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IntroductionSection 504 of the Rehabilitation Act of 1973 is a civil rights law designed to eliminate discrimination on the basis of disability in any program or activity receiving Federal financial assistance. Section 504 guarantees certain rights to individuals with disabilities, including the right to full participation and access to a free and appropriate public education (FAPE) to all children regardless of the nature or severity of the disability. Specifically, 34 C.F.R.§104 states:"No otherwise qualified individual with a disability in the United States... shall, solely by reason of her or his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance."Section 504 requires the provision of appropriate educational services; services that are designed to meet the individual needs of qualified students to the same extent that the needs of students without a disability are met. Essentially Section 504 was designed to "level the playing field," to ensure full participation by individuals with disabilities.To become eligible for services and protection under Section 504, a student must be determined, as a result of an evaluation, to have a physical or mental impairment that substantially limits one or more major life activities .A medical diagnosis does not automatically mean a student has a disability under Section 504.The school conducts its own evaluation to determine whether an actual existing disability exists.A student qualifies as disabled under the definition of Section 504 if he or she:Has a mental or physical impairment, record of impairment, or is regarded as having such an impairment; andIs substantially limited in his or her major life activities that include abilities such as (but not limited to ) self care, walking, breathing, speaking, learning, concentrating, reading and seeing.Ask: Does the impairment substantially limit the ability of the individual to perform a major life activity as compared to most people in the general population?Focus on how the major life activity that is substantially limited and not on what outcomes an individual can achieve.The role of positive effects of mitigating measures (use of medication, low vision devices, medical supplies) cannot be considered in making the disability determination, such effects can be considered in determining whether a student needs a 504 Accommodation Plan. The 504 team could find that the student does not need a 504 Plan because the student’s educational needs are met as adequately as the needs of his/her non-disabled peers. However, the student would still be considered disabled and could not be discriminated against based upon the disability.504 Procedures:Referring individual or team contacts the School 504 Coordinator and completes request for referral (Form A).504 Coordinator will obtain parental permission to evaluate (Form B) and will provide a copy of parental rights to parents (Form C).Upon receipt of a completed Section 504 referral, the 504 Coordinator will begin collecting relevant information from the student’s educators, school staff, parents and healthcare providers.Relevant information may include, but is not limited to the following:Form D : Pre-Meeting Details Form D1: Student Record Review Form D2: Social and Health History Form D3: Physician’s ReportForm D4: Release of Information Form D5: Teacher Information Behavior Rating ScalesCognitive and Achievement ScreeningBuilding 504 Coordinator will send parents written notice of a 504 meeting (Form E) and include Section 504 Parent and Student Rights (Form C) and notify all team members of the meeting to determine student’s disability determination.The 504 Building Coordinator will convene a meeting with the necessary personnel to consider the student’s disability determination. During the meeting, the team will review all relevant information and complete the Section 504 Form (Form F). The 504 Team will consider whether the current information is a substantial limitation on a major life activity. The 504 contact person will ensure that minutes (Form G) are taken and that accommodations are documented (Form G1).6. The 504 Building Coordinator will ensure that all of the relevant School District staff are made aware of the student’s plan and have a sufficient understanding of its requirements to implement the plan. Have Teachers review 504 plan and complete Teacher Receipt of Accommodation Form HAs specified by the student’s 504 plan or otherwise periodically (e.g. once per grading period), the 504 Coordinator will contact the student’s teachers/providers to ensure that the 504 plan is being implemented and is effective for the student. It would be appropriate for the 504 Coordinator to place documentation of the plan’s implementation in the student’s 504 folder. At the discretion of the 504 Coordinator and the nurse, the nurse may assume the responsibility for monitoring the implementation of the plan.At anytime that the plan requires revision but at least annually, the 504 Coordinator will convene a meeting to review and revise the student’s 504 plan. (Form E) The meeting must include all necessary personnel. A student’s disability determination may be reviewed as necessary. Minutes must be taken at each meeting. (Forms G and G1)Consideration for a reevaluation is done at an Annual Review Meeting every three years by reviewing the Disability Determination and noting the consideration in the meeting summary. A significant change in placement (e.g. removal from school for more than 10 days) may prompt a reevaluation. A student may be determined to be ineligible for services after a reevaluation has been conducted. In this case, the decision needs to be documented in the meeting minutes (Form G)and a copy of the Section 504 Plan Ineligibility (Form H) needs to be sent to the Central