A. A 504 plan is a legal document falling under the provisions of the Rehabilitation Act of 1973. It is designed to plan a program of instructional services to assist students with special needs who are in a regular education setting. A 504 plan is not an Individualized Education Program (IEP) as is required for special education students. However, a student moving from a special education to a regular education placement could be placed under a 504 plan.

Q. How is a student considered for a 504 plan?

A. A student with a physical or emotional disability, or who is recovering from a chemical dependency, or who has an impairment (i.e. Attention Deficit Disorder) that restricts one or more major life activities.

Q. What are examples of "major life activities"?

A. Major life activities include caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, working and learning.

Q. What is the process for placing a student on a 504 plan?

A. There are essentially four steps:

1. Student is referred by teacher, support staff, parent/legal guardian, physician, or therapist. On occasion, a student may initiate a self-referral.

2. A 504 plan meeting is held.
3. A plan for the student is developed.
4. A review date is set.

Q. Who is involved in the process?

A. The student, parent/legal guardian, teachers, principals, support staff (i.e. nurse, counselor, psychologist, language/speech pathologist) as well as the student's physician or therapist may be involved in the placement process including the 504 meeting.

Q. What is the teacher(s) role/responsibility in the 504 placement process?

A. If you have a concern regarding a child's performance and/or behavior that you believe is caused by a disabling condition, you should initiate a referral after consultation with the principal and Special Needs Department. Also you should participate in any meetings where a 504 plan may be developed. Further, you should be ready to supply pertinent data and documentation such as test scores, discipline referrals, and anecdotal information to assist in the writing of the plan.

Q. What accommodations might be included in the 504 plan?

A. Attached is a sample list of accommodations:

• A child's seat assignment accommodates a disability.
• A diabetic child may be permitted to eat in the classroom.
• A child may be permitted to go to the office for the administration of medication.
• A student's assignments or testing conditions may be adjusted (i.e. extensions of time, modification of test questions).

Note: This is a team process where all members of the team, not just the teacher, may have responsibilities in fulfilling the requirements of the 504 plan.

Q. What if I disagree with the 504 plan or any of its components? What are my rights?

A. If you disagree with the 504 plan you can:

• Express your views at the meeting and suggest alternatives.
• Refuse to sign the plan.

Q. Once the plan is approved, what are my responsibilities?

A. You are expected to reasonably follow the strategies written to implement the plan and to participate in the review process.

Q. Can a 504 plan be altered and can I request changes in the plan?

A. Yes. Make a written request to your principal. Send a copy to all who attended the meeting where the original plan was approved. Plan to review this document annually or as needed.

Criteria for 504 Implementation at GIS

504 Plans may be implemented for any student

• In Grades 1-12 (not in kindergarten)

• Who is experiencing significant difficulties affecting classroom performance

• In Speech & Language program (not for articulation)

• In NILD Therapy

• In TEACH program beyond Kindergarten

• In a Special Needs Independent Study class

• In a Special Needs resource class

• On Medication for ADD/ADHD

• With a diagnosis of ADD/ADHD and not on Medication

• With a physical or emotional handicap

• With other diagnostic disorders

• Who has been at GIS for 4 years or more, categorized as an ESL student without other diagnosed needs, and who has not made reasonable ongoing progress

• Who began attending Grace prior to 2007-2008 and who has significant ESL learning needs

Students who transition to the USA from Grace who have a 504

The Special Needs Department will put together the following documents in order to provide the family with a smooth transition into the new school setting.

• Current 504 document

• Current report records

• SST form (Student Success Team)

• Cover Letter to request a Special Education Assessment and placement in the new school setting. (It is preferable to be written by a licensed school psychologist with current licensure recognized by the state to which they are moving)

Individual with Disabilities Education Improvement Act (IDEA)

Criteria for Specialized Services

"In order for an individual to receive the specialized services available under IDEA, two criteria must be met. First, the individual must be identified as having one of the (thirteen) disability conditions* identified in federal law. The second criterion for eligibility is the student's demonstrated need for specialized instruction and related services in order to receive an appropriate education."

Hardman, Drew, & Egan. Human Exceptionality

*Thirteen disability conditions

Autism

Deaf-Blind

Deafness

Emotional Disturbance/Behavioral (ED/BD)

Hearing Impairment

Mental Retardation (MR)

Multiple Disabilities

Orthopedic Impairment

Other Health Impairments (OHI)

Specific Learning Disability (SLD)

Speech or Language Impairment

Traumatic Brain Injury (TBI)

Visual Impairment

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