting attention problems, which are affecting learning, the school can develop strategies to address those within the regular classroom. In cases in which the ADD results in behavior or attention problems which are so severe that they cannot be accommodated within the regular classroom, Section 504 requires the school to provide special services which will enable the student to benefit from an educational program. Students with ADD or ADHD might qualify under the Individuals with Disabilities Education Act (IDEA) as a student suffering from another health impairment (OHI). The school should determine if a referral to special education for consideration of OHI eligibility is appropriate.
5. Who determines if a student is eligible for 504?
Referrals begin at the local school level and are made to the 504 Contact Person. After the RTI process has been followed and a determination is made that the student is unable to progress, then the 504 team is convened to determine whether the student is eligible of a 504 accommodation plan.
6. How does the Student Support Team determine if a student is 504 eligible?
To qualify for protection under Section 504, the individual must have a physical or mental impairment that substantially limits a major life activity such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning or working. Three questions to consider in determining whether a person's impairment substantially limits one or more major life activities: (1) What is the nature and severity of the impairment? (2) How long will it last or is expected to last? (3) What is its permanent or long-term impact or expected impact? Temporary, non-chronic impairments that do not last for a long time and which have little or no long-term impact usually are not considered to be disabilities.
7. What is a Section 504 Plan?
A Section 504 Plan is an educational plan describing what accommodations, special services, or related aids and services will be provided to meet the individual educational needs of the eligible student as adequately as the needs of nondisabled students are met. Although a written plan is not required by federal regulations, it is advised. It makes good sense that the plan be in writing. Parents should be notified and a copy of parental rights provided to them. A format for a plan is on a printable page at the end of this information.
8. What are a parent's rights under Section 504?
9. What are some examples of special services in the classroom and facility?
Below are samples in the areas of communication, organization/management, alternative teaching strategies, and student precautions.
10. What are the guidelines for special test accommodations under Section 504?
A Section 504 Plan must be on file for each student for whom modifications in standardized testing will be made. The plan should outline instructional modifications appropriate for the student during regular classroom instruction. Testing modifications consistent with these instructional modifications should also be outlined in the plan. It is not appropriate to make testing modifications unless the appropriate documentation is on file.
As individual students are identified, the classroom teacher may need specific training in the area of the identified disability (for example, training from a school nurse on danger signs of an impending asthma attack, or training from a physical therapist on correct positioning of a student who uses a wheelchair). The following classroom/facility special or related aids and services are examples of ways in which students with disabilities may be successfully assisted within the regular education environment.
13. You have the right to an impartial hearing with respect to the school system’s actions regarding your child's identification, evaluation, or educational placement, with opportunity for parental participation in the hearing and representation by an attorney. 34 CFR 104.36.
Right to Due Process. In the event a parent or guardian wishes to contest an action or omission on the part of the District with regard to the identification, evaluation, or placement of a disabled child under §504 of the Rehabilitation Act of 1973 (§504), the parent has a right to an impartial hearing before an impartial hearing officer.
Initiation of Due Process Procedures. A parent who wishes to challenge a District’s action or omission with regard to the identification, evaluation, or placement of a disabled child must submit a written request for a hearing to the District’s Special Student Services Division. Such written request must make clear that the parent is seeking a hearing under §504 before an impartial §504 hearing officer. If an intent to seek a hearing under §504 is not clear, a District representative may contact the parent to clarify the request and the issues to be resolved. A District representative may also contact the parent to ascertain if the parent is interested in participating in mediation.
Appointment of a Hearing Officer. The District will appoint an impartial Hearing Officer to preside over the hearing and issue a decision. The Hearing Officer shall not be a current employee of the District.
Continuances. Upon a showing of good cause, the Hearing Officer, at his or her discretion, may grant a continuance of the hearing date and set a new hearing date.
Conduct of Hearing. The hearing shall be closed to the public. The parties are free to provide the Hearing Officer with information or opinions as to the validity and weight to be given the information presented to him or her. As part of their presentation, the parties may submit any reports, evaluations, correspondence, notes, or any other documents that may support their positions and that the Hearing Officer will admit at his or her discretion.
Recording. The entire due process hearing will be audio recorded. The parent may obtain a copy of the audio recording at his or her request. If a parent proceeds to appeal the hearing decision (See “Appeal Procedure” below), the District will prepare a written transcript of the hearing tape recording to be offered to the court as an exhibit.
Witnesses. Witnesses will be questioned directly by the party who calls them. Cross-examination of witnesses will be allowed. The Hearing Officer, at his or her discretion, may ask questions of the witnesses. As moving party, the parent may present his or her case first.
Closing of Hearing. The Hearing Officer may make an oral ruling at the conclusion of the hearing or take the case under advisement, but must in all cases issue a written opinion addressing and ruling on all issues raised by the Parent and indicating what corrective action, if any, the District must take. The decision must be issued to both parties within fifteen (15) days after the hearing.
