The Role of School Professionals in Implementing Section 504 for Students With Disabilities
There is a paucity of research related to the implementation of the procedural regulations of Section 504 of the Rehabilitation Act of 1973 in public schools. Section 504 is a general education civil rights law designed to provide access for students with disabilities. This study presents data from...
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| Veröffentlicht in: | Educational policy (Los Altos, Calif.) Calif.), 2008-05, Vol.22 (3), p.363-378 |
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| container_title | Educational policy (Los Altos, Calif.) |
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| creator | Madaus, Joseph W. Shaw, Stan F. |
| description | There is a paucity of research related to the implementation of the procedural regulations of Section 504 of the Rehabilitation Act of 1973 in public schools. Section 504 is a general education civil rights law designed to provide access for students with disabilities. This study presents data from a survey that was distributed to a range of school-based professionals (general education teachers, school administrators, school counselors, school psychologists, social workers, and special education teachers) in one northeastern state. Based on a response rate of 46% ( n = 259), results indicate that 84% had served on a Section 504 team. Responsibility for managing Section 504 plans falls to a wide range of professionals. Analysis of item mean scores reveals that most components of the regulations are properly implemented, but analysis of item frequencies indicates areas of concern. Implications and areas for additional research are discussed. |
| doi_str_mv | 10.1177/0895904807307069 |
| format | Article |
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Section 504 is a general education civil rights law designed to provide access for students with disabilities. This study presents data from a survey that was distributed to a range of school-based professionals (general education teachers, school administrators, school counselors, school psychologists, social workers, and special education teachers) in one northeastern state. Based on a response rate of 46% ( n = 259), results indicate that 84% had served on a Section 504 team. Responsibility for managing Section 504 plans falls to a wide range of professionals. Analysis of item mean scores reveals that most components of the regulations are properly implemented, but analysis of item frequencies indicates areas of concern. 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| ispartof | Educational policy (Los Altos, Calif.), 2008-05, Vol.22 (3), p.363-378 |
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| language | eng |
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| source | Access via SAGE; PAIS Index |
| subjects | Administrator Attitudes Attitude Measures Children with disabilities Civil Rights Counselor Attitudes Disabilities Education policy Federal Legislation Federal Regulation General Education Individuals with Disabilities Education Act Professionals Program Implementation Psychologists Public Schools Rehabilitation Act 1973 (Section 504) Role School Counselors School Psychologists Social Work Special Education Teachers Teacher Attitudes |
| title | The Role of School Professionals in Implementing Section 504 for Students With Disabilities |
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