Patty Brinkman

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Please note: You may continue to use this page type if you desire. <P align=center><FONT face="MS Sans Serif" color=#400000 size=5><STRONG>The 504 Accommodation Plan - providing an equal access to education for all.</STRONG></FONT></P> <P align=center><FONT face="MS Sans Serif" color=#400000 size=5><STRONG>Why we have Section 504 and how it works...</STRONG></FONT></P> <P align=center> </P> <P align=left><FONT face="Lucida Console" size=4><FONT color=#400000><STRONG>FEDERAL LAW</STRONG></FONT>: <FONT style="BACKGROUND-COLOR: #ffff00">Section 504 of the Vocational Rehabilitation Act of 1973 is the federal law</FONT> that is the basis for a Section 504 Accommodation Plan in schools. Section <FONT style="BACKGROUND-COLOR: #ffff00">504 provides specific protection of the rights</FONT> of any person with a disability in all programs that receive federal funds (such as schools). </FONT></P> <P align=left><FONT face="Lucida Console" size=4>Several key points make this different from Special Education law's provisions.</FONT></P> <UL> <LI> <DIV align=left><FONT face="Lucida Console" size=4>Special Education protection is federal law too, but it is part of an education law called Individuals wtih Disabilities Education Act, referenced as IDEA. </FONT> </DIV></LI></UL> <UL> <LI> <DIV align=left><FONT face="Lucida Console" size=4>504 Accommodations for a student with a disability is, in contrast, essentially <FONT style="BACKGROUND-COLOR: #ffff00">civil rights legislation, protected by the Office of Civil Rights</FONT>. This is a <FONT size=5>big</FONT> difference: essentially, <FONT style="BACKGROUND-COLOR: #ffff00">Section 504 bans <U>discrimination</U> against people with disabilities.</FONT><FONT style="BACKGROUND-COLOR: #ffffff"> (Students are covered with this Section 504 of The Vocational Rehabilitation Act, yet this protection extends into adulthood under the American with Disabilities Act.)</FONT></FONT></DIV></LI></UL> <UL> <LI> <DIV align=left><FONT face="Lucida Console" size=4>Special Education law lists specific disability categories. Section 504 does not limit specific disabilities but instead says someone has <FONT style="BACKGROUND-COLOR: #ffff00">a handicap if the person has a "physical or mental impairment which substantially limits a major life activity"</FONT> such as <U>learning</U> in school.</FONT><FONT face="Lucida Console" size=4> </FONT></DIV></LI></UL> <UL> <LI> <DIV align=left><FONT face="Lucida Console" size=4>Special Education law effects children through school age 21. <FONT style="BACKGROUND-COLOR: #ffff00">Section 504 is protection against discrimination for both adults and children with no age limit</FONT>. (Protections also extend into employment and housing, unlike special ed.)</FONT><FONT face="Lucida Console" size=4> </FONT></DIV></LI></UL> <UL> <LI> <DIV align=left><FONT face="Lucida Console" size=4>Special education law has very specific eligibility requirements and also evaluation procedures schools must use. <FONT style="BACKGROUND-COLOR: #ffff00">Section 504 law does not direct schools as explicity on procedure</FONT> and so gives schools a bit more administrative latitude to develop their own 504 procedures (but most schools try to make the <U>process</U> somewhat similar to special education for ease of administration).</FONT><FONT face="Lucida Console" size=4> </FONT></DIV></LI></UL> <UL> <LI> <DIV align=left><FONT face="Lucida Console" size=4><FONT style="BACKGROUND-COLOR: #ffff00">Temporary disabilities are included in 504 protections</FONT>, assuming these meet the "substantially limits a major life activity" definition, and so this too broadens the disability category and can extend beyond those conditions the general public sees as disabling.</FONT></DIV></LI></UL> <P align=left><FONT face="Lucida Console" size=4></FONT> </P> <P align=left><FONT face="Lucida Console" size=4>For Lyman Moore as with any school then, a 504 Accommodation Plan is meant to provide <FONT style="BACKGROUND-COLOR: #ffff00">equal access</FONT> for your child - so your child has access to his or her education that is the same as any other student's access to education, in spite of any handicapping condition. Equal access so that your child is not discriminated against (by not having equal access) because of a disability.</FONT></P> <P align=left><FONT face="Lucida Console" size=4>Consider this visual that's often used when describing Section 504 Accommodation Plans: the plans are meant to "level the playing field" so that your child with a (temporary or other) disability can participate as others can with a few changes or adjustments made, just for your child, in individual teaching or in classroom material, programming, content or other aspect. </FONT></P> <P align=left><FONT face="Lucida Console" size=4>Schools are careful to explain that to "level the playing field" <U>does not mean</U> to give students with a disability (students with a Section 504 Plan), an extra "step up" to get <U>ahead</U> of others -- rather it is to give students an <U>equal chance</U> to get whatever programming or activities all others