Office.Manifestation Determination Review (MDR) meeting is required for students served under 504 and must take place prior to a student’s 11th day of suspension.Building 504 Coordinator will send parents written notice of a 504 meeting (Form E) with Section 504 Parent and Student Rights (Form C) and notify all team members of the MDR meeting.b. At MDR meeting, review current student performance data, including academic, behavioral, social and physical information, complete Manifestation Determination Form I and document review by completing minutes (Form G). Make changes to Section 504 Accommodation Plan (Form G-1) if needed, consider need for a Functional Behavior Assessment and Behavior Intervention Plan.Grievance/Complaint Process: A parent/guardian expresses concern or compliant about the identification, placement or educational plan for a student with a 504 plan. Ask the parent to complete the Section 504 Compliant (Form K). If the parent needs help completing the form, theSection 504 Site Coordinator at the school will provide assistance. At any point in the process, a parent may file a Request for Impartial Hearing (Form L ) in writing.The parent/guardian should be referred immediately to the School 504 Coordinator, who will schedule a 504 Team meeting within 5 school days and discuss concerns with parent. Written meeting notes (Form G) will be taken and shared with parents.If the compliant can not be resolved, then immediately it will be referred to the principal or his/her designee, who will schedule a meeting within 5 school days of the prior meeting. Meeting minutes will be taken (Form G) and shared with parents. The compliant Form (Form K) along with meeting notes/minutes will be sent to the System 504 Coordinator, who will schedule a meeting to meet with the parent/guardian within 10 school days. After the meeting, the System 504 Coordinator will investigate the compliant and respond to the parents in writing within 10 school days.If the issue remains unresolved, the concern will be referred for Mediation. If Mediation fails to resolve the issue, a Request for an Impartial Hearing (Form L) should be completed by the parent with assistance provided by the School 504 Coordinator, if needed.Within 10 school days of receipt of the written request for an impartial hearing by school system personnel, the System 504 Coordinator will schedule a time and place for the Formal Hearing.The Formal Hearing will be scheduled within 45 calendar days from the receipt of the grievant’s Request for Hearing, unless the Hearing Officer grants a continuance or unless agreed to by the grievant.The System Section 504 Coordinator will obtain an impartial review official. The Hearing Officer will not be an employee of the District and will have knowledge of Section 504 of the Rehabilitation Act of 1973.Notice of Rights of Students and Parents Under Section 504Section 504 of the Rehabilitation Act of 1973, commonly referred to as "Section 504," is a nondiscrimination statute enacted by the United States Congress. The purpose of Section 504 is to prohibit discrimination and to assure that disabled students have educational opportunities and benefits equal to those provided to non-disabled students.For more information regarding Section 504, or if you have questions or need additional assistance, please contact your local system’s Section 504 Coordinator at the following address:Roxie Tumlin272 School CircleNahunta, GA 31553912-462-6612roxie.tumlin@brantley.k12.ga.usThe implementing regulations for Section 504 as set out in 34 CFR Part 104 provide parents and/or students with the following rights:Your child has the right to an appropriate education designed to meet his or her individual educational needs as adequately as the needs of non- disabled students. 34 CFR 104.33.Your child has the right to free educational services except for those fees that are imposed on non-disabled students or their parents. Insurers and similar third parties who provide services not operated by or provided by the recipient are not relieved from an otherwise valid obligation to provide or pay for services provided to a disabled student. 34 CFR104.33.Your child has a right to participate in an educational setting (academic and nonacademic) with non-disabled students to the maximum extent appropriate to his or her needs. 34CFR 104.34.Your child has a right to facilities, services, and activities that are comparable to those provided for non-disabled students. 34 CFR 104.34.Your child has a right to an evaluation prior to a Section 504 determination of eligibility. 34CFR 104.35.You have the right to not consent to the school system’s request to evaluate your child. 34CFR 104.35.You have the right to ensure that evaluation procedures, which may include testing, conform to the requirements of 34 CFR 104.35.You have the right to ensure that the school system will consider information from a variety of sources as appropriate, which may include aptitude and achievement tests, grades, teacher recommendations and observations, physical conditions, social or cultural background, medical records, and parental recommendations. 34 CFR 104.35.9. You have the right to ensure that placement decisions are made by a group of persons, including persons knowledgeable about your child, the meaning of the evaluation data,the placement options, and the legal requirements for least restrictive environment and comparable facilities. 34 CFR 104.35.If your child is eligible under Section 504, your child has a right to periodic reevaluations, including prior to any subsequent significant change of placement. 34 CFR 104.35.You have the right to notice prior to any actions by the school system regarding the identification, evaluation, or placement of your child. 34 CFR 104.36.You have the right to examine your child’s educational records. 