A gifted or classical school would accept applicants based upon test scores. And then some neighborhood schools have special programs and take students outside of their neighborhood if there are openings. On this site at the top there is some very useful info on gifted/classical schools. Also, check out the OAE website for.

Chilean schoolchildren in during a class photograph, 2002 A school is an institution designed to provide and for the teaching of (or 'pupils') under the direction of teachers. Most countries have systems of formal, which is commonly. [ ] In these systems, students progress through a series of schools. The names for these schools vary by country (discussed in the Regional section below) but generally include for young children and for teenagers who have completed primary education. An institution where is taught, is commonly called a. In addition to these core schools, students in a given country may also attend schools before and after primary and secondary education.

Or provide some schooling to very young children (typically ages 3–5).,, or may be available after secondary school. A school may be dedicated to one particular field, such as a school of economics or a school of dance.

May provide nontraditional curriculum and methods. There are also non-government schools, called private schools. Private schools may be required when the government does not supply adequate, or special education.

Other private schools can also be religious, such as,, (Shi'a schools), (Jewish schools), and others; or schools that have a higher standard of education or seek to foster other personal achievements. Schools for adults include institutions of, and.

In and, teaching and learning take place outside a traditional school building. Schools are commonly organized in several different, including departmental, small learning communities, academies, integrated, and schools-within-a-school. 's academy, from The concept of grouping students together in a centralized location for learning has existed since. Formal schools have existed at least since (see ), (see ) (see ), and (see ). The had an established schooling system beginning at the primary level.

According to Traditions and Encounters, the founding of the primary education system began in 425 AD and '. Usually had at least a primary education.'

The sometimes efficient and often large government of the Empire meant that educated citizens were a must. Although Byzantium lost much of the grandeur of Roman culture and extravagance in the process of surviving, the Empire emphasized efficiency in its war manuals. The Byzantine education system continued until the empire's collapse in 1453 AD. In Western Europe a considerable number of were founded during the in order to teach future clergy and administrators, with the oldest still existing, and continuously operated, cathedral schools being (established 597 CE), (established 604 CE), (established 627 CE) and (established 631 CE). Beginning in the 5th century CE were also established throughout Western Europe, teaching both religious and secular subjects.

Was another culture that developed a school system in the modern sense of the word. Emphasis was put on knowledge, which required a systematic way of teaching and spreading knowledge, and purpose-built structures. At first, combined both religious performance and learning activities, but by the 9th century, the was introduced, a school that was built independently from the mosque, such as, founded in 859 CE. They were also the first to make the Madrassa system a public domain under the control of the. Under the, the towns of and became the main centers of learning. The Ottoman system of, a building complex containing a mosque, a hospital, madrassa, and public kitchen and dining areas, revolutionized the education system, making learning accessible to a wider public through its free meals, health care and sometimes free accommodation. One-room school in 1935, In Europe, universities emerged during the 12th century; here, was an important tool, and the academicians were called schoolmen.

During the and much of the period, the main purpose of schools (as opposed to universities) was to teach the. This led to the term, which in the United States informally refers to a primary school, but in the United Kingdom means a school that selects entrants based on ability or aptitude. Following this, the school curriculum has gradually broadened to include literacy in the vernacular language as well as technical, artistic, scientific and practical subjects. Mental Calculations. In the school of S.Rachinsky.

Russia, 1895. Obligatory school attendance became common in parts of Europe during the 18th century. In, this was introduced as early as in 1739-1741, the primary end being to increase the literacy of the, i.e. The 'regular people'. Many of the earlier public schools in the United States and elsewhere were where a single teacher taught seven grades of boys and girls in the same classroom.

Beginning in the 1920s, one-room schools were consolidated into multiple classroom facilities with transportation increasingly provided by and. Regional terms. India — run by the. Christian missionaries played a pivotal role in establishing modern schools in India.

