WGU D018 Task 1 with Complete Solutions
A. Section 504
Section 504 cite to the change that was made during the Rehabilitation Act in 1973. The aim
of Section 504 precisely relates to the restriction of discrimination based on a disability within
institutions that receive federal funding. It requires these institutions to provide housing to
individuals with disabilities so they can equally access programs. Section 504 is a federal civil
rights law. Section 504 defines a disability as an individual who has a physical or mental
impairment that substantially limits one or more major life activities.
To be eligible in the educational setting under Section 504, the student must have a disability
as defined above. The student's impairment would need to adversely affect their ability to access
the learning environment and participate fully. Section 504 and the Individuals with Disabilities
Education Act have some key differences, such as IDEA being a federal funding statute. In
contrast, Section 504 is a civil rights statute, while IDEA is limited to students with an
educational need, whereas Section 504 may cover students with no educational need. Also,
IDEA ensures a free appropriate public education (FAPE) to children with disabilities and covers
specific disabilities. In contrast, Section 504 protects individuals from discrimination and covers
any qualifying physical or mental impairments. IDEA is designed to provide specialized
instruction, related services, accommodations, and modifications, and protects the student from
termination of FAPE as a disciplinary measure. Section 504 is designed to provide equal
opportunity to students and can include accommodations to remove barriers to learning.
B. Section 504 Referral Process
, A referral for a student for a Section 504 plan can be made by a parent/guardian, a school staff
member (psychologist, nurse, counselor), a teacher, or a student support/intervention team. A
referral can be made verbally, but it is highly recommended that the request be put in writing for
documentation purposes. The referral should be directed towards the 504 coordinators.
Once the referral is received, the 504 coordinators should conduct an initial review. The
coordinator will review any existing data, including health/medical records, observations, and
parent/guardian input. After that initial review, the 504 coordinators will determine if a formal
evaluation is needed. If it is decided to move forward with the evaluation, the coordinator will
obtain parental consent for any evaluations required. The team would then move forward and
complete the evaluation.
Once that is complete, there will be an eligibility meeting to review the findings and determine
if the student qualifies for a Section 504 plan. Federal regulations do not mandate or specify
required team members for the eligibility meeting. However, it generally includes at least one
general education teacher, the parent/guardian, the 504 coordinators, and an Administrator. Other
team members who might have important input and information about the students include the
school nurse, special education teachers, counselors, specialists, or the student themselves.
Documentation needed includes evidence that the student has a physical or mental impairment
that limits one or more major life activities. This documentation might include a physician's
diagnosis, medical records, student achievement scores, attendance records, discipline reports,
teacher observations, mental health/psychological reports, and parent input.
If the student is found eligible, the team would then develop the Section 504 plan, which
would detail any needs and accommodations to support the student in accessing the learning
environment. The team would then implement the plan. All school personnel who work with the
A. Section 504
Section 504 cite to the change that was made during the Rehabilitation Act in 1973. The aim
of Section 504 precisely relates to the restriction of discrimination based on a disability within
institutions that receive federal funding. It requires these institutions to provide housing to
individuals with disabilities so they can equally access programs. Section 504 is a federal civil
rights law. Section 504 defines a disability as an individual who has a physical or mental
impairment that substantially limits one or more major life activities.
To be eligible in the educational setting under Section 504, the student must have a disability
as defined above. The student's impairment would need to adversely affect their ability to access
the learning environment and participate fully. Section 504 and the Individuals with Disabilities
Education Act have some key differences, such as IDEA being a federal funding statute. In
contrast, Section 504 is a civil rights statute, while IDEA is limited to students with an
educational need, whereas Section 504 may cover students with no educational need. Also,
IDEA ensures a free appropriate public education (FAPE) to children with disabilities and covers
specific disabilities. In contrast, Section 504 protects individuals from discrimination and covers
any qualifying physical or mental impairments. IDEA is designed to provide specialized
instruction, related services, accommodations, and modifications, and protects the student from
termination of FAPE as a disciplinary measure. Section 504 is designed to provide equal
opportunity to students and can include accommodations to remove barriers to learning.
B. Section 504 Referral Process
, A referral for a student for a Section 504 plan can be made by a parent/guardian, a school staff
member (psychologist, nurse, counselor), a teacher, or a student support/intervention team. A
referral can be made verbally, but it is highly recommended that the request be put in writing for
documentation purposes. The referral should be directed towards the 504 coordinators.
Once the referral is received, the 504 coordinators should conduct an initial review. The
coordinator will review any existing data, including health/medical records, observations, and
parent/guardian input. After that initial review, the 504 coordinators will determine if a formal
evaluation is needed. If it is decided to move forward with the evaluation, the coordinator will
obtain parental consent for any evaluations required. The team would then move forward and
complete the evaluation.
Once that is complete, there will be an eligibility meeting to review the findings and determine
if the student qualifies for a Section 504 plan. Federal regulations do not mandate or specify
required team members for the eligibility meeting. However, it generally includes at least one
general education teacher, the parent/guardian, the 504 coordinators, and an Administrator. Other
team members who might have important input and information about the students include the
school nurse, special education teachers, counselors, specialists, or the student themselves.
Documentation needed includes evidence that the student has a physical or mental impairment
that limits one or more major life activities. This documentation might include a physician's
diagnosis, medical records, student achievement scores, attendance records, discipline reports,
teacher observations, mental health/psychological reports, and parent input.
If the student is found eligible, the team would then develop the Section 504 plan, which
would detail any needs and accommodations to support the student in accessing the learning
environment. The team would then implement the plan. All school personnel who work with the