34CFR 104.36.You have the right to an impartial hearing with respect to the school system’s actions regarding your child's identification, evaluation, or educational placement, with opportunity for parental participation in the hearing and representation by an attorney. 34CFR 104.36.You have the right to receive a copy of this notice and a copy of the school system’s impartial hearing procedure upon request. 34 CFR 104.36.If you disagree with the decision of the impartial hearing officer (school board members and other district employees are not considered impartial hearing officers), you have a right to a review of that decision according to the school system’s impartial hearing procedure. 34CFR 104.36.You have the right to, at any time, file a complaint with the United States Department of Education’s Office for Civil Rights.Section 504 Procedural SafeguardsOverview: Any student or parent or guardian (“grievant”) may request an impartial hearing due to the school system’s actions or inactions regarding your child's identification, evaluation, or educational placement under Section 504. Requests for an impartial hearing must be in writing to the school system’s Section 504 Coordinator; however, a grievant’s failure to request a hearing in writing does not alleviate the school system’s obligation to provide an impartial hearing if the grievant orally requests an impartial hearing through the school system’s Section 504 Coordinator. The school system’s Section 504 Coordinator will assist the grievant in completing the written Request for Hearing.Hearing Request: The Request for the Hearing must include the following:The name of the student.The address of the residence of the student.The name of the school the student is attending.The decision that is the subject of the hearing.The requested reasons for review.The proposed remedy sought by the grievant.The name and contact information of the grievant.Within 10 business days from receiving the grievant’s Request for Hearing, the Section 504Coordinator will acknowledge the Request for Hearing in writing and schedule a time and place for a hearing. If the written Request for Hearing does not contain the necessary information noted above, the Section 504 Coordinator will inform the grievant of the specific information needed to complete the request. All timelines and processes will be stayed until the Request for Hearing contains the necessary information noted above.Mediation: The school system may offer mediation to resolve the issues detailed by the grievant in his or her Request for Hearing. Mediation is voluntary and both the grievant and school system must agree to participate. The grievant may terminate the mediation at any time. If the mediation is terminated without an agreement, the school system will follow the procedures for conducting an impartial hearing without an additional Request for Hearing.Hearing Procedures:The Section 504 Coordinator will obtain an impartial review official who will conduct a hearing within 45 calendar days from the receipt of the grievant’s Request for Hearing unless agreed to otherwise by the grievant or a continuance is granted by the impartial review official.Upon a showing of good cause by the grievant or school system, the impartial review official, at his or her discretion, may grant a continuance and set a new hearing date. The request for a continuance must be in writing and copied to the other party.The grievant will have an opportunity to examine the child’s educational records prior to the hearing.The grievant will have the opportunity to be represented by legal counsel at his or her own expense at the hearing and participate, speak, examine witnesses, and present information at the hearing. If the grievant is to be represented by legal counsel at the hearing, he or she must inform the Section 504 Coordinator of that fact in writing at least 10 calendar days prior to the hearing. Failure to notify the Section 504 Coordinator in writing of representation by legal counsel shall constitute good cause for continuance of the hearing.The grievant will have the burden of proving any claims he or she may assert. When warranted by circumstances or law, the impartial hearing officer may require the recipient to defend its position/decision regarding the claims (i.e. A recipient shall place a disabled student in the regular educational environment operated by the recipient unless it is demonstrated by the recipient that the education of the person in the regular environment with the use of supplementary aids and services cannot be achieved satisfactorily. 34 C.F.R.§104.34). One or more representatives of the school system, who may be an attorney, will attend the hearing to present the evidence and witnesses, respond to the grievant testimony and answer questions posed by the review official.The impartial review official shall not have the power to subpoena witnesses, and the strict rules of evidence shall not apply to hearings. The impartial review official shall have the authority to issue pre-hearing instructions, which may include requiring the parties to exchange documents and names of witnesses to be present.The impartial review official shall determine the weight to be given any evidence based on its reliability and probative value.The hearing shall be closed to the public.The issues of the hearing will be limited to those raised in the written or oral request for the hearing.Witnesses will be questioned directly by the party who calls them. Cross- examination of witnesses will be allowed. The impartial review official, at his or her discretion, may allow further examination of witnesses or ask questions of the witnesses.Testimony shall be recorded by court reporting or audio recording at the expense of the recipient. All documentation related to the hearing shall be retained by the