The use of the term school varies by country, as do the names of the various levels of education within the country. United Kingdom and Commonwealth of Nations In the United Kingdom, the term school refers primarily to pre- institutions, and these can, for the most part, be divided into or, (sometimes further divided into and ), and. Various types of secondary schools in England and Wales include,,, and. In Scotland, while they may have different names, all Secondary schools are the same, except in that they may be funded by the state, or independently funded (see next paragraph). It is unclear if 'Academies', which are a hybrid between state and independently funded/controlled schools and have been introduced to England in recent years, will ever be introduced to Scotland. School performance in Scotland is monitored.

Reports on performance in England and reports on performance in Wales. In the United Kingdom, most schools are publicly funded and known as or maintained schools in which tuition is provided free.

There are also private schools or that charge fees. Some of the most selective and expensive private schools are known as, a usage that can be confusing to speakers of.

In North American usage, a is one that is publicly funded or run. In much of the, including Australia, New Zealand, India, Pakistan, Bangladesh, Sri Lanka, South Africa, Kenya, and Tanzania, the term school refers primarily to pre-university institutions. A school building in, India In ancient India, schools were in the form of. Gurukuls were traditional residential schools of learning; typically the teacher's house or a monastery. During the Mughal rule, were introduced in India to educate the children of Muslim parents. British records show that indigenous education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion.

Under the British rule in India, Christian missionaries from England, USA and other countries established missionary and boarding schools throughout the country. Later as these schools gained in popularity, more were started and some gained prestige. These schools marked the beginning of modern schooling in India and the syllabus and calendar they followed became the benchmark for schools in modern India.

Today most of the schools follow the missionary school model in terms of tutoring, subject / syllabus, governance etc.with minor changes. Schools in India range from schools with large campuses with thousands of students and hefty fees to schools where children are taught under a tree with a small / no campus and are totally free of cost.

There are various boards of schools in India, namely (CBSE), Council for the Indian School Certificate Examinations (CISCE), Madrasa Boards of various states, Matriculation Boards of various states, State Boards of various boards, Anglo Indian Board, and so on. The typical syllabus today includes Language(s), Mathematics, Science — Physics, Chemistry, Biology, Geography, History, General Knowledge, Information Technology / Computer Science etc. Extra curricular activities include physical education / sports and cultural activities like music, choreography, painting, theater / drama etc. Chemistry lesson at a, Bonn, 1988 In much of continental Europe, the term school usually applies to, with primary schools that last between four and nine years, depending on the country. It also applies to, with secondary schools often divided between and, which again depending on country and type of school educate students for between three and six years.

In Germany students graduating from Grundschule are not allowed to directly progress into a vocational school, but are supposed to proceed to one of Germany's general education schools such as,,. When they leave that school, which usually happens at age 15-19 they are allowed to proceed to a vocational school. The term school is rarely used for, except for some upper or high schools (German: Hochschule), which describe colleges and universities. In modern schools (after ), of both primary and secondary educations, often are combined, while secondary education might be split into accomplished or not. The schools are classified as middle schools of general education and for the technical purposes include 'degrees' of the education they provide out of three available: the first — primary, the second — unaccomplished secondary, and the third — accomplished secondary. Usually the first two degrees of education (eight years) are always included, while the last one (two years) gives option for the students to pursue or specialized educations. North America and the United States In North America, the term school can refer to any educational institution at any level, and covers all of the following: (for ),,, (also called intermediate school or junior high school, depending on specific age groups and geographic region), high school (or in some cases senior high school), college, university, and.

In the United States, school performance through high school is monitored by each state's. Are publicly funded elementary or secondary schools that have been freed from some of the rules, regulations, and statutes that apply to other public schools. The terms and grade school are sometimes used to refer to a primary school. Ownership and operation.

Primary school students with their teacher, Colombia, 2014 Many schools are owned or funded. Operate independently from the government. Private schools usually rely on fees from families whose children attend the school for funding; however, sometimes such schools also receive government support (for example, through ).

