nurse’s role in section 504 accommodation plans louise wilson ms, bsn, rn, ncsn health service...

Nurse’s Role in Section Nurse’s Role in Section 504 Accommodation 504 Accommodation

PlansPlans

Louise Wilson MS, BSN, RN, NCSNLouise Wilson MS, BSN, RN, NCSN

Health Service Supervisor Health Service Supervisor

Beaver DamBeaver Dam

Objectives:Objectives:

Review 504 legislation and current Review 504 legislation and current eligibility criteria eligibility criteria

Describe the 504 process Describe the 504 process Give examples of the school nurse’s Give examples of the school nurse’s

contributionscontributions

Section 504 of the Rehabilitation Section 504 of the Rehabilitation Act of 1973Act of 1973

Section 504, is the federal law established to Section 504, is the federal law established to protect against discrimination on the basis of a protect against discrimination on the basis of a handicap. A handicapped person is one who handicap. A handicapped person is one who has (or has a record of, or is regarded as has (or has a record of, or is regarded as having) a physical or mental impairment having) a physical or mental impairment which substantially limits one or more life which substantially limits one or more life activities. activities.

The definition of disability in 504 is broader than The definition of disability in 504 is broader than in IDEA because it extends beyond learning to in IDEA because it extends beyond learning to other more health related functions under other more health related functions under criterion of “major life activities”, such as criterion of “major life activities”, such as walking, eating and breathing.walking, eating and breathing.

Many students who are served under individual Many students who are served under individual health care plans (IHCP) may now be eligible health care plans (IHCP) may now be eligible for Section 504 plans.for Section 504 plans.

Therefore school nurses even more likely to Therefore school nurses even more likely to be involved with 504 plans than IEP’s.be involved with 504 plans than IEP’s.

Congress passed the Rehabilitation Act of 1973 as Congress passed the Rehabilitation Act of 1973 as part of a string of civil rights laws.part of a string of civil rights laws.

Section 504 is a federal law designed to protect Section 504 is a federal law designed to protect the rights of individuals with disabilities in the rights of individuals with disabilities in programs and activities that receive Federal programs and activities that receive Federal financial assistance from U.S. Department of financial assistance from U.S. Department of Education.Education.

Office of Civil Rights enforces the law (not DPI).Office of Civil Rights enforces the law (not DPI).

On September 26, 2008 President Bush signed On September 26, 2008 President Bush signed into law amendments to the American With into law amendments to the American With Disabilities Act (ADA). The amendments went Disabilities Act (ADA). The amendments went into effect on January 1, 2009. The changes into effect on January 1, 2009. The changes directly effected Section 504 and placement of directly effected Section 504 and placement of children utilizing a 504 Plan.children utilizing a 504 Plan.

Five years later we are still seeing school districts Five years later we are still seeing school districts trying to adapt to the changes and ramifications.trying to adapt to the changes and ramifications.

504- How It Helps Students504- How It Helps Students

If the student is “eligible” then accommodation If the student is “eligible” then accommodation plan is written to eliminate barriers to plan is written to eliminate barriers to accessing public school programs and extra accessing public school programs and extra curricular activities for which they’d be curricular activities for which they’d be eligible if they did not have such a disability.eligible if they did not have such a disability.

Who is Eligible?Who is Eligible?

To be protected under 504 in public elementary and To be protected under 504 in public elementary and secondary schools a student must be determined to:secondary schools a student must be determined to:

• Have a Have a physical or mental impairment physical or mental impairment that that substantially limitsubstantially limits one or more s one or more major life activitiesmajor life activities..

• Have Have a record of a record of such impairment; orsuch impairment; or• Is regarded as Is regarded as having such impairment.(People having such impairment.(People

believe they have an impairment whether or not they they have an impairment whether or not they do. do. 77))

Note: The second and third prongs of the definition referring Note: The second and third prongs of the definition referring to individuals with a record of or regarded as having an to individuals with a record of or regarded as having an impairment is relevant impairment is relevant only when some negative action is only when some negative action is taken based on the perception or record. taken based on the perception or record. They cannot be the They cannot be the basis upon which the requirement for a free appropriate public basis upon which the requirement for a free appropriate public education (FAPE) is triggered (OCR Policy Memorandum, education (FAPE) is triggered (OCR Policy Memorandum, (1992)).(1992)).

