Strengthening Support for Students with Disabilities: Revisiting Section 504 Compliance.
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| Title: | Strengthening Support for Students with Disabilities: Revisiting Section 504 Compliance. |
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| Authors: | Woodard, Monica L (AUTHOR), Gambini, Lisa S (AUTHOR), Cole, Portia L (AUTHOR) |
| Source: | Children & Schools. Oct2025, Vol. 47 Issue 4, p239-247. 9p. |
| Subjects: | Teacher education, Health services administration, Policy sciences, Academic accommodations, Legal status of students with disabilities, Teaching methods, United States. Individuals with Disabilities Education Act, Government aid, Special education schools, School administration, Regulatory approval, Social support, Quality assurance, Civil rights |
| Geographic Terms: | United States |
| Abstract: | The present article addresses the ongoing challenges in implementing Section 504 of the Rehabilitation Act of 1973 within educational institutions, with a particular focus on K–12 schools. Despite its critical role in protecting the rights of students with disabilities, significant gaps remain, particularly in the training of school staff. The proposed policy change mandates annual Section 504 training for all staff in institutions receiving federal assistance. This measure aims to increase awareness, promote compliance, and enhance support for students with disabilities, while addressing systemic inequities in the allocation of 504 plans. The policy also outlines potential funding strategies, such as federal and state-level grants, to alleviate financial concerns. Additionally, this article explores alternative approaches to policy implementation, such as shortened training sessions, biennial training, and nonmandatory information dissemination. The advocacy strategy and political feasibility of the proposed change are analyzed, highlighting the importance of stakeholder engagement, including teachers' unions and human resources departments. By mandating comprehensive training, the policy seeks to address existing implementation gaps, ensuring that students with disabilities receive the support and accommodations they need to succeed academically. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The present article addresses the ongoing challenges in implementing Section 504 of the Rehabilitation Act of 1973 within educational institutions, with a particular focus on K–12 schools. Despite its critical role in protecting the rights of students with disabilities, significant gaps remain, particularly in the training of school staff. The proposed policy change mandates annual Section 504 training for all staff in institutions receiving federal assistance. This measure aims to increase awareness, promote compliance, and enhance support for students with disabilities, while addressing systemic inequities in the allocation of 504 plans. The policy also outlines potential funding strategies, such as federal and state-level grants, to alleviate financial concerns. Additionally, this article explores alternative approaches to policy implementation, such as shortened training sessions, biennial training, and nonmandatory information dissemination. The advocacy strategy and political feasibility of the proposed change are analyzed, highlighting the importance of stakeholder engagement, including teachers' unions and human resources departments. By mandating comprehensive training, the policy seeks to address existing implementation gaps, ensuring that students with disabilities receive the support and accommodations they need to succeed academically. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15328759 |
| DOI: | 10.1093/cs/cdaf022 |
