Section 504 Essay

Section 504 and the ADA directly impact schools on several levels. First, all educational programs must be available to the qualifying individuals. Each eligible student who is classified as a 504 student must be offered regular or special education with the needed

Williams is familiar with due to her experience teaching special education classes before becoming a principal. According to Mrs. William’s point of view, the Section 504 of the Rehabilitation Act is a way to formally document how the school meets the needs of students with a documented disability and provide protection to these students while they are in the public school system (Williams, personal communication, 2/3/17). One of the major premises of Section 504 is that it prohibits discrimination of any kind against a student of any disability. Students with disabilities cannot be excluded from participating or denied benefits or be discriminated against under any program receiving federal financial assistance (DOE, 2015). Students with disabilities such as hearing or vision impairment, learning disabilities, or emotional disabilities can receive teaching accommodations as well by using a 504 plan. This plan ensures that students with disabilities receive equal access to benefit from any needed educational aid, benefits or services. Students with disabilities are entitled to a free appropriate public education just the same as non-disabled students. They need to have the correct tools provided in order to access this education on the same level. These tools might include larger print books, enlargements of paper assignments, or even a personal monitor that is connected to the teacher’s workstation in order to better see the board work like the other students. Students with other disabilities are provided the resources they need to access their education as normally as possible. Additionally, students with behavior disabilities are given the protections they need to be able to have time to work on making improvements. For example, a student in 2nd grade that was recently placed on a 504 plan for an emotional disability which can manifest in violent, inappropriate behaviors has certain rights now. He has

The court’s found CIC to be a “related service” allowing Amber to have a special education. The Court of Appeals affirmed and accepted the District Court’s conclusion that state law permitted be required schools to hire trained personnel to help with the needs of handicapped children. This entitles an education for those children with special medical needs. “A service that enables a handicapped child to remain at school during the day is an important means of providing the child with the meaningful access to education that Congress envisioned (Eric).”

Throughout history there have been many educational mandates and laws in which have provided more opportunities for equal educational access. Section 504, the first Civil Rights Law for protection of students with disabilities was signed into law in 1973. This paved the way to many rights for students with disabilities to have a Free, Appropriate, Public, Education. This law in essence means, no program, that receives federal funds, can discriminate based upon their disability in which substantially limits one more more major life functions. Throughout this paper I will be reviewing the historical perspective on Section 504, the federal and state mandates, legal cases pertaining to Section 504, current issues, and applying the information to my current districts implementation of 504 plans.

2. Guides, customer records, and work force documents will keep on being requested into courts in light of the fact that the legitimate framework believes the documentation contains data expected to settle on choices about youngster care, automatic hospitalization, and a wide cluster of different circumstances, including assertions of deceptive conduct. Absence of trustworthiness and ineptitude and in addition lost, fragmented, and insufficient graphs can be hurtful to the client and the counselor.

Intervention: Ms. Smalls (MHP), Santonias and Ms. Givens (MHS) discussed Santonias complying with the rules of the home. MHP and Santonias had a discussing about his NFL football team as a way to build rapport. MHP requests feedback on possible goals from Santonias and MHS for Individual Plan of Care. MHP, Santonias and MHS discuss and process an incident that happened at the school’s gym.

Findings from WP1 revealed the following themes as barriers for medication administration: resistance to medication, fear of medication and experienced side effects, practical problems and complexity of treatment, time-consuming nature of treatment, embarrassment/stigma and formulation of medication. There were some facilitators for successful medication administration. Overall there was a lack of information about children with multiple allergies. Themes for barriers to medication administration on online forum discussions in WP2 were resistance to medication, fear of medication, anger at medication, the difficulty of using medications, dislike of formulation, and side effects. The consequences of resisting to medication were parents having

There have been complaints about the process for prior authorization and how frequently it had to be obtained by local school districts as they seek to provide services. On February 14, 2013 the US Department of Education published final regulations bringing changes to local educational agency (“LEA”) obligations with respect to notifying parents of their rights and obtaining parental consent under 34 C.F.R. Section 300.154(d)(2)(iv) of the Part B regulations implementing IDEA. The intent of the change was to ensure that parents/legal guardians are informed of their legal protections and to reduce unnecessary costs and administrative burdens on LEAs. All LEAs choosing to use Medicaid/public benefits to pay for special education services. The change in regulations is a direct response to concerns from LEAs that requiring parental consent each time the LEA sought to access Medicaid benefits was costly and burdensome. The DOE reduced the requirement by allowing LEAs to obtain a one-time only written consent, followed by annual notifications. The consent must include language the parents/legal guardians understand and agree the public agency may access the student’s Medicaid/public benefits or insurance to pay for services offered in the

Discussion: Ms. Roger reported that Corey's Medicaid hasn't been reinstated, as a result, his therapy and all medical appointment is on hold. She stated that Corey has enough medication and is not at risk of running out. Ms. Roger expressed concern with Corey's Maladaptive behavior (substance Abuse), truancy and medication refusal. She asserted that Corey's addiction to this substance is affecting him significantly. Corey denied it, purported that he's not addicted to it but uses it as a coping mechanism. Corey stated that he's been absent multiple times from school because he's lethargic in the AM. Ms. Rogers indicated that his Maladaptive behavior is contributing to it. Ms (Family growth) informed Corey about their Substance abuse program

On 6/30/2015, client attended to her ILP meeting with her youngest son Keury. Child was well dress for the weather. Cm observed child very anxiety and he was telling client that he wanted to go to his unit because wanted to watch cartoon.

25 Questions( I got #1 wrong(CORRECT ANSWER IS BELOW)and the rest of them right GOOD LUCK)

Rhett was accompanied by his mother, father and 14 month old brother to the DD Intake at the Woodman Office. Rhett has a chromosome 9 deficiency. He was in the Henrico's Parent Infant Program until he aged out and started Pre-K. He attends Pemberton Elementary 3 days a week. Rhett is in a special program where he is only one of three children in the classroom. His father wants him to attend a private school 2 days a week, where he will be with children that are developing according to their age. The schools have denied Rhett because a 1:1 assistant is required. Intake Support Coordinator provided the family with information for the ED/CD waiver.

Social Service Meeting: On 12/06/2016 Ms. Williams met with her assigned Case Manager for the family weekly ILP Document Review. Ms. Williams’ next ILP Document Review appointment is on 12/13/2016. Ms. Williams is not in-compliance with the terms of her ILP. Ms. Williams did not report any issues or concerns. Children were present at the time of the meeting.

Communication barriers exist between parent, school nurse, and healthcare provider. School staff feel unprepared for asthmatic attacks, especially since they are not told which students have a condition. No policies or protocols are in place to guide staff in what to do when a situation occurs. Staff are unsure when a student is responsible enough to be self-reliant. Limitations include, not having a representative sample from all the school districts. Also, only two healthcare providers answered questionnaires and they were from the same medical centers hosting study. In addition, participants were paid $30 for their time, which could influence who

Heath: The building was clean and free from clutter. I observed a child who had woke up with his eye extremely red and crusty. Ms. Epps placed him at a table right outside the office door, but that was still in direct supervision on classroom staff and her. Ms. Epps called the child's parents to come and pick him up. After the child was picked up Ms. Epps disinfected the table, chair and toys which they child was playing with. I reviewed the current health inspection