The mere fact that a student has a “record of” or is “regarded The mere fact that a student has a “record of” or is “regarded as” disabled is insufficient, in itself, to trigger Section 504 as” disabled is insufficient, in itself, to trigger Section 504 protections that require the provision of FAPE. protections that require the provision of FAPE. Therefore, a Therefore, a school district is school district is notnot required to develop a Section 504 required to develop a Section 504 plan for such student.plan for such student. 1 ( Answer 37) 1 ( Answer 37)

**An entity need not provide a reasonable **An entity need not provide a reasonable modification of policies, practices, or procedures to modification of policies, practices, or procedures to individuals who meet the definition of disability individuals who meet the definition of disability solely because they are "regarded as" having a solely because they are "regarded as" having a physical or mental impairment. See Amendments physical or mental impairment. See Amendments Act § 6(a) (codified as amended at 42 U.S.C. § Act § 6(a) (codified as amended at 42 U.S.C. § 12201(h)). As described above, however, such 12201(h)). As described above, however, such individuals would be entitled to protection from individuals would be entitled to protection from discrimination, including but not limited to discrimination, including but not limited to protection from retaliation and harassment on the protection from retaliation and harassment on the basis of disability. 11basis of disability. 11

ExplanationExplanation

Cannot NOT allow the “squirrely” first grader Cannot NOT allow the “squirrely” first grader to go on the field trip because he is thought to to go on the field trip because he is thought to have ADHD and might act up. That would be have ADHD and might act up. That would be discrimination.discrimination.

But would not be REQUIRED to provide But would not be REQUIRED to provide accommodations. (But think about what is accommodations. (But think about what is best practice not letter of the law.)best practice not letter of the law.)

A qualified student with a disability is protected A qualified student with a disability is protected (from discrimination) (from discrimination) whether or not the student whether or not the student needs special education. needs special education. (6)(6)

For example, a student with diabetes who does not need special education may qualify and be protected because he/she has a physical impairment that substantially limits a major life activity .

What is a physical or mental impairment?What is a physical or mental impairment?

Decision is based on individual (not category).Decision is based on individual (not category).

Defined as any physiological disorder or condition, Defined as any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: one or more of the following body systems: neurological; musculoskeletal; special sense organs; neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito-urinary; hemic and reproductive; digestive; genito-urinary; hemic and lymphatic; skin; and endocrine; ....lymphatic; skin; and endocrine; ....

Not an exhaustive list because difficult to ensure Not an exhaustive list because difficult to ensure comprehensiveness.comprehensiveness.

Mental impairmentsMental impairments are “any mental or are “any mental or psychological disorder, such as mental retardation, psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental organic brain syndrome, emotional or mental illness, and specific learning disabilities.”illness, and specific learning disabilities.”

Specific learning disability is listed as an example Specific learning disability is listed as an example and has same meaning as in special education. and has same meaning as in special education. (7)(7)

DSM-IV is a source for determining but not all DSM-IV is a source for determining but not all conditions in manual would constitute a mental conditions in manual would constitute a mental impairment. impairment. (7)(7)

Drugs and Alcohol AddictionDrugs and Alcohol Addiction

Students currently using drugs are not covered Students currently using drugs are not covered under 504. But they are if they are no longer under 504. But they are if they are no longer abusing drugs (if a major life activity affected abusing drugs (if a major life activity affected because of it). because of it). 88

Section 504’s definition of a student with a Section 504’s definition of a student with a disability does not exclude users of alcohol. disability does not exclude users of alcohol. (1 - (1 - Question 17)Question 17)

What is a Major Life Activity?What is a Major Life Activity?

Includes caring for one’s self, performing Includes caring for one’s self, performing manual tasks, walking, seeing, hearing, manual tasks, walking, seeing, hearing, speaking, breathing, speaking, breathing, learninglearning, and working., and working.

New law addedNew law added – eating, sleeping, standing, – eating, sleeping, standing, lifting, bending, lifting, bending, readingreading, concentrating, , concentrating, thinkingthinking and and communicationcommunication..

