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Click here to registerWhat:Section 504 of the Rehabilitation Act of 1973 protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance. Students eligible for special education services under the IDEA are typically also eligible for services under Section 504; additionally, students not eligible under IDEA may be covered by Section 504. Therefore, it is critical that advocates for students with disabilities understand protections under Section 504 as well as ways to deal with suspected violations.    This webinar will provide an overview of the structure of the Office for Civil Rights (OCR) at the U.S. Department of Education, which enforces Section 504 with respect to entities that receive federal financial assistance from the Department. The Section 504 complaint process will be examined in depth, including who may file a complaint, when a complaint may be filed, how to file a complaint, what type of information is necessary to file a complaint and how to effectively present that information. Additional ways to address suspected violations will also be explained as well as strategies to effectively navigate procedural safeguards provided by the law. The webinar will also provide an overview of how the Americans with Disabilities Act Amendments Act applies to Section 504. Time will be provided for questions for participants. When: Wednesday, December 7, 2011  12:00 to 1:30 PM MT Cost: $50.00

The Office of Public Instruction has posted links to current Section 504 guidance on our Website.  This guidance is from the Center for Technical Assistance for Excellence in Special Education (TAESE)  and the Office of Civil Rights. The links are available on the Special Education Webpage (http://opi.mt.gov/Programs/SpecialEd/Index.html) under "RELATED LINKS" and include: Guidelines for Educators and Administrators for Implementing Section 504 of the Rehabilitation Act of 1973-Subpart D A Parent and Educator Guide To Section 504 Accommodations for Identified Children With Disabilities Section 504 Procedural Requirements for School Districts; and Section 504 A Possible Service Option for Students with Disabilities Section 504 requirements are separate from special education.  This guidance is provided as a courtesy.

Please join the Southwest ADA Center at ILRU for a webinar on “The Americans with Disabilities Act, the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 in education.” Cheryl A. Theis (MA), with the Disability Rights Education & Defense Fund (DREDF) will provide an overview of the rights and protections for children with disabilities under the Americans with Disabilities Act, IDEA (the Individuals with Disabilities Education Act) and Section 504 of the Rehabilitation Act in elementary and secondary education. During this session we will: Give an overview of the rights and protections for children under the ADA, IDEA and Section 504 laws Update participants on the latest developments under these laws Discuss how to work collaboratively and effectively with school districts under IDEA and Section 504 laws Describe some of the latest resources available

The Impact on Students with LD and AD/HD The Americans with Disabilities Act Amendments Act of 2008 (ADAAA) was passed by Congress in December 2008 and became effective January 1, 2009. This significant piece of legislation corrected what Congress considered to be a departure from the intent of the original ADA (passed in 1990) brought about by several narrow interpretations of the law through Supreme Court rulings. These rulings weakened the law and made it difficult for people with disabilities to receive the protection the law intended.The ADAAA also has a direct and substantial impact on Section 504 of the Rehabilitation Act of 1973 (Section 504) -an important law that provides protections for school-age children with disabilities.   This Parent Advocacy Brief will help you understand the changes brought about by the ADAAA, how they apply to Section 504, and how these changes may impact children with disabilities, including learning disabilities, as well as other conditions such as Attention-Deficit/ Hyperactivity Disorder (AD/HD), Aspergers Syndrome, diabetes, asthma, and life-threatening food allergies.

School can be a stressful environment for the child and a time of vulnerability. Appropriate accommodations and modifications can reduce stress and can assist in achieving and maintaining educational success. As a parent, you are your child's greatest advocate, supporter, and cheerleader. By becoming knowledgeable regarding educational laws as well as services and programs available within your community, you can ensure that your child receives a Free and Appropriate Public Education (FAPE). There are two primary laws that cover your child's rights to a public education: Individuals with Disability Education Improvement Act (IDEA) Section 504 of the Rehabilitation Act of 1973

A U.S. Court of Appeals for the Ninth Circuit (CA, OR, WA, AZ, MT, ID, NV, AK, HI, GU, MP) three-judge panel has ruled that the parents of two children with autism stated a valid claim for damages under§ 504 of the Rehabilitation Act against the Hawaii Department of Education (HDE) for denying their children meaningful access to the benefit of a public education. The panel concluded that the parents’ allegations that HDE failed to provide the children with reasonable accommodations for their disabilities through autism-specific special education services, and failed to design the children’s Individualized Education Programs (IEP) to meet their needs as adequately as the needs of non-disabled students were met, were sufficient to raise a question of material fact as to whether HDE was deliberately indifferent in violation of § 504.

Access to a high-quality education is critical for empowering all Americans to lead rich and productive lives.  Every day, the U.S. Department of Education and my office, the Office for Civil Rights (OCR), work to ensure that all students, including those with disabilities, have equal access to that important benefit.  OCR does this by enforcing federal nondiscrimination laws, including two that specifically protect individuals from discrimination on the basis of disability: the Americans with Disabilities Act (the ADA) and Section 504 of the Rehabilitation Act (Section 504).