Many private schools are affiliated with a particular religion; these are known as. Starting a school The is an example of a school board that allows parents to design and propose new schools. When designing a school, factors that need to be decided include: • Goals: What is the purpose of education, and what is the school's role? • Governance: Who will make which decisions?

• Parent involvement: In which ways are parents welcome at the school? • Student body: Will it be, for example, a neighbourhood school or a specialty school? • Student conduct: What behaviour is acceptable, and what happens when behaviour is inappropriate? • Curriculum: What will be the curriculum model, and who will decide on curricula? Components of most schools.

A school entrance building in Australia Schools are organized spaces purposed for teaching and learning. The classrooms, where teachers teach and students learn, are of central importance.

Classrooms may be specialized for certain subjects, such as laboratory classrooms for science education and workshops for education. Typical schools have many other rooms and areas, which may include: • (Commons), dining hall or canteen where students eat lunch and often breakfast and snacks. • Athletic field, playground,, and/or track place where students participating in sports or practice • School yards, that is, all-purpose playfields typically in, often made of concrete, although some are being transformed into environmentally friendly teaching gardens by landscape artists such as. • Auditorium or hall where student theatrical and musical productions can be staged and where all-school events such as assemblies are held • Office where the administrative work of the school is done • Library where students ask librarians reference questions, check out books and magazines, and often use computers • where computer-based work is done and the internet accessed Security.

To curtail violence, some schools have added cameras. This is especially common in schools with excessive gang activity or violence. The safety of staff and students is increasingly becoming an issue for school communities, an issue most schools are addressing through improved security. Some have also taken measures such as installing. Others have even taken measures such as having the children swipe identification cards as they board the school bus. For some schools, these plans have included the use of door numbering to aid public safety response.

[ ] Other security concerns faced by schools include bomb threats, gangs, vandalism, and. Health services.

Main article: Some schools offer remote access to their classes over the Internet. Online schools also can provide support to traditional schools, as in the case of the. Some online classes also provide experience in a class, so that when people take them, they have already been introduced to the subject and know what to expect, and even more classes provide High School/College credit allowing people to take the classes at their own pace. Many online classes cost money to take but some are offered free. Internet-based distance learning programs are offered widely through many universities. Instructors teach through online activities and assignments.

Online classes are taught the same as physically being in class with the same curriculum. The instructor offers the syllabus with their fixed requirements like any other class.

Students can virtually turn their assignments in to their instructors according to deadlines. This being through via email or in the course webpage.

This allowing students to work at their own pace, yet meeting the correct deadline. Students taking an online class have more flexibility in their schedules to take their classes at a time that works best for them. Conflicts with taking an online class may include not being face to face with the instructor when learning or being in an environment with other students. Online classes can also make understanding the content difficult, especially when not able to get in quick contact with the instructor. Online students do have the advantage of using other online sources with assignments or exams for that specific class.

Online classes also have the advantage of students not needing to leave their house for a morning class or worrying about their attendance for that class. Students can work at their own pace to learn and achieve within that curriculum. The convenience of learning at home has been a major attractive point for enrolling online. Students can attend class anywhere a computer can go—at home, a library or while traveling internationally.

Online school classes are designed to fit your needs, while allowing you to continue working and tending to your other obligations. Online school education is divided into three subcategories: Online Elementary School, Online Middle School,. Stress As a profession, teaching has levels of (WRS) that are among the highest of any profession in some countries, such as the United Kingdom and the United States. The degree of this problem is becoming increasingly recognized and support systems are being put into place.

Increasingly recognizes the need to train those new to the profession to be aware of and overcome mental health challenges they may face. [ ] Stress sometimes affects students more severely than teachers, up to the point where the students are prescribed stress medication. This stress is claimed to be related to standardized testing, and the pressure on students to score above average. According to a 2008 mental health study by the Associated Press and mtvU, [ ] eight in 10 college students [ ] said they had sometimes or frequently experienced stress in their daily lives.

This was an increase of 20% from a survey five years previously. 34 percent had felt depressed at some point in the past three months, 13 percent had been diagnosed with a mental health condition such as an anxiety disorder or depression, and 9 percent had seriously considered suicide.