Major life activity also includes the operation Major life activity also includes the operation of of major bodily functionsmajor bodily functions..

Major Bodily FunctionsMajor Bodily Functions

Functions of immune system, normal cell Functions of immune system, normal cell growth, digestive, bowel, bladder, growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, neurological, brain, respiratory, circulatory, endocrine and reproductive systemsendocrine and reproductive systems

List is non-exhaustive and not exclusiveList is non-exhaustive and not exclusive Only needs to substantially limit Only needs to substantially limit oneone major major

life activity ( or bodily function) to be life activity ( or bodily function) to be considered a disabilityconsidered a disability

Mitigating MeasuresMitigating Measures

School districts can no longer consider the School districts can no longer consider the “ameliorating effects of any mitigating “ameliorating effects of any mitigating measures that a student is using”.measures that a student is using”.

(ameliorate: to make or become better; improve)(ameliorate: to make or become better; improve)

Mitigating measures not defined but law Mitigating measures not defined but law provides non-exhaustive list.provides non-exhaustive list.


MedicationMedication; medical supplies, equipment or ; medical supplies, equipment or appliances; low vision-vision devices (does NOT appliances; low vision-vision devices (does NOT include ordinary eyeglasses or contact lenses); include ordinary eyeglasses or contact lenses); prosthetics (including limbs and devices); hearing prosthetics (including limbs and devices); hearing aids and cochlear implants or other implantable aids and cochlear implants or other implantable hearing devices; mobility devices; oxygen therapy hearing devices; mobility devices; oxygen therapy equipment and supplies; use of assistive technology; equipment and supplies; use of assistive technology; reasonable accommodationsreasonable accommodations or or auxiliary aidsauxiliary aids or or services; and services; and learned behavioral or adaptive learned behavioral or adaptive neurological modifications.neurological modifications.


The term “auxiliary aids and services” is defined The term “auxiliary aids and services” is defined to include: qualified interpreters or other effective to include: qualified interpreters or other effective methods of making aurally delivered materials methods of making aurally delivered materials available to individuals with hearing available to individuals with hearing impairments; qualified readers, taped texts, or impairments; qualified readers, taped texts, or other effective methods of making visually other effective methods of making visually delivered materials available to individuals with delivered materials available to individuals with visual impairments; acquisition or modification of visual impairments; acquisition or modification of equipment or devices and other similar services equipment or devices and other similar services and actions and actions (10).(10).

For example: a person with diabetes who is For example: a person with diabetes who is taking insulin must be viewed in terms of how taking insulin must be viewed in terms of how the diabetes would impact the person without the the diabetes would impact the person without the insulin.insulin.

A person with ADHD who is taking Ritalin A person with ADHD who is taking Ritalin must be viewed in terms of how the ADHD must be viewed in terms of how the ADHD would impact the person without the Ritalin. would impact the person without the Ritalin.

A hearing impaired person must be viewed in A hearing impaired person must be viewed in terms of how the deafness would impact the terms of how the deafness would impact the person without an interpreter.person without an interpreter.

Must also view the person without the benefit of Must also view the person without the benefit of learned behavioral or adaptive neurological learned behavioral or adaptive neurological modifications.modifications.

Example: a student with ADHD seems to have Example: a student with ADHD seems to have his/her attentional issues under control by being given his/her attentional issues under control by being given extra time for testing and by being permitted to get up extra time for testing and by being permitted to get up and move every 15 minutes, make lists, or some other and move every 15 minutes, make lists, or some other behavioral intervention. The question would be then - behavioral intervention. The question would be then - would a substantial limitation in a major life activity would a substantial limitation in a major life activity exist without them? exist without them? (7)(7)

Medical diagnosis of an illness does NOT Medical diagnosis of an illness does NOT automatically mean a student qualifies for automatically mean a student qualifies for services under Section 504.services under Section 504.

A student who has a physical or mental A student who has a physical or mental impairment would not be considered eligible for impairment would not be considered eligible for 504 services if the impairment does not in any 504 services if the impairment does not in any way limit the student's ability to learn or other way limit the student's ability to learn or other major life activity, or only results in some minor major life activity, or only results in some minor limitations.limitations.