recipient.Unless otherwise required by law, the impartial review official shall uphold the action of school system unless the grievant can prove that a preponderance of the evidence supports his or her claim.Failure of the grievant to appear at a scheduled hearing unless prior notification of absence was provided and approved by the impartial review official or just cause is shown shall constitute a waiver of the right to a personal appearance before the impartial review official.Decision: The impartial review official shall issue a written determination within 20 calendar days of the date the hearing concluded. The determination of the impartial review official shall not include any monetary damages or the award of any attorney’s fees.Review: If not satisfied with the decision of the impartial review official, any party may pursue any right of review, appeal, cause of action or claim available to them under the law or existing state or federal rules or regulations.Section 504 Compliant FormThe Brantley County School System complies with Section 504 regulations and no discrimination on the basis of disability is permitted in the programs or activities that the System operates. If you believe that discrimination has occurred against a student because of a disability, please complete, sign and submit this form to your school’s principal.Date: Name of individual filing complaint: Address of individual filing complaint: Telephone number of individual filing complaint: Name of Student: Date of Birth Name of Parent or Guardian: Student’s School: Describe the decision that you do not agree with concerning an action or inaction regarding your child’s identification, evaluation, or placement . Include 1. the specific incident or activity that is viewed as discrimination; 2. the individuals involved; and 3. the disability that forms the basis of the complaint (attach additional pages if needed).Describe the reason for the complaint Describe any communication that has already occurred, with whom and when, to address the issue. Please describe how you propose to resolve this issue.Please return this form to your school’s principal/Section 504 site coordinator.Section 504 Request for Impartial HearingThe Brantley County School System complies with all regulations in Section 504 in the Rehabilitation Act of 1973. However, any student, parent, or guardian (“grievant”) may request an impartial hearing due to the school system’s actions or inactions regarding your child’s identification, evaluation, or educational placement under Section pletion and submission of this form indicates that a request for a hearing has been formally requested. To request a hearing, please complete the following information and give this form to the Section 504 Coordinator at your child’s school.Student’s Name: Student’s Date of Birth: Student’s Address: Student’s School: Name of Person Submitting Request: Contact Information of Person Submitting Request (address, phone number, email) _Describe the decision that you do not agree with (concerning an action or inaction regarding your child’s identification, evaluation, or placement):Describe the reason you are requesting a review:Please provide a description of your proposed solution to this problem:Signature of Grievant (Complainant)DateSignature and Title of School Personnel Receiving RequestDateTHIS FORM SHOULD BE FORWARDED IMMEDIATELY TO THE SECTION 504 COORDINATOR FOR THE BRANTLEY COUNTY SCHOOL SYSTEM.Important: All sections must be completePossible 504 Plan ImpairmentsIt is important to identify a child’s particular impairment and to discuss both its manifestations and the necessary accommodations for the student’s success in the classroom.Temporary DisabilitiesEvery effort should be made to accommodate students who have a temporary Impairment that affects their ability to take part in student life once documentation is received. Temporary disabilities may be the result of a variety of situations including broken bones, surgical rehabilitation, sprained ankles, and complicated pregnancies which may result in curtailment of activity.Attention Deficit Hyperactivity Disorder (ADHD) (Inattentive Type, Hyperactive Type, or the Combined Type)ADHD is a chronic disorder which lasts through childhood and often into adulthood, while some characteristics may seem less extreme as the child gets older. ADHD can affect attention, impulsivity, and hyperactivity. Characteristics include but are not limited to: fidgeting; having difficulty remaining seated; being easily distracted; having difficulty waiting to take turns; having a short attention span; shifting from one uncompleted activity to another; talking excessively; interrupting others; engaging in physically dangerous activities without thinking of the consequences.DiabetesDiabetes is a disorder of metabolism--the way our bodies use digested food for growth and energy. Most of the food we eat is broken down into glucose, the form of sugar in the blood. Glucose is the main source of fuel for the body. After digestion, glucose passes into the bloodstream, where it is used by cells for growth and energy. For glucose to get into cells, insulin must be present. Insulin is a hormone produced by the pancreas, a large gland behind the stomach.When we eat, the pancreas automatically produces the right amount of insulin to move glucose from blood into our cells. In people with diabetes, however, the pancreas either produces little or no insulin, or the cells do not respond appropriately to the insulin that is produced. Glucose builds up in the blood, overflows into the urine, and passes out of the body. Thus, the body loses its main source of fuel even though the blood containslarge amounts of glucose. The three main types of diabetes are type 1 diabetes, type 2 diabetes, and gestational diabetes.Type 1 DiabetesType 1 diabetes is an