504 Plans for Students with Dyslexia

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 LOSD. 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 “LOSD Section 504 Handbook LOSD 504 Flow Chart” for additional information about Section 504.

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 needs to access written text and they 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 the audio version of the text.

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 by contacting the student’s classroom teacher, counselor and/or principal with your concern.  Find out where your student is in the Response to Instruction (RTI) process. See “RTI Process Flowchart”

Data is collected and brought to the Student Success Team. After reviewing all the available data from multiple sources, the Student Success Team/Student Services Team  may propose interventions, further assessment, and/or refer for a Section 504 initial qualification determination.

A complete description of the 504 process can be found in the LOSD Section 504 Handbook.

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.

Any student on a 504 plan may access Universal Accommodations. District universal accommodations may be different from what is considered “universal” by the state or for state/SAT/ACT testing. Students may also need additional Assistive Technology supports. Any determination of the need for additional Assistive Technology supports is made following the administration of appropriate assessment(s).

• Oregon’s Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools 
   
• Student Access - Section 504 Handbook