504 Plans for Students with Dyslexia
Some students with dyslexia may qualify for accommodations under Section 504. A 504 plan, developed for a qualified student, addresses the child’s unique disability-related needs.
WHAT IS SECTION 504?
Section 504 of the Rehabilitation Act of 1973 (Section 504), as amended, is designed to eliminate discrimination based on disability in any program or activity receiving federal financial assistance. This act requires that no qualified student who demonstrates a physical or mental impairment that substantially limits one or more major life activities shall be excluded from participation in, be denied the benefit of, or be subjected to discrimination in any program or activity offered by FCPS. These major life activities include: self-care, performing manual tasks, walking, seeing, hearing, speaking breathing, working, learning, eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, operation of a major bodily function, and communicating.
See “Section 504 Information” for additional information about Section 504.
HOW MAY SECTION 504 APPLY TO DYSLEXIA?
Students with dyslexia have an impairment which may substantially limit the major life activities of reading, learning, or other areas that indicate they can be considered for Section 504 qualification. Reading or learning limitations may prevent students from fully accessing their instructional program. For example, if a student is being taught Virginia History using a textbook he or she cannot read fluently, that student is not receiving access to the curriculum. In a case such as this, the student may qualify to receive accommodations through a 504 Plan to access a recorded version of the history textbook.
This is one of many examples of how dyslexia may pose a limitation to student access to the curriculum. Each student’s unique needs should be considered when developing a 504 plan.
The 504 process begins with a referral to the LSC. See “Special Education Procedures” for more information.
Data are collected and parents or guardians are invited and encouraged to attend as important members of the LSC. After reviewing all available data from multiple sources, the LSC may propose interventions, further assessment, and/or a Section 504 initial qualification determination.
A complete description of the 504 process can be found in “Section 504 Information.”
WHAT MAY BE INCLUDED IN 504 PLANS FOR STUDENTS WITH DYSLEXIA?
Each 504 plan is unique and designed to meet the needs of the student. The 504 plan provides accommodations and services to provide the student with equal access to the educational benefits of the school’s programs and activities.
504 accommodations help provide students with dyslexia equitable access to instruction. Accommodations are selected based upon data to support the academic areas and classroom functions that are impacted by dyslexia.
See more information in “Accommodations for Students with Dyslexia.”
A 504 plan may indicate the need for a related service such as Assistive Technology. Any determination of the need for a related service is made following the administration of appropriate assessment(s). See “Assistive Technology for Students with Dyslexia” for more information.
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