Special Programs
504
Definition
Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112) protects the civil rights of persons with disabilities. It prohibits discrimination against a person with a disability by an agency receiving federal funds.
Section 504 Evaluation & Eligibility
The district will appropriately consider information from a variety of sources in making determinations. Placement decisions regarding your child must be made by a group of persons knowledgeable about your child, the meaning of the evaluation data, possible placement decisions, and the requirement that to the maximum extent appropriate, disabled children should be educated with non-disabled children. If your child is eligible under Section 504, he or she has a right to periodic reevaluations. A reevaluation must take place at least every three years.
Section 504 does not contain a specific requirement for the period of time from a parental request or consent for an assessment to the actual assessment, but requires that an evaluation be conducted within a reasonable period of time. A “reasonable time” is generally viewed as the time allowed by Individuals with Disabilities Education Act (IDEA) rules for similar events.
Dyslexia
The following procedure will be used to evaluate for dyslexia: A student suspected of having dyslexia or a related disorder will be referred and have a full individual initial evaluation under IDEA.
Texas Education Code (TEC) §38.003 defines dyslexia in the following way:
(1) “Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.
(2) “Related disorders” include disorders similar to or related to dyslexia such as developmental auditory imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.
The International Dyslexia Association defines “dyslexia” in the following way:
Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
(Adopted by the International Dyslexia Association Board of Directors, November 12, 2002)
Students identified as having dyslexia typically experience primary difficulties in phonological awareness, including phonemic awareness and manipulation, single-word reading, reading fluency, and spelling. Consequences may include difficulties in reading comprehension and/or written expression. These difficulties in phonological awareness are unexpected for the student’s age and educational level and are not primarily the result of language difference factors. Additionally, there is often a family history of similar difficulties. Click button below to finish reading the full documentation on Dyslexia.