How Good Must a 504 Plan Be to Pass Legal Muster?

Autor/in	Zirkel, Perry A.
Titel	How Good Must a 504 Plan Be to Pass Legal Muster?
Quelle	In: Journal of Special Education Leadership, 36 (2023) 1, S.43-51 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Federal Legislation; Students with Disabilities; Court Litigation; Program Development; Public Education; Individualized Education Programs; Equal Education; Educational Legislation; Academic Accommodations (Disabilities); Elementary Secondary Education; School Districts; Grievance Procedures; Student Evaluation; Teamwork; Cooperative Planning; Symptoms (Individual Disorders); School District Size; Budgets; Eligibility; Program Implementation; Pennsylvania; California; Delaware; New Jersey + Suchen Sie Ihr Suchwort? Bundesrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Rechtsstreit; Programmplanung; Öffentliche Erziehung; Individualized education program; Individualisierendes Lernen; Bildungsrecht; Schulgesetz; School district; Schulbezirk; Schulnote; Studentische Bewertung; Psychiatrische Symptomatik; School districts; Size; Schuleinzugsbereich; Finanzhaushalt; Eignung; Kalifornien
Abstract	Although varying among and within the states, the percentage of students with 504 plans is steadily and significantly increasing as a national average. Although the professional literature addresses the legal standards for eligibility for 504 plans, it has not provided up-to-date information to practitioners as to the legal standard for the appropriateness of 504 plans. The prevailing substantive standard for Free and Appropriate Public Education under § 504 is reasonable accommodation, which is different from the corresponding substantive standard for IEPs under the IDEA. This article summarizes the case law basis for this § 504 standard and provides recommendations for the formulation of 504 plans and the closely related steps before and after the formulation stage (ERIC).
Anmerkungen	Council of Administrators of Special Education. 1675 East Seminole Street Suite L1, Springfield, MO 65804. Tel: 417-427-7720; Fax: 417-427-6520; e-mail: office@casecec.org; Web site: https://www.casecec.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01