The Americans with Disabilities Act, the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 in Education presented by Cheryl A. Theis (MA), Director of the Foster Youth with Disabilities in Transition (FYDT) and Clearinghouse and Education Advocate for the Parent Training Information Center Disability Rights Education & Defense Fund (DREDF)

Leaders from the disability community joined U.S. Secretary of Education Arne Duncan and other senior officials from the White House and the Education Department Monday for a panel discussion celebrating the 39th anniversary of Section 504 of the Rehabilitation Act of 1973.

Today, the Department's Office for Civil Rights issued guidance clarifying school districts' existing legal obligations to provide equal access to extracurricular athletic activities to students with disabilities. In addition to explaining those legal obligations, the guidance urges school districts to work with community organizations to increase athletic opportunities for students with disabilities, such as opportunities outside of the existing extracurricular athletic program. Students with disabilities have the right, under Section 504 of the Rehabilitation Act, to an equal opportunity to participate in their schools' extracurricular activities. A 2010 report by the U.S. Government Accountability Office found that many students with disabilities are not afforded an equal opportunity to participate in athletics, and therefore may not have equitable access to the health and social benefits of athletic participation.

The U.S. Department of Education announced today that its Office for Civil Rights has reached a resolution agreement with the Memphis, Tenn., City Schools on aids and services to students with disabilities. The agreement resolves a compliance review initiated by the department to address whether the district is appropriately evaluating students with food allergies, asthma, diabetes, and other health impairments who have Individual Health Care Plans (IHCPs) to determine if the students are qualified students with a disability as defined by Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990 (Title II). OCR also investigated whether there was a difference in the provision of services to health impaired students on the basis of race.

The U.S. Department of Education announced today that its Office for Civil Rights has entered into an agreement with Virtual Community School of Ohio to ensure compliance with Section 504 of the Rehabilitation Act and Title II of the Americans with Disabilities Act for students with disabilities at the school. This first-of-its-kind resolution promises equal access to educational opportunities for students with disabilities in virtual charter schools. Virtual Community School of Ohio is an Internet-based, public charter school that serves approximately 1,200 students who reside throughout the state of Ohio. "Students with disabilities who attend online public charter schools are entitled to all the protections of the federal civil rights laws that their peers receive at traditional public schools, including the right to receive a free appropriate education. Online schools also must take steps to ensure that the websites and online classrooms they use to promote their services and to educate students are accessible to individuals with disabilities," said Catherine E. Lhamon, Assistant Secretary for Civil Rights. "Online education environments such as this in which students reside across the state and go to school together in a totally on-line environment, may present unique challenges. Nevertheless, these online schools must comply with the civil rights laws. I commend Virtual Community School of Ohio for agreeing to address these issues as part of its agreement with OCR."

The updated regulations that govern the Americans with Disabilities Act Amendments Act will become effective in March 2011. Significant changes are included in these regulations and they are likely to have a significant (and positive) impact on those with learning disabilities (LD).   This podcast features a conversation with attorney Jo Anne Simon on how, specifically, these new rules will impact students with LD. Ms. Simon has over 30 years of experience working with the disability community and has helped create the field of post-secondary disability services by working at the grassroots and organizational level. Ms. Simon has worked for effective implementation of the federal Americans with Disabilities Act since its enactment in 1990, and before that with Section 504 of the Rehabilitation Act of 1973.

What: Today, the U.S. Department of Education’s Office for Civil Rights (OCR) issued guidance through Dear Colleague Letters to elementary and secondary schools and institutions of higher education along with a Frequently Asked Questions document on the legal obligation to provide students with disabilities an equal opportunity to enjoy the benefits of technology. This guidance is a critical step in the Department’s ongoing efforts to ensure that students with disabilities receive equal access to the educational benefits and services provided by their schools, colleges and universities. All students, including those with disabilities, must have the tools needed to obtain a world-class education that prepares them for success in college and careers. Today’s guidance provides information to schools about their responsibilities under Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act. The guidance supplements a June 2010 letter issued jointly by OCR and the Civil Rights Division of the U.S. Department of Justice. The June letter explains that technological devices must be accessible to students with disabilities, including students who are blind or have low vision, unless the benefits of the technology are provided equally through other means. Today’s guidance highlights what educational institutions need to know and take into consideration in order to ensure that students with disabilities enjoy equal access when information and resources are provided through technology. “Technology can be a critical investment in enhancing educational opportunities for all students,” said Russlynn Ali, assistant secretary for civil rights. “The Department is firmly committed to ensuring that schools provide students with disabilities equal access to the benefits of technological advances.” Today’s guidance is part of a larger effort by the Department and Obama administration to better serve the needs of people with disabilities. Last month, U.S. Secretary of Education Arne Duncan joined Kareem Dale, associate director for the White House Office of Public Engagement and special assistant to the President for disability policy, for a conference call with stakeholders to talk about some of the Department’s efforts. During the call, Duncan discussed the Department’s commitment to maintaining accountability in No Child Left Behind for all subgroups, including students with disabilities, and highlighted the Department’s proposal to increase funding for students with disabilities in the fiscal year 2012 budget. Ali will also join Dale for a stakeholder conference call where she will discuss today’s guidance and address the Department’s work to ensure that all schools are fulfilling their responsibilities under the federal disability laws that OCR enforces.