get but with specific help or changes (called accommodations). </FONT></P> <P align=left> </P> <P align=left><FONT face="Lucida Console" color=#400000 size=5><STRONG>IF YOUR CHILD HAS A SECTION 504 PLAN:</STRONG></FONT></P> <P align=left><FONT face="Lucida Console" size=4>You will meet with teachers (if you have not done so already), the special education teacher and the school counselor to help craft a plan that will list specific accommodations; these may be changes or other types of supports that will be provided throughout the school day. </FONT></P> <P align=left><FONT face="Lucida Console" size=4>The meetings are usually once a year. If you have already met with the 5th grade transition team and Lyman Moore representatives to develop this Section 504 plan, then our special education teacher and I will go over that plan with the House teachers at Lyman Moore. </FONT><FONT face="Lucida Console" size=4> </FONT></P> <P align=left><FONT face="Lucida Console" size=4>Then we monitor the plan along with you and your child and it can be changed or adjusted if it is not working -- or if it is no longer needed. In our schools a special education teacher is usually assigned as "case manager" and I serve as the 504 Manager to collect all the information, arrange the meeting and write the plan. The special education teacher too meets regularly with the House teachers and checks in about the 504 plan and communicates home.</FONT></P> <P align=left><FONT face="Lucida Console" size=4>To list "typical accommodations" runs the risk of limiting how creatively the whole team can look at making changes or adjustments. Instead, you and we both can think of <U>HOW</U> your child's disability makes school or learning difficult and then think of <U>WHAT</U> changes can be made (in teaching, class requirements, materials used, homework, projects, supportive aids) to make that problem have less of an impact on learning. </FONT></P><FONT face="Lucida Console" size=4> <P align=left><FONT face="Lucida Console" color=#400000 size=5><STRONG>IF YOUR CHILD DOES NOT HAVE A PLAN, BUT YOU ARE THINKING MAYBE...</STRONG></FONT></P> <P align=left><FONT face="Lucida Console" size=4>...If you suspect your child has a disability which may qualify him or her for Section 504 protection but you do not have a 504 Plan from our school or your previous sending school, you are encouraged to call us. We can then explain the process used to evaluate your child to determine if a disability exists and how it effects your child. </FONT></P> <P align=left>You also are provided a pamphlet explaining your rights and the appeals process in our district.</P> <P align=left><FONT face="Lucida Console" size=4>A whole team is part of this process, by the way. And the team uses many tools to gather information before determining that a student's learning is substantially limited because of a disability. Your child's doctor could certainly be one part of that information gathering but by no means is the deciding part. We find it helpful to explain that a note or letter from a pediatrician about a condition or diagnosis does <U>not</U> automatically qualify a student for Section 504 services, but certainly is a part of the overall picture the whole team considers.</FONT> </P> <P align=left>This is who is on the "team:" Parents; any family members who know the child well who parents want involved; teachers; the school counselor; the special education teacher; Lyman Moore administrators or designate; and any others you or we feel could offer insight about your child. The very thing that makes 504 Plans work is the whole "team" and we work hard to make sure we all are on that same team together, with you and the student. </FONT></P> <P align=left><FONT face="Lucida Console" size=4></FONT> </P> <P align=left><FONT face="Lucida Console" size=4>Lastly, I'll add that I am the 504 Manager for grades six through eight at Lyman Moore and I enjoy the work very much, love the law and its nuances and can easily provide more information than you may ever want... So I'll stop here and encourage your questions.</FONT></P> <P align=left><FONT face="Lucida Console" size=4></FONT> </P> <P align=left><FONT face="Lucida Console" size=4>For more information, you are also welcome to contact: Portland Public Schools Central Office 504 Coordinator / Special Education Coordinator, Barbara Dee @ <A href="mailto:deeb@portlandschools.org">deeb@portlandschools.org</A></FONT></P> <P align=left><FONT face="Lucida Console" size=4></FONT> </P> <P align=center><FONT face="Lucida Console" size=4><EM><FONT face="Arial Narrow" color=#400000><STRONG>P.S. Did you know "accommodations" is among the top misspelled words?? </STRONG></FONT></EM></FONT></P> <P align=center><FONT face="Lucida Console" size=4><FONT face="Arial Narrow" color=#400000><EM><STRONG>Put 2 m's and 2 c's in the word and you will be among the</STRONG> <STRONG>few </STRONG> <STRONG>who spell it correctly!</STRONG></EM></FONT> </FONT></P> Or, would you like to view and optionally restore one of these previous versions? Password: Forgot your password?

Patty Brinkman

504 Plans

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