Special Education

What Is Section 504?

Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that protects individuals with disabilities from discrimination. In schools, Section 504 helps ensure that eligible students with disabilities have equal access to educational programs, services, and activities.

Eligible students may receive accommodations and other supports necessary to access their education and have their individual needs met.

Who May Be Eligible for Section 504?

A student may be eligible for Section 504 services if the student:

• Has a physical or mental impairment; and
• The impairment substantially limits one or more major life activities.

Major life activities may include learning, reading, thinking, concentrating, breathing, walking, talking, seeing, hearing, or performing other important daily activities.

Having a medical condition or disability does not automatically mean that a student requires a Section 504 Accommodation Plan. Eligibility and the need for services are determined individually by a Section 504 committee.

What Conditions May Be Considered?

Section 504 may apply to a variety of physical or mental impairments. Examples may include:

• Attention-Deficit/Hyperactivity Disorder (ADHD)
• Asthma
• Diabetes
• Epilepsy
• Hearing impairments
• Emotional or mental health conditions
• Neurological impairments
• Orthopedic impairments
• Autoimmune disorders
• Other physical or mental impairments that substantially limit a major life activity

Eligibility is based on the individual student's needs and the impact of the impairment, rather than the diagnosis alone.

How Does the Section 504 Process Work?

A parent/guardian or the school may initiate a referral when there is reason to suspect that a student has a disability and may need Section 504 services.

As part of the evaluation process, the school gathers information from a variety of sources. Information reviewed may include student grades, assessment results, teacher reports, parent input, health information, discipline information, and documentation from outside providers when available.

After the information is gathered, the Section 504 committee meets to determine whether the student meets eligibility requirements and, if eligible, what services or accommodations are needed. Parents/guardians are encouraged to participate in the Section 504 committee process.

What Are Section 504 Accommodations?

Section 504 accommodations are individualized based on the student's documented needs. Accommodations are intended to provide the student with appropriate access to instruction, assessments, programs, and school activities.

Examples of accommodations may include:

• Small-group administration
• Extra time
• Minimizing distractions
• Reminders to stay on task
• Individualized or structured reminders
• Supplemental aids
• Oral administration, when appropriate
• Other accommodations determined necessary by the Section 504 committee

Accommodations are determined individually by the Section 504 committee based on the student's specific needs.

Questions or Interested in Section 504 Services?

We welcome the opportunity to work collaboratively with families to determine the appropriate supports for each student. If you have concerns about your child's educational needs or are interested in learning more about Section 504 services, please contact our school counselor and Section 504 Coordinator:

Mr. Sosa
School Counselor / Section 504 Coordinator
Phone: (832) 223-1700
Email

Download 504 Parent Brochure

The International Dyslexia Association defines dyslexia as 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.)

At Hutchison Elementary School, students identified with dyslexia receive a systematic, explicit, and intensive reading intervention developed specifically to align with the requirements of the Texas Dyslexia Handbook. Instruction is designed to provide structured, targeted support in the foundational reading skills students with dyslexia need to become increasingly accurate, fluent, and confident readers.

Mrs. Marci Berens serves as the Dyslexia Specialist for Hutchison Elementary School. She supports students receiving dyslexia intervention and works collaboratively with teachers, families, and campus staff to help ensure students receive appropriate, high-quality reading intervention.

For questions regarding the Dyslexia Program at Hutchison Elementary School, please contact:

Mrs. Berens
Dyslexia Specialist
Phone: (832) 223-1700
Email

LCISD Dyslexia Information & Resources

Speech-language pathology services include:

1. Identification of children with speech or language impairments;
2. Diagnosis and appraisal of specific speech or language impairments;
3. Referral for medical or other professional attention necessary for the habilitation of speech or language impairments;
4. Provision of speech and language services for the habilitation or prevention of communicative impairments; and
5. Counseling and guidance of parents, children, and teachers regarding speech and language impairments

Inclusive education supports students with disabilities within the general education classroom alongside their peers. Students receive specialized instruction and supports according to their Individualized Education Programs (IEPs), with special education staff providing services through in-class support, collaboration, and/or consultation with the general education teacher.

The frequency, duration, and type of inclusion support are individualized according to each student's identified needs and are determined by the student's Admission, Review, and Dismissal (ARD) Committee.

Resource services provide specially designed instruction to students with disabilities in a special education setting for a designated portion of the school day. Instruction is individualized according to each student's Individualized Education Program (IEP) and may focus on specific academic skills and areas in which the student requires more intensive or targeted support.

Students receiving resource services continue to participate in the general education environment to the greatest extent appropriate based on their individual needs. The frequency, duration, instructional focus, and amount of resource support are determined by the student's Admission, Review, and Dismissal (ARD) Committee.