Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that prohibits discrimination against individuals with disabilities. Section 504 regulations require school districts to provide appropriate education to students with disabilities under Section 504.

Please see PPS Section 504 Manual - Students with Disabilities.

Any teacher, counselor, school personnel, or a student’s parent may bring a concern to the school’s team. Concerns can include students with possible disabilities. Parents are invited to participate in 504 meetings.

If the school team determines there is a significant possibility that the student would qualify as disabled (under the Individuals with Disabilities Education Act (IDEA) or Section 504) the school team will then make a referral to the special education or 504 team. Appropriate referrals will then be considered for a formal evaluation, and all relevant documentation will be forwarded. In some situations, the school team may act as the 504 team for the student if appropriate participants are present.

When a student with apparent mobility/accessibility concerns, is referred for the above evaluation process, it is important to include your physical therapist (PT) in the process to evaluate that student. As part of the evaluation process, your PT will determine if the student qualifies for special education (SPED) eligibility. They will also determine if the student qualifies for physical therapy as a related service under SPED or under a 504 Plan. The physical therapist will be able to determine the need for accessibility accommodations that the student may require in order to be successful in his/her school environment.

Where a physical therapist may provide support:

• Coordinate with the school nurse to verify any medical records/orders.

• Evaluation/assessment of the student’s motor and mobility skills.

• Assessment of school-wide access to determine accessibility needs.

• Determine educational and environmental accommodations that a student may need, throughout their school day, to support their access to the school environment.

• Collaborate with school teams to develop individual student plans with accommodations.

• Attend planning meetings between the family and school team regarding a student's return to school.

• Provide needed equipment to the school to ensure student safety and schoolwide accessibility.

• Provide staff training regarding support that the student may need throughout their school day.

• Provide direct services to students to develop motor skills.