The impairment must The impairment must substantially limitsubstantially limit one or one or more major life activity.more major life activity.

What does Substantially Limit Mean?What does Substantially Limit Mean?

Section 504 does not specifically define "substantial limitation." Section 504 does not specifically define "substantial limitation." However, the school-based 504 team can look to the However, the school-based 504 team can look to the Americans with Disabilities Act (ADA) for guidance. The Americans with Disabilities Act (ADA) for guidance. The ADA protects the rights of disabled individuals in the ADA protects the rights of disabled individuals in the workplace and states that an individual is "substantially workplace and states that an individual is "substantially limited" by a disability if, limited" by a disability if,

He/she is unable to perform a major life activity that the He/she is unable to perform a major life activity that the average person in the general population can perform, or average person in the general population can perform, or

He/she is significantly restricted as to the He/she is significantly restricted as to the condition, mannercondition, manner, , or or durationduration under which the average person in the general under which the average person in the general population can perform the same major life activity.population can perform the same major life activity.

In the school context, the student in question would be compared In the school context, the student in question would be compared to an average student of the same age or grade level in the to an average student of the same age or grade level in the general (national not local) population. (5)general (national not local) population. (5)

(NASN Issue Brief, 2005)(NASN Issue Brief, 2005)

Episodic or Transitory Episodic or Transitory ImpairmentsImpairments

An impairment that is episodic or in remission An impairment that is episodic or in remission is a disabilty if it would substanitally limit a is a disabilty if it would substanitally limit a major life activity major life activity when activewhen active. . (6)(6)

Does not apply to impairments that are Does not apply to impairments that are transitory or minor. A transitory impairment is transitory or minor. A transitory impairment is an impairment with an actual or expected an impairment with an actual or expected duration of duration of six months or lesssix months or less. . (4)(4)

****In most cases, application of these rules should quickly ****In most cases, application of these rules should quickly shift the inquiry away from the question whether a student has shift the inquiry away from the question whether a student has a disability (and thus is protected by the ADA and Section a disability (and thus is protected by the ADA and Section 504), and toward the school district's actions and obligations to 504), and toward the school district's actions and obligations to ensure equal educational opportunities. While there are no per ensure equal educational opportunities. While there are no per se disabilities under Section 504 and Title II, the nature of se disabilities under Section 504 and Title II, the nature of many impairments is such that, in virtually every case, a many impairments is such that, in virtually every case, a determination in favor of disability will be made. Thus, for determination in favor of disability will be made. Thus, for example, a school district should not need or require extensive example, a school district should not need or require extensive documentation or analysis to determine that a child with documentation or analysis to determine that a child with diabetes, epilepsy, bipolar disorder, or autism has a disability diabetes, epilepsy, bipolar disorder, or autism has a disability

under Section 504 and Title IIunder Section 504 and Title II. 11****. 11****

So Then What EXACTLY is 504?!!So Then What EXACTLY is 504?!!

Part of federal antidiscrimination lawPart of federal antidiscrimination law No funding attachedNo funding attached Assures students with disabilitiesAssures students with disabilities appropriate appropriate

educational services educational services to meet their individual needs to to meet their individual needs to the same extent as students without disabilitiesthe same extent as students without disabilities

Could consist of education in regular classroom, Could consist of education in regular classroom, regular classroom with supplemental services, and/or regular classroom with supplemental services, and/or special education and related services (IF ALSO special education and related services (IF ALSO qualifies for Special Education).qualifies for Special Education).

““Appropriate Education”Appropriate Education”

AppropriateAppropriate means an education comparable means an education comparable to the education provided to students without to the education provided to students without disabilities.disabilities.

““Appropriate education is defined as the Appropriate education is defined as the provision of regular or special education and provision of regular or special education and related aids and services designed to meet the related aids and services designed to meet the student’s individual needs as adequately as the student’s individual needs as adequately as the needs of non-disabled persons are met.” needs of non-disabled persons are met.” (6)(6)

Do they have to get A’s?Do they have to get A’s? ““Disabled” students have a right to an education program Disabled” students have a right to an education program

reasonably calculated to provide educational benefit. For most reasonably calculated to provide educational benefit. For most students that means passing grades and advancing from grade to students that means passing grades and advancing from grade to grade. (7)grade. (7)

Section 504 does not require a public school to provide a potential Section 504 does not require a public school to provide a potential maximizing education to students with disabilities, only reasonable maximizing education to students with disabilities, only reasonable accommodations that give those students the same access to the accommodations that give those students the same access to the benefits of a public education as all other students. (10)benefits of a public education as all other students. (10)

504 plans are not meant to give a student an extra advantage – 504 plans are not meant to give a student an extra advantage – “levels the playing field.”“levels the playing field.”

