Most students receiving occupational therapy in public schools do so through an Individualized Education Plan (IEP) under the Individuals with Disabilities Education Act (IDEA) of 2004. However, if a student doesn’t qualify for special education under IDEA, they might still receive services through Section 504 of the Rehabilitation Act.
504 Plan Occupational Therapy
To qualify for occupational therapy under a 504 plan, certain criteria must be met:
- The student must be ineligible for special education services under IDEA 2004.
- A documented physical or mental disability must exist, usually confirmed by a medical professional.
- The disability must impede basic life functions such as walking, seeing, hearing, or learning.
An evaluation determines eligibility for a 504 plan based on these factors.
Can You Get OT Services with a 504 Plan?
Yes, occupational therapy can be provided under a 504 plan if it supports the necessary accommodations for accessing free and appropriate public education (FAPE). Examples include:
- Modified educational materials
- Preferential seating
- Extended time for transitions between classes
- Transcribed answers on assessments
Idea and Section 504: Key Distinctions
While both IDEA and Section 504 aim at supporting students with disabilities, IDEA requires at least one primary service for eligibility, while Section 504 provides access based solely on having a disability that affects educational performance.
Rehabilitation Act of 1973 (Section 504)
Section 504 ensures that no qualified student with a disability is excluded from participation in any program receiving federal financial assistance due to their disability.
Examples and Case Evaluations
Understanding how Section 504 applies can be illustrated through various scenarios:
- A student with Type 1 diabetes and handwriting issues may qualify for 504 support but not under IDEA.
- A student with autism performing above grade level might receive support under a 504 plan due to sensory processing needs.
Students need a documented medical condition impacting their school performance to qualify for a 504 plan.
Occupational Therapy 504 Plan: Implementation Tips
Here are the steps to implement occupational therapy through a 504 plan in schools:
- Conduct and document a full occupational therapy evaluation.
- Focus therapy plans on fostering independent functioning in school via adaptations.
- Understand that the school may not receive federal reimbursement for 504 plan services, affecting service levels.
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What is Section 504 of the Rehabilitation Act of 1973?
Section 504 of the Rehabilitation Act of 1973 is a civil rights law that prevents discrimination against individuals with disabilities in programs that receive federal financial assistance. It ensures that students with disabilities have equal access to education and accommodations necessary for their participation.
How does a 504 plan differ from an IEP?
A 504 plan provides accommodations for students with disabilities affecting their school performance, but who do not qualify for special education services under the IDEA. Unlike an IEP, a 504 plan does not require the provision of individualized educational programs, focusing instead on providing access through accommodations.
Can a student receive occupational therapy services through a 504 plan?
Yes, a student can receive occupational therapy through a 504 plan if it’s determined that these services are necessary for them to access free and appropriate public education (FAPE). Services are tailored to help the student benefit from learning opportunities and activities.
What criteria must be met for a student to qualify for a 504 plan?
To qualify for a 504 plan, a student must have a documented physical or mental disability that significantly impairs one or more major life activities, such as walking, learning, or hearing. The student must also be ineligible for special education services under IDEA.
What are some examples of accommodations provided under a 504 plan?
Examples of accommodations under a 504 plan include modified educational materials, preferential seating, extended time for class transitions, and transcribed answers on tests. These adjustments help to ensure that the student’s educational needs are met effectively.
