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Student Services
Section 504 Coordinator- Kim Howze
Dyslexia Coordinator- Dr. Carolyn Fiaschetti

Section 504
The purpose of the Section 504 of the Rehabilitation Act is to prohibit discrimination and to assure that students who have a disability, defined as a physical or mental impairment that substantially limits one or more major life activities, have educational opportunities and benefits equal to those provided to non-disabled students.

Major Life Activities include: Walking, seeing, hearing, working, eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, and communicating are considered major life activities.

"Parent Link For More Information"

The Individual Accommodation Plan
Eligibility for Section 504 is determined by the campus Section 504 committee. If the committee agrees that a student has an impairment that substantially limits the student in one or more major life activities, then the committee develops an Individual Accommodation Plan that is shared with teachers and staff for use in the general education classroom.  An accommodation plan is about affording equal educational opportunity, and only addresses the actual impact of the disability on the student's functioning in the school setting.

STAAR/TAKS and Section 504 Regulations

Accommodations regularly provided to a student in the classroom can be used on the state assessment if allowed by the specific group test.

Contact your child's campus 504 Coordinator if you have questions regarding Section 504.

Notice of Parent/Student Rights Under Section 504
The Rehabilitation Act of 1973, commonly referred to as "Section 504," is a nondiscrimination statute enacted by the United States Congress.  The purpose of the Act is to prohibit discrimination and to assure that disabled students have educational opportunities and benefits equal to those provided to nondisabled students.

What is Dyslexia
"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 Board of Directors, International Dyslexia Association, November 2002. Related disorders are disorders similar to, related to dyslexia such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia and developmental spelling disability. TEC 38.003



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