***Case law has indicated that students can still be ***Case law has indicated that students can still be considered to qualify for 504 (and should be evaluated considered to qualify for 504 (and should be evaluated for it by school districts) even if learning is not for it by school districts) even if learning is not affected. ( affected. ( 9, 10)9, 10)

““Therefore, rather than considering only how an Therefore, rather than considering only how an impairment affects a student's ability to learn, a impairment affects a student's ability to learn, a recipient or public entity must consider how an recipient or public entity must consider how an impairment affects any major life activity of the student impairment affects any major life activity of the student and, if necessary, must assess what is needed to ensure and, if necessary, must assess what is needed to ensure that student's equal opportunity to participate in the that student's equal opportunity to participate in the recipient's or public entity's programrecipient's or public entity's program.”11.”11

Each school district has to develop their own process. Each school district has to develop their own process. May use same process to evaluate as under IDEA.May use same process to evaluate as under IDEA.

Team members must be knowledgeable and draw Team members must be knowledgeable and draw from a variety of sources. Information from sources from a variety of sources. Information from sources should be documented.should be documented.

Recommended that plan be written but not mandatory Recommended that plan be written but not mandatory that it is. No required format.that it is. No required format.

Student stays eligible until team decides is no longer Student stays eligible until team decides is no longer eligible. ( Need some process for reevaluation.)eligible. ( Need some process for reevaluation.)

504 Process

504- How It Works504- How It Works

Referral by parent, teacher, school nurse, counselor, Referral by parent, teacher, school nurse, counselor, psychologist, social worker or principal.psychologist, social worker or principal.

Parent notice of evaluationParent notice of evaluation AssessmentAssessment 504 Team meeting to determine eligibility504 Team meeting to determine eligibility Development of 504 Accommodation PlanDevelopment of 504 Accommodation Plan Implementation of PlanImplementation of Plan Determine case managerDetermine case manager

504 Eligibility Questions to be Answered by Team504 Eligibility Questions to be Answered by Team

1. Does the student have a physical or mental 1. Does the student have a physical or mental impairment?impairment?

2 a.Do the activities claimed to be impaired qualify as a 2 a.Do the activities claimed to be impaired qualify as a major life activity (caring for oneself, performing major life activity (caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, manual tasks, walking, seeing, hearing, speaking, breathing, learning, working, eating, sleeping, breathing, learning, working, eating, sleeping, standing, lifting, bending, reading, concentrating, standing, lifting, bending, reading, concentrating, thinking and communication)? thinking and communication)?

504 Eligibility Questions to be Answered by Team504 Eligibility Questions to be Answered by Team

2b. Do the activities claimed to be impaired qualify as a 2b. Do the activities claimed to be impaired qualify as a major bodily function ( Functions of immune major bodily function ( Functions of immune system, normal cell growth, digestive, bowel, system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, bladder, neurological, brain, respiratory, circulatory, endocrine and reproductive)? circulatory, endocrine and reproductive)?

3. Does the physical or mental impairment substantially 3. Does the physical or mental impairment substantially limit one or more major life activities?limit one or more major life activities?

Remember can not consider mitigating measures other Remember can not consider mitigating measures other than the use normal of eye glasses or contacts.than the use normal of eye glasses or contacts.

School Nursing is:School Nursing is:A specialized practice of professional nursing that A specialized practice of professional nursing that

advances the well-being, academic success, and life-advances the well-being, academic success, and life-long achievement of students. To that end, school long achievement of students. To that end, school nurses *nurses *facilitate positive student responsesfacilitate positive student responses to normal to normal development; promote health and safety; intervene development; promote health and safety; intervene with actual and potential health problems; provide with actual and potential health problems; provide **case management servicescase management services; and *; and *actively collaborate actively collaborate with otherswith others to build student and family capacity for to build student and family capacity for adaptation, self management, self advocacy, and adaptation, self management, self advocacy, and learning (NASN, 1999).learning (NASN, 1999).

