IDEIA, Section 504, and Accommodations PDF

IDEIA, Section 504, and Accommodations Principles of IDEA (Individuals with Disabilities Education Improvement Act) 1.​ FAPE (Free Appropriate Public Education):​ ○​ Every child with a disability is entitled to education at no cost to the family, tailored to their individua...

IDEIA, Section 504, and Accommodations Principles of IDEA (Individuals with Disabilities Education Improvement Act) 1.​ FAPE (Free Appropriate Public Education):​ ○​ Every child with a disability is entitled to education at no cost to the family, tailored to their individual needs. 2.​ LRE (Least Restrictive Environment):​ ○​ Students with disabilities must be educated with their non-disabled peers to the maximum extent appropriate. 3.​ IEP (Individualized Education Program):​ ○​ A written document outlining goals, services, and accommodations for a student with disabilities. 4.​ Non-Discriminatory Testing:​ ○​ Assessments must be fair, culturally appropriate, and consider the student's native language and disability. 5.​ Parent Involvement:​ ○​ Parents are essential members of the IEP team and must be involved in all aspects of decision-making. 6.​ Zero Reject:​ ○​ No child with a disability can be denied access to education. Reauthorization of IDEA ​ Reasons for Reauthorization: ○​ Align with evolving educational practices and laws (e.g., No Child Left Behind). ○​ Enhance accountability for student outcomes. ○​ Promote evidence-based practices and inclusive education. Response to Intervention (RtI) ​ Purpose of RtI:​ ○​ Provide early intervention for struggling students before special education referral. ○​ Use a tiered system to address academic and behavioral needs. ​ Models of RtI:​ ○​ Three-Tier Model: ​ Tier 1: High-quality classroom instruction for all students. ​ Tier 2: Targeted small group interventions for students who need additional support. ​ Tier 3: Intensive, individualized interventions. ​ Types of Instructional Approaches:​ ○​ Evidence-based practices. ○​ Differentiated instruction. ​ Teacher Responsibilities in RtI:​  ○​ Monitor student progress. ○​ Implement appropriate interventions. ○​ Use data to make decisions about instruction and potential referrals. Individualized Education Program (IEP) ​ Definition and Purpose:​ ○​ A legal document designed to meet the unique educational needs of a child with a disability. ​ Parts of an IEP:​ ○​ Present levels of performance. ○​ Measurable annual goals. ○​ Services and accommodations. ○​ Participation in state assessments. ○​ Transition services (starting at age 14 or earlier, as needed). ​ IEP Process:​ ○​ Referral: Initiated by parents, teachers, or school staff. ○​ Conferences: Meetings to review data and develop the IEP. ○​ Committee Responsibilities: ​ Determine eligibility. ​ Decide on placement and services. ​ Committee Member Responsibilities:​ ○​ Parent Member: Provide insight into the child’s needs and advocate for appropriate services. ○​ Educators and Specialists: Assess and address the child's academic and developmental needs. ​ IEP Development:​ ○​ Collaborative effort to create measurable goals and accommodations tailored to the student. ​ Transition Plan:​ ○​ A component of the IEP focused on preparing the student for life after high school (e.g., higher education, employment). ​ Behavioral Plan:​ ○​ Designed to address specific behavioral challenges, including interventions and supports. Section 504 (Rehabilitation Act of 1973) ​ Purpose:​ ○​ Prevents discrimination against individuals with disabilities in programs receiving federal funding. ​ Identification Process:​ ○​ Students are identified through medical records, teacher observations, or parent reports. ​ Scope of Application:​  ○​ Applies to all students with disabilities, including those who may not qualify for an IEP under IDEA. ​ 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 to education, such as extended testing time or physical adaptations. ​ Enforcement Agency:​ ○​ Office for Civil Rights (OCR). ​ Differences Between Section 504 and IDEA:​ ○​ Section 504 is broader and covers all disabilities, not just those that impact education. ○​ IDEA requires an IEP, while Section 504 requires a 504 Plan. Accommodations ​ Qualifications for Accommodations:​ 1.​ Students must have a documented disability that affects their ability to access the general curriculum. ​ Examples of Accommodations:​ 1.​ Testing: Extended time, alternate formats, or breaks. 2.​ Personnel: Specialized staff to support the student’s needs. 3.​ Modification of Materials: Simplified content or reduced workload. 4.​ Assistive Technology: Devices such as text-to-speech or communication tools. 5.​ Physical Arrangements: Preferential seating, accessible desks, or classroom layout adjustments.