Remedies and Relief. The Hearing Officer must confine his or her orders and rulings to those matters which involve identification, evaluation, or placement of children under §504 and to the provisions of the regulations implementing §504. A Hearing Officer may not award attorneys’ fees as part of relief granted to a parent.
Appeal Procedure. If not satisfied by the decision of the Hearing Officer, any party may appeal the hearing decision to a court of competent jurisdiction.
Complaints to the Office for Civil Rights (OCR). At any time, a parent may file a complaint with OCR if he or she believes that the District has violated any provision or regulation of §504. The filing of a complaint does not affect the hearing process or the timelines set forth above. OCR addresses §504 complaints separately and independently of the local hearing process, in accordance with the guidelines set forth in OCR’s Complaint Resolution Manual.
Submission of Written Documents. Initiation of a hearing, notification of the intent to be represented by an attorney, or submission of any other written documents pertinent to a hearing request should be sent to Leslie Schlierf at the above address.
1. Overview: Any student or parent or guardian (“grievant”) may request an impartial hearing due to the school system’s actions or inactions regarding your child's identification, evaluation, or educational placement under Section 504. Requests for an impartial hearing must be in writing to the school system’s Section 504 Coordinator; however, a grievant’s failure to request a hearing in writing does not alleviate the school system’s obligation to provide an impartial hearing if the grievant orally requests an impartial hearing through the school system’s Section 504 Coordinator. The school system’s Section 504 Coordinator will assist the grievant in completing the written Request for Hearing.
a.The name of the student.
b.The address of the residence of the student.
c.The name of the school the student is attending.
d.The decision that is the subject of the hearing.
e.The requested reasons for review.
f.The proposed remedy sought by the grievant.
g.The name and contact information of the grievant.
3. Mediation: The school system may offer mediation to resolve the issues detailed by the grievant in his or her Request for Hearing. Mediation is voluntary and both the grievant and school system must agree to participate. The grievant may terminate the mediation at any time.
If the mediation is terminated without an agreement, the school system will follow the procedures for conducting an impartial hearing without an additional Request for Hearing.
a.The Section 504 Coordinator will obtain an impartial review official who will conduct a hearing within 45 calendar days from the receipt of the grievant’s Request for Hearing unless agreed to otherwise by the grievant or a continuance is granted by the impartial review official.
b.Upon a showing of good cause by the grievant or school system, the impartial review official, at his or her discretion, may grant a continuance and set a new hearing date. The request for a continuance must be in writing and copied to the other party.
c.The grievant will have an opportunity to examine the child’s educational records prior to the hearing.
d.The grievant will have the opportunity to be represented by legal counsel at his or her own expense at the hearing and participate, speak, examine witnesses, and present information at the hearing. If the grievant is to be represented by legal counsel at the hearing, he or she must inform the Section 504 Coordinator of that fact in writing at least 10 calendar days prior to the hearing. Failure to notify the Section 504 Coordinator in writing of representation by legal counsel shall constitute good cause for continuance of the hearing.
e.The grievant will have the burden of proving any claims he or she may assert. When warranted by circumstances or law, the impartial hearing officer may require the recipient to defend its position/decision regarding the claims (i.e. A recipient shall place a disabled student in the regular educational environment operated by the recipient unless it is demonstrated by the recipient that the education of the person in the regular environment with the use of supplementary aids and services cannot be achieved satisfactorily. 34 C.F.R.§104.34). One or more representatives of the school system, who may be an attorney, will attend the hearing to present the evidence and witnesses, respond to the grievant testimony and answer questions posed by the review official.
f.The impartial review official shall not have the power to subpoena witnesses, and the strict rules of evidence shall not apply to hearings. The impartial review official shall have the authority to issue pre-hearing instructions, which may include requiring the parties to exchange documents and names of witnesses to be present.
g.The impartial review official shall determine the weight to be given any evidence based on its reliability and probative value.
h.The hearing shall be closed to the public.
i.The issues of the hearing will be limited to those raised in the written or oral request for the hearing.
j.Witnesses will be questioned directly by the party who calls them. Cross-examination of witnesses will be allowed. The impartial review official, at his or her discretion, may allow further examination of witnesses or ask questions of the witnesses.
k.Testimony shall be recorded by court reporting or audio recording at the expense of the recipient. All documentation related to the hearing shall be retained by the recipient.
l.Unless otherwise required by law, the impartial review official shall uphold the action of school system unless the grievant can prove that a preponderance of the evidence supports his or her claim.
m.Failure of the grievant to appear at a scheduled hearing unless prior notification of absence was provided and approved by the impartial review official or just cause is shown shall constitute a waiver of the right to a personal appearance before the impartial review official.

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