[ ] Discipline towards students. A primary schoolgirl Schools and their teachers have always been under pressure — for instance, pressure to cover the curriculum, to perform well in comparison to other schools, and to avoid the stigma of being 'soft' or 'spoiling' toward students. Forms of discipline, such as control over when students may speak, and normalized behaviour, such as raising a hand to speak, are imposed in the name of greater efficiency. Practitioners of maintain that such disciplinary measures have no positive effect on student learning.

Indeed, some argue that disciplinary practices detract from learning, saying that they undermine students' individual dignity and sense of —the latter occupying a more primary role in students'. •; •, on Oxford Dictionaries •, Henry George Liddell, Robert Scott, A Greek-English Lexicon, on Perseus • Bentley, Jerry H. Traditions & Encounters a Global Perspective on the Past. New York: McGraw-Hil. Open Digital Archive.

Retrieved 2014-05-15. • Winsa, Patti (16 November 2012).. Toronto Star. Retrieved 31 May 2013. • Great Atlantic and Pacific School Conspiracy (Group) (1972).. Beacon Press..

Retrieved 30 May 2013. • 13 October 2010, Amanda Marrazzo, Chicago Tribune,, Accessed 16 June 2014, '.schoolyards are perfect settings for composting, learning about insects.'

• 9 March 2011, School Garden Weekly,, Accessed 16 June 2014, '.Danks takes readers on a tour of successful green schoolyards.' Archived from on 6 December 2009. Retrieved 2009-10-03.

Archived from on 25 October 2009. Retrieved 2009-10-03. • Laird, Ellen. 'I'm Your Teacher, Not Your Internet-Service Provider.' Chronicle of Higher Education n.d.: n. Retrieved 2015-05-17. Retrieved 2009-10-03.

Retrieved 18 December 2012. Retrieved 2009-10-03.

Retrieved 2009-10-03. Retrieved 2009-10-03. Retrieved 2010-03-28. Further reading • Dodge, B.

‘ Muslim Education in the Medieval Times’, The Middle East Institute, Washington D.C. • Education as Enforcement: The Militarization and Corporatization of Schools, edited by Kenneth J. Saltman and David A.

Gabbard, RoutledgeFalmer 2003.. • Makdisi, G. ‘ On the origin and development of the college in Islam and the West’, in Islam and the Medieval West, ed. Semaan, Press. • Nakosteen, M. ‘ History of Islamic origins of Western Education AD 800-1350’,,.

‘ Disertaciones Y Opusculos’, 2 vols., Madrid. • Spielhofer, Thomas, Tom Benton, Sandie Schagen. 'A study of the effects of school size and single-sex education in English schools.' Research Papers in Education, June 2004:133 159, 27. • Toppo, Greg. 'High-tech school security is on the rise.' , 9 October 2006.

• Traditions and Encounters, by Jerry H. Bentley and Herb F.

Section 504, the ADA, and Public Schools By: Tom E.C. Smith Section 504 and the ADA Selection 504 of the Rehabilitation Act of1973 and the Americans with Disabilities Act (ADA) of 1990 are major federal legislative acts that are designed to protect the civil rights of individuals with disabilities. The intent of these two laws is to prevent any form of discrimination against individuals with disabilities who are otherwise qualified. Section 504 applies to entities that receive federal funds, and the ADA applies to virtually every entity except churches and private clubs. Section 504 and the ADA are beginning to have a major impact on public schools across the United States. Originally, Section 504, which was part of the broader 1973 Rehabilitation Act, was rarely addressed by school personnel to ensure equal educational opportunities. Public Law 94-142, the Education for All Handicapped Children Act, passed in 1975, was the federal legislation that initially resulted in major changes in the way schools served children with disabilities.

