The Chicago Office of the Office for Civil Rights developed these materials in response to numerous requests from educators, parents and advocates in Wisconsin to clarify the requirements of Section 504 of the Rehabilitation Act of 1973, as amended, in the area of elementary and secondary education.
Many paraprofessionals work with a single student providing a broad range of supports during the school day. Crisis Paraprofessional Kayla Berry shares her own experiences and offers ways classroom teachers and paraprofessionals can most effectively partner in support of students.
Genesis Gonzalez is a special education teacher in New York City. In this interview, she shares the story of how she got involved in the profession and what she has learned about supporting her students with learning disabilities (LD) and attention-deficit/hyperactivity disorder (ADHD) during her teaching career.
For the person with learning disabilities, the process of learning to read can break down with reading mechanics or comprehension, and at any of the specific skill levels.
When to speak up? What to say? And to whom? College students with disabilities must answer these questions as part of developing the self-advocacy skills important for succeeding. Learn more about the typical attitudes a student may encounter on campus, and help rehearse the best response strategy: a self-advocate’s good communication skills.
Helping struggling readers in the general classroom is a challenge, but The Access Center offers a solution. By using Response-to-Instruction’s tiered approach and Universal Design’s equal access philosophy, you can bridge the gap so that you are truly leaving no child behind.
Kristin Ruedel, National Technology Implementation Expert
The goal of a sustained, school-wide technology implementation program is to meet the needs of all students. It takes a School Leadership Team to meet this goal.
Two laws, Section 504 of the Rehabilitaton Act and the Americans with Disabilities Act (ADA), protect the rights of disabled individuals in public schools. Who is eligible for the services and protections offered by these laws? How is eligibility and extent of disability determined? Due process procedures and required accommodations and modifications in public schools are summarized.
Section 504 states that any institution (including colleges and universities) receiving Federal financial assistance may not discriminate against disabled persons. This article explains how this law affects the admission process, participation in class and curriculum. What modifications can postsecondary institutions make to better accommodate the disabled?
Students: This article will help you get the accommodations you need. Get proper documentation of the learning disability. Find the person in charge of giving the accommodation. Then propose possible accommodations. You might start with the list of possibilities in this article. Then negotiate with the decision-maker, using the tips provided here.
