IDEA and Section 504 Overview

IDEA, Section 504, and Accommodations

• Free Appropriate Public Education (FAPE): Every child with a disability is entitled to a free education tailored to their individual needs.
• Least Restrictive Environment (LRE): Students with disabilities should be educated with their non-disabled peers to the greatest extent possible.
• Individualized Education Program (IEP): A written plan outlining goals, services, and accommodations for students with disabilities.
• Non-Discriminatory Testing: Assessments must be fair, culturally appropriate, and consider the student's native language and disability.
• Parent Involvement: Parents are key members of the IEP team and must be involved in all decision-making.
• Zero Reject: No child with a disability can be denied access to education.

Reauthorization of IDEA

• Reasons for Reauthorization: Align with current educational practices and laws, enhance accountability, and promote evidence-based practices and inclusive education.

Response to Intervention (Rtl)

• Purpose of Rtl: Provide early intervention, use a tiered system to address academic and behavioral needs.
• Models of Rtl: Three-tier model: Tier 1 - high-quality classroom instruction for all; Tier 2 - targeted small-group interventions; Tier 3 - intensive, individualized interventions.
• Types of Instructional Approaches: Evidence-based practices, differentiated instruction.

Teacher Responsibilities in Rtl

• Monitor student progress.
• Implement appropriate interventions.
• Use data to make instruction and referral decisions.

Individualized Education Program (IEP)

• Definition and Purpose: A legal document to meet unique educational needs of a student with a disability.
• Parts of an IEP: Present levels of performance, measurable annual goals, services and accommodations, participation in state assessments, and transition services (start at age 14 or younger if applicable).
• IEP Process: Referral initiated by parents, teachers, or staff; conferences to review data and develop IEP; committee responsibilities include determining eligibility, deciding on placement and services.
• Committee Members: Parents, educators, and specialists, who provide input, advocate for appropriate services, assess academic and developmental needs.
• IEP Development: Collaborative effort to create measurable goals and accommodations tailored to the student.
• Transition Plan: Component of the IEP, prepares students for life after high school.
• Behavioral Plan: Addresses specific behavioral challenges, includes interventions and support.

Section 504 (Rehabilitation Act of 1973)

• Purpose: Prevent discrimination against students with disabilities in federal programs.
• Identification Process: Identifying students through medical records, teacher observations, or parental reports.
• Scope of Application: Applies to all students with disabilities, including those who may not qualify for an IEP.

Definition of Disability

• A physical or mental impairment that substantially limits one or more major life activities (e.g., walking, learning, speaking).

Services Available

• Accommodations to ensure equal access.

Enforcement Agency

• Office for Civil Rights (OCR)

Differences Between Section 504 and IDEA

• Section 504 is broader (covers all disabilities); IDEA requires an IEP.

Accommodations

• Qualifications: Students must have a documented disability impacting their ability to access the general curriculum.
• Examples: Extended time, alternative formats, specialized staff, modified materials, assistive technology, and adjustments to the physical environment.

This quiz covers the fundamental principles of IDEA and Section 504, focusing on the rights of students with disabilities. It explores key concepts such as FAPE, LRE, IEPs, and the importance of non-discriminatory testing and parent involvement in the education process.