This law, now called the Individuals with Disabilities Education Act (IDEA), was accompanied by federal funds, was the focal point of schools in serving children with disabilities, and Section 504 and the ADA, which provided no funding, were often considered less important for schools. Recently, the role played by Section 504 and the ADA in schools has increased substantially; no longer are schools able to ignore these two acts. As parents and other advocates for children with disabilities learn more about Section 504 and the ADA, schools are needing to respond to requests for protections and services under these laws.

There are several reasons Section 504 and the ADA have become more prominent in public schools, but the primary reason is that Section 504 and the ADA use a different definition of disability and a different approach to eligibility than does the IDEA, resulting in many children who are not eligible under IDEA being protected by Section 504 and the ADA. Regardless of the specific reason for the increase in attention to Section 504 and the ADA, more and more parents are beginning to request services and protections under these two acts.

As a result, schools must learn the legal requirements of these acts and specific actions and services that are required. What is Section 504? Section 504 is civil rights legislation for persons with disabilities.

It prohibits discrimination against individuals who meet the definition of disability in the act, and it is applied to entities that receive federal funding. Wegner stated that the primary objective of Congress in enacting Section 504 was to 'honor the requirements of 'simple justice' by ensuring that federal funds not be expended in a discriminatory fashion".

Section 504 is a relatively simple part of the Rehabilitation Act. Section 504 states, No otherwise qualified individual with a disability. 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. Schools must afford students with disabilities with equal opportunities 'to obtain the same result, to gain the same benefit, or to reach the same level of achievement' as students without disabilities. Section 504 applies only to entities that receive federal funds. Most public schools receive substantial federal funds through their participation in various federally supported activities, and as a result, they must comply with the provisions of Section 504. What is the ADA?

Like Section 504, the ADA is civil rights legislation for individuals with disabilities. Unlike Section 504, the ADA applies to almost every entity in the United States, regardless of whether it receives federal funds; churches and private clubs are the only two entities that are exempt from the ADA. Therefore, private schools that are not associated with a religious organization have to comply with the provisions of the ADA; these schools may be exempt from Section 504 because they do not receive federal funds. When the ADA was passed, it was proclaimed in the Chicago Tribune as the Emancipation Proclamation for people with disabilities in America. The ADA contains several titles that focus on various aspects of disability discrimination. Title I prohibits discrimination in employment areas. Title II deals with state and local governmental entities, including schools.

Title III targets public accommodations, including hotels, restaurants, department stores, grocery stores, and banks. In all cases, entities covered are required to make the reasonable accommodations or modifications necessary to ensure persons with disabilities access to goods and services. Eligibility for Section 504 and ADA services and protection Section 504 and the ADA apply only to persons who are considered to have disabilities, as defined in the acts. As a result, the definition of disability is a critical issue.

Eligibility for protections and services under Section 504 and the ADA is not the same as eligibility for IDEA. Key points to use when determining eligibility include the following: • Eligibility is based on the definition of disability. • Eligibility is not age restricted, like IDEA, but covers individuals from birth to death. • Eligibility is not related to specific categories of disabilities, as is IDEA. • Eligibility is based on the functional impact of a physical or mental impairment. The definition of otherwise qualified under Section 504 and the ADA In order for a person to be covered under Section 504 and the ADA, the individual must be otherwise qualified.

This means that a person with a disability must be qualified to do something before the presence of a disability can be a factor in discrimination. In other words, if a person with a disability wants to participate in some activity in which the individual is not otherwise qualified to participate, not allowing the person to participate would not be considered discrimination. For example, a 16-year-old boy with attention-deficit/ hyperactivity disorder (ADHD) tries out for the basketball team but cannot dribble, shoot, or pass. As a result, the coach does not allow the boy to play on the team. This is not discrimination under Section 504 or the ADA because the boy is not otherwise qualified to be on the team. The definition of disability under the IDEA IDEA defines disability by using a categorical approach.