*School Nurse’s role in 504 Plan*School Nurse’s role in 504 Plan

School Nurse’s Role in 504 ProcessSchool Nurse’s Role in 504 Process

Interpret the student’s health status and Interpret the student’s health status and explain the impairment in terms of (a) the explain the impairment in terms of (a) the major life activity affected; (b) whether the major life activity affected; (b) whether the limitation for this student at the current time is limitation for this student at the current time is considered mild, moderate or severe, and why, considered mild, moderate or severe, and why, and ( c) the known or anticipated duration of and ( c) the known or anticipated duration of limitation.limitation.

School Nurse’s Role in 504 ProcessSchool Nurse’s Role in 504 Process

Explain observed impact of health conditions on Explain observed impact of health conditions on student’s school participation. Articulate the student’s school participation. Articulate the following to the team:following to the team:

how the disability interferes with one or more how the disability interferes with one or more life functions;life functions;

how the disability affects the student’s how the disability affects the student’s functioning (e.g., low energy level, exercise functioning (e.g., low energy level, exercise needs, medication effects, etc)needs, medication effects, etc)

Recommend health-related accommodations Recommend health-related accommodations or supports so that the eligible student has or supports so that the eligible student has equal access to education.equal access to education.

Review student’s health record ( # visits to Review student’s health record ( # visits to health office, absences for medical reasons, health office, absences for medical reasons, teacher/parent concerns).teacher/parent concerns).

May need to conduct in-depth health history.May need to conduct in-depth health history. May need to obtain medical reports.May need to obtain medical reports.

If determined by team NOT to qualify for 504 If determined by team NOT to qualify for 504 then may need to address needs in another then may need to address needs in another format.format.

IHCPs (IHP) can be that format.IHCPs (IHP) can be that format.

***For example, suppose a student is diagnosed with severe ***For example, suppose a student is diagnosed with severe asthma that is a disability because it substantially limits the asthma that is a disability because it substantially limits the major life activity of breathing and the function of the major life activity of breathing and the function of the respiratory system. However, based on the evaluation, the respiratory system. However, based on the evaluation, the student does not need any special education or related service student does not need any special education or related service as a result of the disability. This student fully participates in as a result of the disability. This student fully participates in her school's regular physical education program and in her school's regular physical education program and in extracurricular sports; she does not need help administering extracurricular sports; she does not need help administering her medicine; and she does not require any modifications to her medicine; and she does not require any modifications to the school's policies, practices, or procedures. The school the school's policies, practices, or procedures. The school district is not obligated to provide the student with any district is not obligated to provide the student with any additional services. The student is still a person with a additional services. The student is still a person with a disability, however, and therefore remains protected by the disability, however, and therefore remains protected by the general nondiscrimination provisions of Section 504 and Title general nondiscrimination provisions of Section 504 and Title II.11II.11

Individualized Health Care Plans*Individualized Health Care Plans*

IHCPs (IHP) could be the 504 Plan when the IHCPs (IHP) could be the 504 Plan when the accommodations are only health-related. accommodations are only health-related. If so, If so, subject to same regulations of Section 504subject to same regulations of Section 504..

IHCPs (IHP) can also be part of the 504 Plan IHCPs (IHP) can also be part of the 504 Plan for eligible students who also have academic for eligible students who also have academic accommodations. accommodations.

Case Manager’s ResponsibilitiesCase Manager’s Responsibilities May be school nurse if accommodations are primarily May be school nurse if accommodations are primarily

health related (IHCP). If mostly academic then may health related (IHCP). If mostly academic then may be school psychologist, school counselor, teacher, etc.be school psychologist, school counselor, teacher, etc.

Monitors student’s response to accommodations, Monitors student’s response to accommodations, communicates with parents and health care providers, communicates with parents and health care providers, (school nurse case manager) modifies the IHP as (school nurse case manager) modifies the IHP as needed, and calls a meeting of the 504 team to make needed, and calls a meeting of the 504 team to make changes to the 504 Plan as needed. changes to the 504 Plan as needed.