autoimmune disease. In diabetes, the immune system attacks the insulin-producing beta cells in the pancreas and destroys them. The pancreas then produces little or no insulin. A person who has type 1 diabetes must take insulin daily to live. Symptoms of type 1 diabetes usually develop over a short period, although beta cell destruction can begin years earlier.Symptoms include increased thirst and urination, constant hunger, weight loss, blurred vision, and extreme fatigue. If not diagnosed and treated with insulin, a person with type 1 diabetes can lapse into a life-threatening diabetic coma, also known as diabetic ketoacidosis.Type 2 DiabetesThe most common form of diabetes is type 2 diabetes. About 90 to 95 percent of people with diabetes have type 2. This form of diabetes is associated with older age, obesity, family history of diabetes, previous history of gestational diabetes, physical inactivity, and ethnicity. About 80 percent of people with type 2 diabetes are overweight. When type 2 diabetes is diagnosed, the pancreas is usually producing enough insulin, but for unknown reasons, the body cannot use the insulin effectively, a condition called insulin resistance. After several years, insulin production decreases. The result is the same as for type 1 diabetes-- glucose builds up in the blood and the body cannot make efficient use of its main source of fuel. The symptoms of type 2 diabetes develop gradually. Their onset is not as sudden as intype 1 diabetes. Symptoms may include fatigue or nausea, frequent urination, unusualthirst, weight loss, blurred vision, frequent infections, and slow healing of wounds or sores. Some people have no symptoms.Gestational DiabetesGestational Diabetes develops only during pregnancy. Like type 2 diabetes, it occurs more often in African Americans, American Indians, Hispanic Americans, and among women with a family history of diabetes. Women who have had gestational diabetes have a 20 to 50 percent chance of developing type 2 diabetes within 5 to 10 years. Diabetes is associated with long-term complications that affect almost every part of the body. The disease often leads to blindness, heart and blood vessel disease, stroke, kidney failure, amputations, and nerve damage. Uncontrolled diabetes can complicate pregnancy, and birth defects are more common in babies born to women with diabetes.Heart DefectsA heart defect can be described as a short-coming, fault, or imperfection of the heart. Medical assistance is required and treatment will vary. Symptoms can include but are not limited to: shortness of breath, coughing, wheezing, heart pounding or racing, weakness, dizziness, tired, body swelling, and weight gain.HIV/AIDS (Acquired Immune Deficiency Syndrome)HIV/AIDS destroys the body's immune system and leaves the person vulnerable to infections and cancers that can usually be fought off when the immune system is in working order. Although effects of HIV/AIDS are varied, extreme fatigue is a common symptom. Due to the variability in manifestations of this condition, classroom accommodations will likewise vary. Remember that strict confidentiality is a must because of the intense social stigma surrounding this condition.CancerCancer can occur in almost any organ system of the body, thus making its disabling effects greatly variable from one person to another. Some people experience visual problems, lack of balance and coordination, joint pains, backaches, headaches, abdominal pains, drowsiness, lethargy, difficulty in breathing and swallowing, weakness, bleeding, or anemia. Furthermore, the treatments for cancer, namely radiation, chemotherapy, and surgery, may cause additional symptoms. These include violent nausea, drowsiness, fatigue, paralysis, sensory deficits, and language and memory problems.LeukemiaLeukemia is cancer of the blood cells. It starts in the bone marrow, the soft tissue inside most bones. Bone marrow is where blood cells are made. When you are healthy, your bone marrow makes: white blood cells, which help your body fight infection; red blood cells, which carry oxygen to all parts of your body; and platelets, which help your blood clot. When you have leukemia, the bone marrow starts to make a lot of abnormal white blood cells, called leukemia cells. They don't do the work of normal white blood cells, they grow faster than normal cells, and they don't stop growing when they should.Symptoms may depend on what type of leukemia you have, but common symptomsinclude:Fever and night sweats. Headaches.Bruising or bleeding easily. Bone or joint pain.A swollen or painful belly from an enlarged spleen. Swollen lymph nodes in the armpit, neck, or groin. Getting a lot of infections.Feeling very tired or weak.Losing weight and not feeling hungry.Cerebral PalsyCerebral Palsy is caused by an injury to the brain, which may have occurred before, during, or shortly after birth. The injury results in disorders of posture or movement. The effects of cerebral palsy vary from mild to severe. In some people, the condition is barely noticeable, and in others, there may be significant limitations. Manifestations may include involuntary muscle contractions, rigidity, spasms, poor balance, or poor spatial relations. Visual, auditory, speech, hand function, and mobility problems might also occur, as well asconvulsive disorders.Traumatic Brain InjuryStudents with Traumatic Brain Injury often exhibit one or more of the following symptoms:short-term memory problems, serious attention deficits, auditory dysfunction, cognitive deficits, behavioral problems, problems of judgment, and serious anxiety attacks.Muscular DystrophyMuscular Dystrophy refers to a group of hereditary, progressive disorders that most often occur in young people and produce a degeneration of voluntary muscles of the trunk and lower extremities. The atrophy of the muscles results in