Children are not eligible for services simply because they need services; rather, they must fit into one of the specific categories of disabilities that is recognized in the law, and they must need special education. If a student is not determined to have one of these disabilities, but the student needs special education, then the student is not eligible for services under IDEA. Obviously, many children who could benefit from special education services fail to meet these eligibility criteria and may therefore be excluded from special education programs. For example, what about students with ADHD or children with severe asthma who do not need special education?

What about children who are slow learners but who do not meet the eligibility criteria for mental retardation? And what about children with learning disabilities but whose discrepancy between ability and achievement is not significant enough to warrant special education? Children with these types of problems may not be considered eligible under the IDEA even though they need some supports. The definition of disability under Section 504 and the ADA The definition of disability under Section 504 and the ADA is significantly broader than the definition used in the IDEA.

Under 504 and the ADA, a person is considered to have a disability if that person • has a physical or mental impairment that substantially limits one or more of such person's major life activities, • has a record of such an impairment, or • is regarded as having such an impairment. The Rehabiliation Act defines a physical or mental impairment as (a) 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, speech organs, cardiovascular, reproductive, digestive, genito-urinary, hemic and lymphatic, skin, and endocrine; or (b) any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The last part of the definition is similar to the one found in the IDEA. However, the first part, although including some of the categories found in the IDEA, goes well beyond those specific areas in defining disability. To be eligible for special education under the IDEA, a student must have a categorical disability that results in the student's needing special education.

Section 504 and the ADA require that the person have a physical or mental impairment that substantially limits one or more of the person's major life activities. The second part of the definition relates to the impact of the disability or condition on a major life activity. Section 504 and the ADA define a major life activity using a very functional approach. Major life activities include a wide variety of daily activities, such as the following: caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. Federal court cases have added additional major life activities, including sitting, stooping, reaching, and eating. Basically, any function that is performed routinely by individuals is considered a major life activity. For many school-aged children, the major life activity affected is learning.

This is very similar to the IDEA requirement that the disability results in the student's needing special education. However, learning does not have to be the major life activity affected in order for an individual to be eligible for protections and services under Section 504 and the ADA. Individuals need not currently have a physical or mental impairment in order to be covered under Section 504 and the ADA; they may be covered if they have a record of having such an impairment or if they are simply regarded as having such an impairment. These two categories are generally not the focus for school-aged children; they are more likely to deal with individuals in employment or community situations. Still, there may be instances when children are protected under Section 504 and the ADA because of their being regarded as having an impairment or their having a record of such an impairment. Determining substantial limitation In order to be eligible for services under Section 504 and the ADA, a child must have a physical or mental impairment that substantially limits a major life activity. The determination of whether a disability substantially limits a major life activity is subjective, and Section 504 and the ADA do not provide any operational criteria of substantial limitation.

School personnel must use their collective, professional judgment to make this determination. Substantially limits can be defined as • unable to perform a major life activity that the average person in the general population can perform, or • significantly restricted as to the condition, manner, or duration for which an individual can perform a particular major life activity as compared to the condition, manner, or duration for which the average person in the general population can perform that same major life activity. The standard that should be used in determining substantial limitation, therefore, is average performance in the general population. If a student with ADHD is performing as well as average children in his grade level, and the student does not have to do significantly extra work to achieve at this level, it is unlikely that there is a substantial limitation in learning. This standard applies, regardless of the intellectual ability of the student. When determining whether the substantial limitation requirement is met, school personnel should consider the nature and severity of the impairment, the duration of the impairment, and any long-term impact of the impairment.

Schools should remember that simply because a student is considered for Section 504 and ADA services and protections does not mean the student is eligible. Likewise, just because a student is determined to have a disability does not automatically result in eligibility for Section 504 and ADA services and protections; a substantial limitation must result from the physical or mental impairment. As previously noted in the definition of substantial limitation, the standard used to determine whether a physical or mental impairment results in a substantial limitation is average performance in the general population. Therefore, the standard used is not the optimal performance level for a person but the average performance of individuals found in the general population.

