Federal law and DoDEA regulations require the creation of a written plan which describes the accommodations and services to be provided. Step 6: Develop Plan: The 504 Accommodation Team will develop a DoDEA Section 504 Accommodation Plan for the student to be implemented immediately or when impairment is active. Step 5: Eligibility: The 504 Accommodation Team determines if the impairment substantially limits one or more major life activities. Step 4: Review: The 504 Accommodation Team Leader schedules a meeting to review the referral. Step 3: Notice of Rights: The school 504 Accommodation Team Leader ensures the parents are provided a copy of the student’s rights and the complaint procedures following a referral. Step 2: Referral: A referral may be initiated by a parent, teacher, student, counselor, administrator, other school personnel, medical personnel, or community agency staff member. Step 1: A student may be identified as a student with a possible disability at any time by a parent, teacher, student, counselor, administrator, other school personnel, medical personnel, or community agency staff member. Each team has to determine when it has sufficient information to render the eligibility determination. The keys are collection of information from various sources, documentation and consideration of the collective data, and an eligibility determination based on the regulations and not on presumptions or stereotypes. Thus, although tests may be conducted along the lines of IDEA evaluations, it is not required for §504 compliance. Compliance with the IDEA regarding the group of persons present when an evaluation or placement decision is made is satisfactory under Section 504. In evaluating a student suspected of having a disability, it is unacceptable to rely on presumptions and stereotypes regarding persons with disabilities or classes of such persons.
These sources and factors may include aptitude and achievement tests, teacher recommendations, physical condition, social and cultural background, and adaptive behavior. The information obtained from all such sources must be documented and all significant factors related to the student's learning process must be considered. 104.35(c) requires that school districts draw from a variety of sources in the evaluation process so that the possibility of error is minimized. The Section 504 regulatory provision at 34 C.F.R. The committee members must determine if they have enough information to make a knowledgeable decision as to whether or not the student has a disability. The committee should include persons knowledgeable about the student, the meaning of the evaluation data, and the placement options.
At the elementary and secondary education level, the amount of information required is determined by the multi-disciplinary committee gathered to evaluate the student.
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