Literaturnachweis - Detailanzeige
Autor/in | Zirkel, Perry A. |
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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 |
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 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 |