For example, a child with an IQ of 140 who is achieving as well as average children are achieving does not have a substantial limitation in learning. This may be difficult for parents to understand, but the standard is average performance in the general population. Individuals covered under section 504 and the ADA Because the definition of disability drives eligibility for protections and services under Section 504 and the ADA, it is the basis for determining who receives services and protections.

Because the definition used in these two laws differs significantly from the definition used in the IDEA, different individuals are covered than would be eligible for special education services under the IDEA. Martin suggested that the following types of disabilities are likely covered under Section 504 and the ADA but not under the IDEA: • Students with attention-deficit disorder or ADHD, • Students with learning disabilities who do not manifest a significant discrepancy between intellectual ability and achievement, • Students who are transitioned out of special education programs, • Students who are considered to be socially maladjusted, • Students who have a history of drug and alcohol abuse, • Students with health needs, and • Students with communicable diseases, such as AIDS.

Because the definition of disability and the requirements for eligibility under IDEA are more restrictive than those used in Section 504 and the ADA, all children eligible for services under the IDEA are eligible for protection under Section 504 and the ADA. However, there are many children eligible for services and protections under Section 504 and the ADA who are not eligible for services under the IDEA. Although children served under the IDEA do not need an individual accommodation plan under Section 504 and the ADA, there may be instances in which discrimination under Section 504 and the ADA is an issue. For example, extracurricular activities, such as field trips, might result in a Section 504/ADA protection for students served under IDEA. Requirements of Section 504 and the ADA Two primary requirements of Section 504 and the ADA affect school-aged children who have been determined to be eligible for protection and services.

These include nondiscrimination and the provision of a free, appropriate public education (FAPE). In addition to these two requirements, schools must provide procedural safeguards to children and their families while providing services and protection. Students with disabilities should be allowed to participate in all activities that are available for students without disabilities. They should be allowed to participate in the same academic curriculum as well as in nonacademic extracurricular activities. Students protected by Section 504 and the ADA must have equal access to health services, recreational activities, athletics, student employment, clubs, specific courses, and field trips. When granting access to extracurricular activities, schools can use the 'otherwise qualified' criterion.

In other words, if a student is not otherwise qualified to participate in an extracurricular activity, then the school is not discriminating against the student when it denies the student participation. On the other hand, if a student is otherwise qualified, then the school would be required to make accommodations and modifications to allow the student to participate. In general, schools must do numerous things to meet the requirements of Section 504 and the ADA. For the most part, these actions are based on common sense and treating individuals with disabilities fairly.

If schools approach the implementation of Section 504 and the ADA using these guidelines, then most instances of potential discrimination can be dealt with simply and without a great deal of expense. The Office of Civil Rights (OCR; 1989a) described the following specific requirements for schools regarding Section 504: • Undertake annually to identify and locate all children with disabilities who are unserved; • Provide a 'free appropriate public education' to each student with disabilities, regardless of the nature or severity of the disability.

References Click the 'References' link above to hide these references. R., & Galli, L. Finding your way through an OCR complaint. Section 504 Compliance Advisor, 4, 1. Americans with Disabilities Act of 1990, 42 U.S.C.

§ 12101 et seq. Council of Administrators of Special Education.

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Section 504 and school psychology. Psychology in the Schools, 31, 26-39.

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Comprehensive administration of special education (2nd ed.). Columbus, OH: Merrill.

Rehabilitation Act of 1973, 29 U.S.C. § 701 et seq. C., & Patton, J. Section 504 and public schools: A practical guide. Austin, TX: PRO-ED. C., Polloway, E. A., Patton, J.

R., & Dowdy, C. Teaching students with special needs in inclusive settings (3rd ed.). Boston: Allyn & Bacon.

R., & Turnbull, A. Free appropriate public education (6th ed.). Denver, CO: Love. 'Waving a Magic Want. Crossover 12 Serial Number Mac on this page. ' (1989, September 24).

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Americans with Disabilities Act of 1990, 42 U.S.C. § 12101 et seq.

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Not every ADD student is covered under Section 504. Section 504 Compliance Advisor, 4, 4.

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