with a disability to the effectiveness of communications with students without disabilities, although there is nothing in the IDEA that precludes districts from doing so as part of FAPE...
Search Results "Student with a Disability"
-
10. How do the IDEA FAPE and the Title II effective communication requirements differ with regard to the obligation to provide communication for students with disabilities attending public elementary and secondary schools?
-
11. Must a student be eligible under the IDEA in order to be provided auxiliary aids and services needed to ensure effective communication under Title II? (In other words, must a student with a disability have an IEP to access effective auxiliary aids and services?)
While many students who have communication needs based on a hearing, vision, or speech disability are eligible under the IDEA and have IEPs, these are not prerequisites for receiving auxiliary...
-
17. May a school district determine that, under Title II, all children with a hearing, vision, or speech disability will receive the same auxiliary aid or service as others with that kind of disability?
Because students with disabilities experience varying levels and types of limitations from hearing, vision, or speech disabilities, and because school districts must give primary consideration...
-
Evaluate Your Need to Identify as Someone Who Requires Assistance During an Evacuation
There are many people, including those who identify and those who do not identify as having a disability or who have no visible disability, who may also need assistance. ...
-
Q4. How does the Amendments Act alter coverage under Section 504 and Title II?
Students who, in the past, may not have been determined to have a disability under Section 504 and Title II may now in fact be found to have a disability under those laws....
-
Ability Self-Assessment
Evaluate your capabilities, limitations and needs, as well as your surroundings to determine what type of help you will need in an...
-
Case Study #1: Auxiliary aids and services under Title II are different from special education and related services under the IDEA.
Effective Communication determination under Title II: Because Tommy is a student with a hearing disability already identified under the IDEA, the school district also has an affirmative...
-
Case Study #2: The appropriate auxiliary aids and services under Title II are the same as special education and related services required under the IDEA.
Julie is a student with a visual impairment. She has been evaluated under the IDEA and determined eligible for special education and related services....
-
§104.33(a) General
(a) General. A recipient that operates a public elementary or secondary education program or activity shall provide a free appropriate public education to each qualified handicapped...
-
§104.35(a) Preplacement evaluation
(a) Preplacement evaluation. A recipient that operates a public elementary or secondary education program or activity shall conduct an evaluation in accordance with the requirements...
-
§104.35(d) Reevaluation
A recipient to which this section applies shall establish procedures, in accordance with paragraph (b) of this section, for periodic reevaluation of students who have been provided special...
-
§104.37(a)(1)
(1) A recipient to which this subpart applies shall provide non-academic and extracurricular services and activities in such manner as is necessary to afford handicapped students an equal...
-
§104.37(c)(1)
(1) In providing physical education courses and athletics and similar aid, benefits, or services to any of its students, a recipient to which this subpart applies may not discriminate on...
-
§104.37(c)(2)
(2) A recipient may offer to handicapped students physical education and athletic activities that are separate or different from those offered to nonhandicapped students only if separation...
-
§104.39 Private education.
[45 FR 30936, May 9, 1980, as amended at 65 FR 68055, Nov. 13, 2000]
-
§104.39(a)
(a) A recipient that provides private elementary or secondary education may not, on the basis of handicap, exclude a qualified handicapped person if the person can, with minor...
-
§104.39(b)
(b) A recipient to which this section applies may not charge more for the provision of an appropriate education to handicapped persons than to nonhandicapped persons except to the...
-
§104.39(c)
(c) A recipient to which this section applies that provides special education shall do so in accordance with the provisions of §§104.35 and 104.36. Each recipient to which this...
-
The Meaning of Disability Under Section 504
Below is a discussion of what it means to be a student or individual with a disability, and of related terms that help to comprehensively define disability as it is used in Section 504 and...
-
Q5: Should a school district revise its policies and procedures regarding the determination of coverage and provision of services under Section 504 and Title II?
As noted above, the definition of disability is to be interpreted broadly, so determining whether one has a disability should not demand extensive analysis, and the determination shall be...
-
Disability
Under Section 504, an individual with a disability (also referred to as a student with a disability in the elementary and secondary education context) is defined as a person who: (1) has...
-
Individuals with Disabilities Education Act (IDEA) and Communication Needs
who are deaf or hard of hearing, and mobility and orientation training for students with low vision or blindness....
-
Regarded as having a disability
A student could also meet the definition of an individual with a disability by being regarded as a person with a disability.29 This could mean, for example, that the student does not have...
-
Qualified individual with a disability
Specifically, a student with a disability is a qualified individual with a disability if the student is of an age at which: (1) students without disabilities are provided elementary and...