Classroom & Facility Accommodations

As local districts develop policies and procedures for guiding the referral and identification of students determined to be handicapped under Section 504, it is critical that information concerning this law and its impact on local school districts be shared with principals and building-level staff. The intent of Section 504 is to accommodate for differences within the regular education environment. For this to be accomplished, all staff must be provided with awareness activities and given specific information concerning the district’s procedures for dealing with Section 504 referrals. As individual students are identified, the classroom teacher may need specific training in the area of the identified handicap (e.g., training from the school nurse on danger signs of an impending asthma attach, training from a physical therapist on correct positioning of a wheelchair-bound student at his/her desk, etc.) The following classroom facility accommodations are presented as examples of ways in which Section 504 handicaps may be successfully addressed within the regular education environment.

Communication

There may be a need to modify parent/student/teacher communications, for example:

• develop a daily/weekly journal
• develop parent/student/school contacts
• schedule periodic parent/teacher meetings.

There may be a need to modify staff communications:

• identify resource staff for extended time testing as needed
• network with other staff
• schedule building team meetings
• maintain on-going communication with building principal

There may be a need to modify school/community agency communication, for example, with parent consent:

• identify and communicate with appropriate agency personal working with student
• assist in agency referrals
• provide appropriate carry over in the school environment.

Organization/Management

There may be a need to modify the instructional day, for example:

• allow student more time to pass in hallways
• modify class schedule

There may be a need to modify the classroom organization/structure. For example:

• adjust placement of student within classroom (e.g., study carrel, proximity to teacher, etc.)
• increase/decrease opportunity for movement
• determine appropriate classroom assignment (e.g., open versus structured)
• reduce external stimuli

There may be a need to modify the district’s policies/procedures, for example:

• allow increase in number of excused absences for health reasons
• adjust transportation/parking arrangements
• approve early dismissal for service agency appointments

Alternative Teaching Strategies

There may be need to modify teaching methods, for example:

• adjust testing procedures (e.g., length of time, administer orally, tape record answers)
• utilize materials that address the student’s learning style (e.g., visual, tactile, auditory, etc.)
• adjust reading level of materials

Student Precautions

There may be a need to modify the classroom/building climate for health purposes. For example:

• use an air purifier in classroom
• control temperature
• accommodate specific allergic reactions

There may be a need to modify classroom/building to accommodate equipment needs. For example:

• plan for evaluation for wheelchair-bound students
• schedule classes in accessible areas

There may be a need to modify building health/safety procedures, for example:

• administer medication
• apply universal precautions
• accommodate special diets