Law mandates that school districts reevaluate a Law mandates that school districts reevaluate a student who has a 504 Plan whenever there is "any student who has a 504 Plan whenever there is "any significant change in placement.” Annual review best significant change in placement.” Annual review best practice.practice.

504 –Examples of What Could be Done504 –Examples of What Could be Done

Medication monitoringMedication monitoring Assistance getting to classesAssistance getting to classes Shortened school dayShortened school day Late passesLate passes Extended test taking timeExtended test taking time More frequent scheduled breaksMore frequent scheduled breaks Flexible bathroom privilegesFlexible bathroom privileges Field trip accommodationsField trip accommodations Permission to use mechanical aids (cell phones)Permission to use mechanical aids (cell phones)

Example Food AllergyExample Food Allergy

1.Does the student have a physical or 1.Does the student have a physical or mental impairment?mental impairment?

2.Do the activities claimed to be impaired 2.Do the activities claimed to be impaired qualify as a major life activity (caring qualify as a major life activity (caring for oneself, performing manual tasks, for oneself, performing manual tasks, walking, seeing, hearing, speaking, walking, seeing, hearing, speaking, breathing, learning, working, eating, breathing, learning, working, eating, sleeping, standing, lifting, bending, sleeping, standing, lifting, bending, reading, concentrating, thinking and reading, concentrating, thinking and communication)? Do the activities communication)? Do the activities claimed to be impaired qualify as a claimed to be impaired qualify as a major bodily function (functions of major bodily function (functions of immune system, normal cell growth, immune system, normal cell growth, digestive, bowel, bladder, digestive, bowel, bladder, neurological, brain, respiratory, neurological, brain, respiratory, circulatory, endocrine and circulatory, endocrine and reproductive)? reproductive)?

3. Does the physical or mental 3. Does the physical or mental impairment substantially limit one or impairment substantially limit one or more major life activities?more major life activities?

1.1. Yes.Yes.2.2. Yes. Which ones?Yes. Which ones?3.3. Depends on student (individual Depends on student (individual

decision). decision). What about Epipen (mitigating What about Epipen (mitigating

measure)? What about measure)? What about precautions outlined in IHP?precautions outlined in IHP?

Plan:

Can’t exclude for field trips

Science Lab accommodations

Change of soap

Example ADHDExample ADHD

What are some mitigating measures What are some mitigating measures for this student?for this student?

1. Yes

2.Yes. Which ones?

3. Depends on student (individual decision).


2.Do the activities claimed to be 2.Do the activities claimed to be impaired qualify as a major life impaired qualify as a major life activity (caring for oneself, activity (caring for oneself, performing manual tasks, walking, performing manual tasks, walking, seeing, hearing, speaking, breathing, seeing, hearing, speaking, breathing, learning, working, eating, sleeping, learning, working, eating, sleeping, standing, lifting, bending, reading, standing, lifting, bending, reading, concentrating, thinking and concentrating, thinking and communication)? Do the activities communication)? Do the activities claimed to be impaired qualify as a claimed to be impaired qualify as a major bodily function (functions of major bodily function (functions of immune system, normal cell growth, immune system, normal cell growth, digestive, bowel, bladder, digestive, bowel, bladder, neurological, brain, respiratory, neurological, brain, respiratory, circulatory, endocrine and circulatory, endocrine and reproductive)? reproductive)?


Example ADHDExample ADHD




What are some mitigating measures What are some mitigating measures for this student?for this student?

Concerta, behavioral plan, Alpha Smart

1. Yes

2.Yes. Which ones?

3. Depends on student (individual decision).

Example Crohn’s DiseaseExample Crohn’s Disease




1.1. YesYes2.2. Yes. Which ones?Yes. Which ones?3.3. Depends on student (individual Depends on student (individual

decision).decision).

An impairment that is episodic or in An impairment that is episodic or in remission is a disability if it remission is a disability if it would substantially limit a major would substantially limit a major life activity when active.life activity when active.

Plan:Bathroom breakNo truancyTesting accommodationsRest periods

Questions????Questions????

