Carter Elementary School

Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled students are met.

Section 504 states that: "No otherwise qualified individual with a disability in the United States, as defined in section 706(8) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…" [29 U.S.C. §794(a), 34 C.F.R. §104.4(a)].

As defined by federal law: "An individual with a disability means any person who:

(i) has a mental or physical impairment that substantially limits one or more major life activity;

(ii) has a record of such an impairment; or

(iii) is regarded as having such an impairment" [34 C.F.R. §104.3(j)(1)].

Physical or mental impairments. Section 504 defines a physical or mental impairment as any

• physiological disorder or condition,
• cosmetic disfigurement, or
• anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito-urinary; hemic and lymphatic; skin; and endocrine.10

The Section 504 definition of physical and mental impairment also includes any mental or psychological disorder.11 The definition does not include all specific diseases and conditions that may be physical or mental impairments because of the difficulty of ensuring the completeness of such a list.

To summarize, major life activities include certain acts a person does (such as hearing, speaking, lifting) and a person's bodily functions (such as lung disease that affects a person’s respiratory system, or a traumatic brain injury that affects the function of the brain).

For questions regarding 504 at Carter Elementary, please contact our Counselor, Marissa Patel.

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Resources
Section 504 Resource Guide

Section504-ADHD

Operational Guidelines

Web Resources

 Special Education Resources

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)

For questions regarding our Dyslexia program at Carter Elementary, please contact our Reading Interventionist, Tabitha Vasquez.

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LCISD Dyslexia Information and Resources

The Early Childhood Special Education (ECSE) program supports students ages 3-5 with specialized instruction in communication, cognitive, social, and behavioral skills. It emphasizes early intervention, oral language, self-care, and reducing interfering behaviors. Using a research-based Pre-K curriculum, instruction is differentiated through whole group, small group, and individualized teaching. Related services are provided as determined by the ARD committee, which regularly evaluates the Least Restrictive Environment (LRE) for inclusive opportunities.

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

For questions regarding our Speech program, please contact Denise Milton.

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The Structured Learning Classroom (SLC) is a specialized program designed to support students with low-incidence disabilities based on the University of North Carolina's Structured TEACCH philosophy. This program is based on a highly structured environment that meets students' academic, social, behavioral and communication needs. It utilizes an alternate curriculum, which focuses on the TEKS at the prerequisite level while individualizing instructional strategies for every student. While the names of the programs have changed student IEP goals will remain intact and implemented to ensure student progress.