chronic weakness and fatigue and may cause respiratory or cardiac problems.Walking, if possible, is slow and appears uncoordinated. Manipulation of materials in class may be difficult.Multiple SclerosisMultiple Sclerosis is a progressive disease of the central nervous system that is characterized by a decline in muscle control. Symptoms may range from mild to severe and may include blurred vision, legal blindness, tremors, weakness or numbness in the limbs, unsteady gait, paralysis, slurred speech, mood swings, or attention deficits. Onset is usually between the ages of 20 and 40 so it is likely that students with Multiple Sclerosis are adjusting to a newly diagnosed condition. The course of Multiple Sclerosis is highly unpredictable and individual. Periodic remissions are common and may last from a few days to several months, as the disease continues to progress. As a result, mood swings may vary from euphoria to depression. Striking inconsistencies in performance are not unusual.Seizure DisordersStudents with epilepsy and other seizure disorders are sometimes reluctant to divulge their conditions because they fear being misunderstood or stigmatized. Misconceptions about these disorders, that they are forms of mental illness, contagious, or untreatable, for example, have arisen because their ultimate causes remain uncertain. There is evidence, however, that hereditary factors may be involved and that brain injuries and tumors, occurring at any age, may give rise to seizures. What is certain is that seizures result from imbalances in the electrical activity of the brain. In the event of a seizure during lecture, try to remain calm. A seizure cannot be stopped once it has started. Do not restrain the person, but rather, clear the immediate area of objects that may injure the individual. A rolled up coat or other garment should be placed beneath the person's head. Afterwards, faculty should deal forthrightly with concerns of the students in an effort to forestall whatever negative attitudes may develop towards the student who had a seizure.EpilepsyEpilepsy is a chronic (long-lasting) medical condition marked by recurrent epileptic seizures. An epileptic seizure is an event of altered brain function caused by abnormal or excessive electrical discharges from brain cells. Side effects of epilepsy drugs can include blurry or double vision, fatigue, sleepiness, unsteadiness, stomach upset, skin rashes, low blood cell counts, liver problems, swelling of the gums, hair loss, weight gain and tremor.Tourette’s SyndromeTourette's disorder is a neurological (brain) condition that usually begins in childhood. It causes a child to make sounds or words (vocal tics) and body movements (motor tics) that are beyond his or her control. Symptoms could include: a slight twitching of the eyes, jerking of the neck, coughing or throat- clearing, or a series of movements and sounds which occur in bursts of movement (motor) or sounds (vocal). The burst may last from several seconds to several minutes; come and go (wax and wane) over a period of weeks and months and may also change from one type to another. Tics may also occur more slowly.HemophiliaHemophilia is a rare genetic bleeding disorder that almost always occurs in males. A person has hemophilia when he or she inherits problems with certain blood-clotting factors, making them unable to work properly. Blood-clotting factors are needed to help stop bleeding after a cut or injury and to prevent spontaneous bleeding. The hemophilia gene can contain many different errors, leading to different degrees of abnormality in the amount of clotting factor produced. Symptoms of hemophilia are usually first noticed during infancy or childhood. But some people who have milder forms of hemophilia may not develop symptoms until later in life.Sickle Cell AnemiaSickle cell anemia is a hereditary disease that reduces the blood supply to vital organs as well as the oxygen supply to the blood cells, making adequate classroom ventilation an important concern. Since vital organs are affected, the student may suffer from eye disease, heart conditions, lung problems, and acute abdominal pains. At times, limbs or joints may also be affected. The disease is characterized by severe crisis periods with extreme pain, which may necessitate hospitalization or absence from class. Completing academic assignments during these periods may not be possible. Faculty should be receptive to extending deadlines for assignments for these students.Respiratory ProblemsMany students have chronic breathing problems, the most common of which are bronchial asthma and emphysema. Respiratory problems are characterized by attacks of shortness of breath and difficulty in breathing. These attacks can be triggered by either mental or physical stress. Fatigue and difficulty climbing stairs may also be major problems for these students. Frequent absence from class and hospitalization may occur when prescribed medications fail to relieve symptoms.Chronic AsthmaAsthma makes it hard for an individual to breathe. It causes swelling and inflammation in the airways that lead to the lungs. When asthma flares up, the airways tighten and become narrower. This keeps the air from passing through easily and makes it hard to breathe. Causes could be allergy season, breathing cold air, or exercise. Symptoms may include but are not limited to: wheezing, coughing, tightness in chest, shortness of breath, trouble sleeping, and tiring easily during exercise.Severe AllergiesAn allergy is an acquired, abnormal immune response to a substance that can cause a broad range of inflammatory reactions. Symptoms of allergies range from mild to severe. The following are possible symptoms respectively: rash, itchy and water eyes, congestion, itchiness, difficulty breathing, varying degrees of swelling that can make breathing and