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Section 504 and Dyslexia Frequently Asked Questions
Schools are required to:
- Implement the Response to Intervention process to determine student need;
- Provide provisions for eligible students (evaluating, considering them for eligibility in the Section 504 committee process, developing individualized accommodation plans,
implementing the plans, and providing periodic reviews);
- Non-discrimination in non-academic and extracurricular programs and activities; and
- Comply with Section 504 procedural requirements (notices, access to relevant records, opportunity for impartial due process hearings, and a review process)
Yes, since some disabled students may not be substantially limited in learning or another major life activity by their disability. If a student with disabilities is able to function adequately in the school setting, they may not be substantially limited, and thus, not eligible under Section 504.
Who is disabled under Section 504?
Any student who has (1) a physical or mental impairment that substantially limits learning or another major life activity; (2) a record of such an impairment or; (3) is "regarded as" having such an impairment.
The Individuals with Disabilities Education Act (IDEA, 20 U.S.C. §1400), is the federal special education statute. It applies only to about 14% of the student population, since it focuses on
Section 504, however, is a broader, unfunded, non-discrimination civil rights law emphasizing equal opportunity in any program receiving federal funding.
programs, not just the educational ones.
The following are the primary reading/writing/spelling characteristics of dyslexia:
- difficulty reading words in isolation
- difficulty accurately decoding unfamiliar words
- difficulty with oral reading (slow, inaccurate, or labored)
- difficulty spelling
- segmenting, blending, and manipulating sounds in words (phonemic awareness)
- learning the names of letters and their associated sounds
- holding information about sounds and words in memory (phonological memory)
- rapidly recalling the names of familiar objects, colors, or letters of the alphabet (rapid naming)
- The reading/spelling characteristics are most often associated with the following:
- specialized to meet the student's needs,
- multisensory, using visual, auditory, tactile, and kinesthetic methodologies;
- phonologically based;
- meaning based;
- systematic, sequential, and cumulative; and
- process oriented.
- understanding his/her dyslexia; reading books to learn more
- praising your child's strengths and avoiding pressuring him/her in the area of reading/writing/
- establishing routines at home
- making certain your child understands your directions; having him/her read them back to you;
- breaking large tasks into small ones, allowing your child to successfully complete each small task in order to successfully complete large ones;
- making certain there is a place for your child to do his/her homework;
- helping your child develop a plan for completing homework and other tasks;
- seeking alternative assignment methods such as oral reports, tests and assignments, and provisions
for recorded text, word processors, etc.;
- working closely with your child's teacher; and
- being patient with your child.
You should contact the Campus Dyslexia Coordinator at your child's school. This is usually the assistant principal or counselor. You can also contact the 504/Dyslexia Director at (210)-554-2570.