ReferencesReferences

1.ED.gov (2008) Protecting students with 1.ED.gov (2008) Protecting students with disabilities. Frequently asked questions disabilities. Frequently asked questions about section 504 and the education of about section 504 and the education of children with disabilities. Found September children with disabilities. Found September 13, 2009 13, 2009 http://www.ed.gov/print/about/offices/list/ocr/http://www.ed.gov/print/about/offices/list/ocr/504faq.html504faq.html

ReferencesReferences

2. Moses, M., Gilchrest, C., & Schwab, N. (2005). Section 504 of the rehabilitation act: Determining eligibility and implications for school districts. The Journal of School Nursing 21(1), 48-58.

3. Zirkel, P. A. (2009). History and expansion of section 504 student eligibility: Implications for school nurses. The Journal of School Nursing 25(4), 256-260.

ReferenceReference

4.Legal Update: The ADA Amendments Acts of 4.Legal Update: The ADA Amendments Acts of 2008 and Its Implications for Section 504 2008 and Its Implications for Section 504 Coverage WCASS Region 2 Fall Meeting –Coverage WCASS Region 2 Fall Meeting –

Oshkosh, Wisconsin October 22, 2008 Oshkosh, Wisconsin October 22, 2008 Presented by Mary S. GerbigPresented by Mary S. Gerbig

ReferenceReference

5. NASN, 2005. Issue Brief: Section 504 of the 5. NASN, 2005. Issue Brief: Section 504 of the rehabilitation act of 1973rehabilitation act of 1973

http://www.nasn.org/Default.aspx?tabid=280

6. “Section 504 and the Education of Student 6. “Section 504 and the Education of Student with Disabilites in Public Elementary & with Disabilites in Public Elementary & Secondary Schools,” Secondary Schools,” U.S. Department of U.S. Department of Education Office for Civil Rights (OCR), Education Office for Civil Rights (OCR), presentation WASN Spring conference April presentation WASN Spring conference April 8, 2011 presentor Camille D. Lee, Esq.8, 2011 presentor Camille D. Lee, Esq.

ReferenceReference

7. SECTION 504 IN-DEPTH FOR 7. SECTION 504 IN-DEPTH FOR EDUCATORS. EDUCATORS. Cedar Grove-Belgium School Cedar Grove-Belgium School District – Section 504 Materials from District – Section 504 Materials from SchoolLaw.comSchoolLaw.com

8. OCR Memorandum, 17 IDELR 609(1991)8. OCR Memorandum, 17 IDELR 609(1991) 9. Union City Community Schools 54 IDELR 9. Union City Community Schools 54 IDELR

131 (United States Department of Education, 131 (United States Department of Education, Office for Civil Rights (2009). Office for Civil Rights (2009).

ReferenceReference

10. 28th Annual State Superintendent’s 10. 28th Annual State Superintendent’s Conference On Special Education and Pupil Conference On Special Education and Pupil Services Leadership Issues Wisconsin Services Leadership Issues Wisconsin Department of Public Instruction Section 504: A Department of Public Instruction Section 504: A Legal Overview November 2012 Presenter: Art Legal Overview November 2012 Presenter: Art Cernosia, Esq. - LLCCernosia, Esq. - LLC

Questions and Answers on the ADA Amendments Act of Questions and Answers on the ADA Amendments Act of 2008 for Students with Disabilities Attending Public 2008 for Students with Disabilities Attending Public

Elementary and Secondary SchoolsElementary and Secondary Schools

11.11.http://www2.ed.gov/print/about/offices/list/ocr/docs/dcl-504faq-201109.html

*Wisconsin Accommodation Guide for Students with Disabilities http://sped.dpi.wi.gov/files/sped/pdf/accom-guide.pdf

Contact informationContact information

Louise Wilson MS, BSN, RN, NCSNLouise Wilson MS, BSN, RN, NCSN

Beaver Dam Unified School DistrictBeaver Dam Unified School District

[email protected]@beaverdam.k12.wi.us

920-885-7470 ext. 1138920-885-7470 ext. 1138

Cell# 920-210-0834Cell# 920-210-0834

nurse’s role in section 504 accommodation plans louise wilson ms, bsn, rn, ncsn health service...

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