swallowing difficult, abdominal pain, cramps, vomiting, diarrhea, dizziness, and/or mental confusion.Cystic FibrosisCystic fibrosis is a disease that causes mucus in the body to become thick and sticky. This glue-like mucus builds up and causes problems in many of the body's organs, especially the lungs and the pancreas. People who have cystic fibrosis can have serious breathing problems and lung disease. They can also have problems with nutrition, digestion, growth, and development. There is no cure for cystic fibrosis and the disease generally gets worse over time. The life expectancy for people with cystic fibrosis has been steadily increasing over the past 40 years. On average, people who have cystic fibrosis live into their mid-to- late 30s, although new treatments are making it possible for some people to live into their 40s and longer.ArthritisThere are over 100 types of arthritis, including osteoarthritis, rheumatoid arthritis, and gout. The word "arthritis" means "joint inflammation." Inflammation is one of the body's natural reactions to disease or injury, and includes swelling, pain, and stiffness. Inflammation that lasts for a very long time or recurs, as in arthritis, can lead to tissue damage. Different types of arthritis have different symptoms andthe symptoms vary in severity from person to person. Osteoarthritis does not generally cause any symptoms outside the joint.Symptoms of other types of arthritis may include fatigue, fever, a rash and the signs of joint inflammation, including: pain, swelling, stiffness, tenderness, redness and warmth. With early diagnosis, most types of arthritis can be managed and the pain and disability minimized. In addition, early diagnosis and treatment may be able to prevent tissue damage caused by arthritis. Early, aggressive treatment is particularly important for rheumatoid arthritis in order to help prevent further damage and disability down the road.Urological ConditionEnuresis is when a child has repeated passage of urine in places other than the toilet. Enuresis that occurs at night, or bed-wetting, is the most common type of elimination disorder. This behavior may or may not be purposeful. The condition is not diagnosed unless the child is 5 years or older. Nocturnal enuresis is the passage of urine during nighttime sleep, while diurnal enuresis is daytime wetting. Children with enuresis may experience either nocturnal or diurnal wetting, or they may experience a combination of both. The main symptoms of enuresis include: repeated bed-wetting, wetting in the clothes, wetting at least twice a week for approximately 3 months. Many factors may be involved inthe development of enuresis. Involuntary, or non-intentional, release of urine may result from: a small bladder, persistent urinary tract infections, severe stress, developmental delays that interfere with toilet training. Voluntary, or intentional, enuresis may be associated with other mental disorders, including behavior disorders or emotional disorders including anxiety. In addition, toilet training that was forced or started when the child was too young may be a factor in the development of the disorder. Currently, however, there is little research to make firm conclusions about the role of firm or lax toilet training regimens in the development of enuresis. Children with enuresis are often described as heavy sleepers who fail to awaken at the urinary urge to void or when their bladders are full. Physical conditions that could result in incontinence include diabetes, an infection, or a functional or structural defect causing a blockage in the urinary tract. Enuresis also may be associated with certain medicines that can cause confusion or changes in behavior as a side effect.Substance AbuseSubstance abuse is a condition of physiological and/or psychological dependence on a variety of chemicals, including illegal drugs, prescription or over-the-counter drugs, and alcohol. Students recovering from the abuse of alcohol and/or drugs or who are in treatment programs to assist their recovery, are covered by federal anti-discrimination legislation. They are eligible for services for students with disabilities. These students may experience psychological problems, such as depression, anxiety, or low self-esteem, which may adversely affect their academic performance.Reasonable AccommodationReasonable accommodation in the school setting is a modification or adjustment of regular education programs to afford students with disabilities equal opportunity to access the programs.Suggested AccommodationsExcerpted from Georgia Department of Education SST Resource Manual (February 2008)Instructional StyleInfuse instructional strategies for different learning styles into instruction.Give alternate assignments based on learning styles.Use cooperative learning.Provide small group instruction.Shorten instructional units.Use graphic organizers.Use technology in presentation (i.e., computers, overhead projectors, SMART boards)Provide extra repetition.Provide unit outline or study guide.Provide visual materials which illustrate written materials.Give explanations in small, distinct steps.Provide both auditory and visual directions and information.Point to things you are talking about.Relate information to past experiences.Provide concrete examples.Provide manipulatives.Provide frequent opportunities for movement.Use drama and role-playingDaily/Weekly Assessments(Refer to Georgia State Testing Accommodation Manual for allowable accommodations on state assessments).Oral or demonstration testing.Individual or small group testing.Change test format (ex: short answer rather than essay).Assign project rather than written report.Provide additional time to complete assignments.Provide more frequent feedback.Highlight directions.AssistanceAssign peer tutor.Assign study partner for homework.Provide