JAASEP SPRING/SUMMER 2007 Part 6 of 6
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Section 504 of the Rehabilitation Act of 1973 is a federal anti-discrimination statute protecting the civil and constitutional rights of persons with disabilities (29 u.s.c. 794 (a), 1998). Under Section 504, one might expect accommodations to be made in the school setting for such diseases, conditions, and disabilities as attention deficit disorder with or without hyperactivity, anxiety, asthma, behavioral difficulties, central auditory processing disorder, cerebral palsy, communicative diseases, conduct disorder, depression, drug/alcohol addiction, eating disorders, medical conditions (e.g., allergies, diabetes, heart disease, cancer, hemophilia), obesity, posttraumatic stress syndrome, and temporary illness (Miller & Newbill, 2006).
Interpretation and understanding of the mandates set forth by Section 504 for eligible students continue to evolve in the field of education. For more than 20 years, Section 504 was virtually ignored by many public schools because many administrators assumed that meeting the needs of students with disabilities under P. L. 94-142 was all that was required (Council of Administrators of Special Education, 1992). School district administrators perceived their main obligation under Section 504 as ensuring physical access to public buildings (i.e., ramps were installed, curbs were cut, elevators were added to multi-story buildings, etc).
Abstract
This phenomenological study investigated the perceptions of three teachers, four parents, and three Section 504 coordinators regarding the development and implementation of the Section 504 process for children in middle schools who have attention deficit disorder, attention deficit hyperactive disorder, or central auditory processing disorder. Analysis of the data gathered revealed that parents and teachers lacked a clear understanding the Section 504 process and often felt frustrated during the development, implementation, or review of a student’s Individual Accommodation Plan (IAP). Furthermore, lack of time within a teacher’s schedule was a major barrier to collaboration and communication with parents. Based on the findings of this study, the authors make specific recommendations to educators and parents for improving the Section 504 process so that students will receive the greatest benefit.