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1. List the protections Section 504 provides for students with disabilities
2. Identify who is a student with a disability and define disability
3. List and explain what a Section 504 plan should include
4. Discuss the responsibilities of a general educator with respect to 504 students
5. Determine when and how to appropriately accommodate behavioral issues
6. Explain the legal requirements of Section 504 and how they impact a student’s participation in after-school activities

Section 504’s General Requirements: District-Wide Compliance

• What Protections Does Section 504 Provide for Students with Disabilities?
• Are There 504 Child Find Duties?
• What is a Section 504 Grievance Procedure?
• What are Annual Notice Requirements under Section 504?

What Students are Protected by Section 504

• How do the 2008 Section 504 Amendments Affect the Definition of a “Qualifed Individual with a Disability”?
• What is a Section 504 “Disability”?
• What is a “Substantial Impairment”?
• What is a “Major Life Activity”?
• What are “Major Bodily Functions”? How Does Their Inclusion in the Section 504 Amendments Change the Definition of “Individual with a Disability”?
• What are the Practical Implications of the Addition of “Major Bodily Functions” to the Definition of “Major Life Activity”?
• What do the Section 504 Amendments Say About Consideration of the “Ameliorative Effects of Mitigating Measures” in Determining “Substantial Limitation”?
• What do the Amendments Say About “Temporary Impairments”?
• What is the Relevance of “Is Regarded As” and “Has a Record of” Aspects of the Disability Definition?

Applying the Definitions as a 504 Team Member: Determination of Disability

• What is the Significance of a Doctor’s Letter containing a Diagnosis?
• What Types of Information Must the 504 Team Have In Order to Determine Disability?
• How Much Information is Enough?
• What if the Team Finds No Reason to Even Suspect a Disability?
• What are Section 504 Evaluation Requirements?

What Should a Section 504 Plan Include?

• What Does the Law Say About a “504 Plan” and Its Contents?
• What Does “Access” Have to do With the Creation of a 504 Plan?
• How Does the Team Determine Accommodations? How Does the Plan Relate to the Disability Determination?
• When/How Does Vermont’s Educational Support System Come In?
• How Specific Do The Accommodations, Modifcations and Services Need to Be?
• How Often Should a 504 Plan Be Reviewed and Updated?

Section 504 Responsibilities of General Educators/Classroom Teachers

• What Responsibilities Does a Classroom Teacher or General Educator Have With Respect to 504 Students?
• Why Do They Have Such Responsibilities?
• How Are These Responsibilities Related to Teacher Licensure?
• What Does the Law Say About Teachers Who Refuse To Comply or Fail in These Duties?
• What Relevance Does Section 504 Have to Teacher Evaluation and Supervision?

How Does Section 504 Limit or Otherwise Affect Discipline of 504 Students?

• What are the Special Rules For Discipline of 504 Students?
• What Policies and Procedures Should a School Have in Place to Assure Compliance?
• What is the 504 Team’s Role With Respect to Discipline of 504 Students?
• Do 504 Teams Have to Make “Manifestation Determinations”?

Section 504 and Extra-Curricular Activities: Field Trips

• What are the 504 Students’ Rights and Schools’ Duties, With Respect to Participation in Field Trips?
• What if a Child has Fragile Health or Dangerous Behavioral Issues that Make Participation in a Field Trip Unsafe?
• What are a School’s 504 Duties with Respect to Providing 504 Students Access to After School and Extra-Curricular Activities Sponsored by the School?

Patti Page, is an owner of the Burlington law firm of Stitzel, Page & Fletcher, P.C., where her practice exclusively involves representation of school districts, with a concentration on special education, disabilities and nondiscrimination law, school discipline and confidentiality issues. She received her B.A. degree, summa cum laude, from Tufts University and her J.D. from Stanford University. Ms. Page has taught post-graduate special education and education law courses at Castleton State College, Lyndon State College, and the University of Vermont, and has been a presenter on special education, Section 504 and education law topics for the Vermont Council of Special Education Administrators, the Vermont Principals’ Association, and for numerous supervisory unions and privately-sponsored workshops.

Speaker Disclosures:

Financial: Patti Page is the owner of Stitzel, Page & Fletcher, PC. She receives a speaking honorarium from VCSEA. Ms. Page receives a speaking honorarium from PESI, Inc. She has no relevant financial relationships with ineligible organizations.

Non-financial: Patti Page is a member of the American Bar Association; Vermont Bar Association; and Vermont Council of Special Education Administrators.

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Listed below are the continuing education credit(s) currently available for this non-interactive self-study package. Please note, your state licensing board dictates whether self study is an acceptable form of continuing education. Please refer to your state rules and regulations.

Certificates of Successful Completion are available for email, download and/or printing from your online account immediately following the successful completion of the post-test/evaluation.

**Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of mental health professionals. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards.

All members of the PESI, Inc. planning committee have provided disclosures of financial relationships with ineligible organizations and any relevant non-financial relationships prior to planning content for this activity. None of the committee members had relevant financial relationships with ineligible companies or other potentially biasing relationships to disclose to learners. For speaker disclosures, please see the faculty biography.

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Counselors
This intermediate self-study activity consists of 6.0 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from the activity and contact your state board or organization to determine specific filing requirements.

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Educators/Teachers
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Nurses, Nurse Practitioners, and Clinical Nurse Specialists
This intermediate activity consists of 6.0 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please contact your licensing board to determine if they accept programs or providers approved by other national or state licensing boards. A certificate of attendance will be awarded at the end of the program to participants who are in full attendance and who complete the program evaluation.

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Psychologists
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Social Workers
PESI, Inc., #1062, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. PESI, Inc. maintains responsibility for this self-study course. ACE provider approval period: January 27, 2017 - January 27, 2020. Social Workers completing this course receive 6.0 Clinical Practice continuing education credits. Course Level: Intermediate. Full attendance is required; no partial credits will be offered for partial attendance. A certificate of attendance will be awarded at the end of the program to social workers who complete the program evaluation.

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Other Professions
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Special Education Administrators • General Education Administrators • Special Education and General Education Teachers • Social Workers • Counselors • School Psychologists and Licensed Psychologists School Nurses