assignment sheets.Give frequent reminders.Provide individual help from teacher of paraprofessional.Copy notes from teacher or other student.Provide extra set of books for home use.Instructional EnvironmentChange work area.Provide less formal work area (standing workstation, floor, comfortable chair, etc.).Change lighting in room.Have two desks for the student to allow movement in the room.Allow student to keep water and/or food at desk.Provide study carrel.Provide “white noise” or background music using headphones.MaterialsUse large print materials.Use computer.Alternate textbooks.Highlight important information with pen or tape.Allow use of facts chart or calculator.Use graph paper to keep math problems aligned.Fold or cut paper in half. Behavior ManagementUse behavior modification checklist.Use contract.Give special privileges.Time out in classroom forminutes.Time out in another classroom forminutes.Use tangible rewards.Use verbal praise.Assign special responsibilities (class helper, line leader, etc.).Use planned ignoring.Use cues to refocus attention.Use timer to keep student on task.Use visual language (ex: “Close your mouth” not “Be quiet”).Student:Date:FormDescriptionWhen To UseSection 504 Review Request Form 504-AThis is the document that begins the process for a student. It provides the basic information needed to determine if a 504 evaluation is warranted or necessary.When parent or school staff is interested in beginning the process for a student.Notice to Parent of 504 Referral and EvaluationForm 504-BFollowing the receipt of the referral form and the decision that an evaluation should be pursued, this form is sent to parents to gain consent for the evaluation. The next form, Section 504 Parental Procedural Rights, should be included.After determining that the evaluation should be pursued to gain consent for evaluation/send with rights.Section 504 Parental Procedural Rights Form 504-CA document provided to the parent that explains their rights under Section 504.Send with consent for evaluation and offer new copy at each 504 meeting for the student.Pre-Meeting Details Form 504-DThis document is used to establish the purpose of the 504 meeting, document who will collect evaluation data and to ensure that parents are provided with the proper documents.Before disability determination meeting to meet OCR mandates regarding documents that must be provided to parent.Student Record ReviewForm 504-D-1This document summarizes the student’s formal performance data, student attendance, current grades, discipline records and involvement with other agencies.During the evaluation process when determining 504 disability determination.Social and Health HistoryForm 504-D-2Used to document information on a student’s medical, behavioral, and social history.During the evaluation process when determining 504 disability determinationPhysician’s ReportForm 504-D-3This document provides information relating to the child’s disability and the impact of the physical condition on the child.During the evaluation process when determining 504 disability determination.Release of Information Form 504-D-4Used during the evaluation process to give permission for the school to obtain information from outside agencies.During the evaluation process when determining 504 disability determination.Classroom Teacher Feedback Form 504-D-5A document designed to seek information from teachers about a student’s classroom performance. This is one part of the evaluation data needed to determine disability determination.During the evaluation process when determining 504 disability determinationWritten Notice of a 504 Meeting Form 504EThis document is used to inform the parent in writing of the 504 Meeting. Notice should also be given to team members. Include form C in notice to parents.Prior to the disability determination determination meeting.Student:Date:FormDescriptionWhen To UseSection 504 Disability determination Statement Form 504-FThis form documents that student has a disability that substantially limits major life activities.During the disability determination meeting.504 Meeting Minutes Form 504-GThis form is used to document meeting minutes during the disability determination determination meeting, the annual review and the 3-year evaluation meeting.During the disability determination meeting, the annual review and the 3 year evaluation meeting.Section 504 Accommodation PlanForm 504-G1Should the 504 team determine that the student is eligible, this form is used to design and document appropriate accommodations. This plan is distributed to all teachers who serve the student.When writing the initial plan and at annual reviews.Receipt of 504 Accommodation PlanForm 504-HThis form serves as the cover page for the accommodation plan when distributed to teachers. These should be signed and returned to the building 504 coordinator to file with the student’s 504 plan.When the plan is distributed to teachers to inform them and ensure agreement in carrying out the plan.Section 504 Plan IneligibilityForm 504-IThis form serves to document that a students has been found ineligible for services after a reevaluation has been conducted. This decision also needs to be documented in the meeting minutes. A copy of this form must be sent to the Central Office.To document dismissal from 504 or to document ineligibility.Manifestation Determination Form 504-JThis form serves to document that a meeting was held to review data and determine whether the misconduct was a result of the student’s disability or not.Prior to the student’s 11th day of suspension.Section 504 Due Process Procedure Form 504-KThe document describes the procedure for responding to a complaint of non-compliance.When there is a family concern that cannot be resolved at the building level. ................
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