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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