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504 AND IEP 411

This guide provides essential information and resources for accommodating high school students with disabilities under both the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. It outlines the differences between modifications and accommodations, legal obligations, and strategies to create an inclusive learning environment. Key topics include defining disabilities, identifying qualified individuals, and ensuring equitable access to education and employment opportunities. This resource serves educators, administrators, and support staff in fostering inclusive educational practices.

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504 AND IEP 411

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  1. 504 AND IEP 411 Accommodating Individuals with Disabilities

  2. Is this your guide?

  3. IEP • High School Students • IDEA-Individuals With Disabilities Education Act • Entitlement LAW • Legal Document • Modifications and/or accommodations

  4. Who Should Attend?

  5. 504

  6. Section 504 Americans with Disabilities Rehabilitation Act (ADA) • Adult and High School Students • Physical Disabilities • Specific Learning Disabilities • Other Health Issues • Accommodations rather than modifications

  7. What’s the Difference? • Modification vs Accommodation • Modification-making changes to curriculum, content, and program to help the student. • Accommodation-changing the delivery method or the way the student demonstrates mastery or performance

  8. What is Fair?

  9. “Level the playing field” • Prevent intentional or unintentional discrimination against person with disabilities, persons who are believed to have disabilities, or family members of persons with disabilities • Eliminate barriers that exclude persons with disabilities

  10. Who is an "individual with a disability?" • a physical or mental impairment that substantially limits one or more major life activities; • a record of such an impairment; or • is regarded as having such an impairment.

  11. Define Life Activity • Walking • Speaking • Breathing • Seeing • Hearing • Learning • Reading • Working • Standing • Sitting • Lifting • Performing Manual Tasks • Caring for Oneself

  12. In a Nutshell: • Individuals must be able to “get in the door” • If you provide the service for another student, then you must also provide it for the student with a disability.

  13. Examples: • Transportation • Seating • Work station and equipment • Safety Equipment • Breaks • Learning Environment

  14. Who is considered a "QualifiedIndividual with a Disability?" • Individual with a disability • Satisfy job requirements • Skill • Experience • Education Can perform the essential functions of the job With or Without reasonable accommodations

  15. Adult Students • Must provide recent documentation from a qualified professional of the disability. • Documentation must show that the disability directly affects the individual’s ability to learn or perform essential functions of a job. • BE CAREFUL

  16. Universal Design

  17. Appropriate Placement

  18. What if? • A student who is visually impaired enrolls in graphic arts classes? • A student who is deaf wishes to enroll in aviation classes? • A student with HIV wishes to enroll in a cosmetology class? • A student with learning disabilities in math wishes to enroll in CAD?

  19. How does an employer determine "essential functions?" • Job descriptions • Certification/licensure standards • Liability issues • Fundamental skills • Organization of company

  20. Exclusionary Factors: • List one factor that would absolutely exclude a student from completing training or seeking any type of employment in a particular field.

  21. Examples of Essential Functions: • Practical Nursing • Culinary Arts • Welding • Web Design • Automotive Service Tech. • Accounting

  22. Be Prepared:

  23. Group Activity: • How will you inform yourself? • What will you delegate to others? • What resources do you need? • What areas need attention? • What is your back up plan? • What is ongoing?

  24. Instructional Strategies • Inform yourself • Provide a syllabus • Simplify instructions • Post things in writing • Provide resources • Respect the individual

  25. Organizational Strategies: • Seating • Physical arrangement • Equipment • Lighting

  26. Short-Term Achievements • Goal Setting • “Chunking” • Check Lists • Feedback • Time Management

  27. Teacher-Made Tests and Projects

  28. Testing Accommodations • If the test is a national or state accredited exam, consult with the testing company about the accommodations allowed.

  29. Additional Accommodations • Additional or extended restroom breaks • Ability to eat or drink if student has dietary needs. • Freedom to sit or stand periodically • Allow students to record lectures, assignments, etc. • Assistive devices or technology • others

  30. Least Restrictive Environment • Provide what is necessary • Avoid over-compensation • Maintain high expectations • Choose groups/tasks wisely • Don’t compromise integrity

  31. FERPA • Family • Educational • Rights • and • Privacy • Act

  32. FERPA • Never release information or discuss a student with an individual, agency, or other staff member who does not have a legal, legitimate reason to know.

  33. Too Much Information? • IEP • 504 • Universal Design • Qualifying Disability • Exclusionary Factor • FERPA • Appropriate Placement • Paperwork

  34. When in doubt……ASK • If you are unsure about providing appropriate accommodations for a student, ASK him or her. • Consult the student services professional on your campus or on another campus. • Consult with the student’s home teachers, counselors or other instructors at your school. • Call CAC office. • Always maintain confidentiality.

  35. Finding the right 411 • Career and Academic Connections http://www.okcareertech.org/educators/career-and-academic-connections/special-needs-resources Directories: Staff and personnel contact information for the Oklahoma CareerTecheducation system http://www.okcareertech.org/contact/directories-1 http://www.ok.gov/sde/special-education http://www.Wrightslaw.com

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