What is Section 504?
Section 504 of the Rehabilitation Act of 1973 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive federal funding. District 34 provides a free and appropriate education for students who are eligible for a 504 plan by individually designing accommodations, modifications, and/or services that provide them equal access to the general education environment as their non-disabled peers. 

In order to be eligible under Section 504, a student must have a "mental or physical impairment that substantially limits one or more major life activities" such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. Section 504 services are not the same as "special education," and students with a 504 plan are considered general education students.

How do students become eligible for a 504 plan? 
Students must be evaluated by the school district in order to determine their eligibility for a 504 plan. Students who are suspected of having a qualifying impairment can be referred for an evaluation by a school team/staff member or by their parent(s)/guardian(s). The outcomes of the evaluation will determine whether the student is eligible under Section 504 and if they require a plan.

Please note that students with disabilities who do not qualify for an IEP may qualify for services under Section 504 if the student has a physical or mental impairment that substantially limits one or more major life activities, has a record of a physical or mental impairment, or is regarded as having a physical or mental impairment.
If you suspect that your student may qualify for services, please contact the Assistant Principal at your student’s school building.

What is an IEP?
An IEP (Individualized Education Program) is a written plan that explains how the school will support your child’s learning needs if they qualify for special education services.

Think of it as a roadmap for your child at school. It helps everyone — parents, teachers, and specialists — understand.

The IEP Document: The IEP document is to be developed by a team of persons, including the parent or guardian, who have knowledge about the child, educationally. The team should consist of a general education teacher, special education teacher, parent, school administrator or designee, and other personnel having knowledge or dealings with the child. 

Goals and Benchmarks: The Individualized Education Program includes goals and benchmarks to elicit and document desired progress. The goals are written for long-term use, are to be completed within a year's time, and are to be reviewed, at a minimum, annually, at the student's Annual Review. The benchmarks are smaller steps, leading to the completion of the long-term goal. Parents should receive information regarding the student's progress on annual goals and benchmarks, as often as general education students receive progress reports on their work in school.

Educational Placement: Placement in the Least Restrictive Environment occurs near the end of the IEP meeting, once all of the information available to the student has been provided. The team, including the parent, then reviews the student's educational needs and chooses the placement in which those needs can best be met. Related Services are also discussed at this time and may include speech services, social work or counseling services, occupational/physical therapy, nursing services, and adaptive PE.

The IEP is a working document: If at any time you have a question or a concern regarding your child's IEP, you have a right, as a member of the IEP team, to request an IEP meeting to discuss your concerns. It is best to contact your child's special education teacher to facilitate this process.

Understanding PUNS

Understanding ABLE