Pupil Services Resource Library|
Search for Children with Disabilities
In accordance with the Individuals with Disabilities Education Improvement Act (IDEA) of 2004, District 203 is participating in Child Find efforts to locate, evaluate, and identify all children from birth through 21 years of age with disabilities, regardless of their situations, who have significant, individual needs and require intensive interventions through special education and related services.
A disability, in this instance, means such conditions as autism, deaf/blindness, multiple disabilities, deafness/hearing impairment, orthopedic impairment, visual impairment/blindness, specific learning disabilities, preschoolers with a disability, emotional disturbance, cognitive disabilities, speech and language impairments, orthopedic and other health impairments or traumatic brain injury.
Although many school-aged disabled children are identified and currently being served by District 203, preschool children ages 3-5 with disabilities may be unidentified because parents may not be aware that programs and services are now available through the public school. Community members can help us with this important effort. If you know of a child in our district with a disability that is not presently attending school or receiving services from another agency, please contact Nancy Lullo, Director of Pupil Services at 630-420-6524.
In addition and in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act Amendment of 2008, District 203 is participating in Child Find efforts to locate, evaluate and identify all children with a disability. In this instance, a student with a disability who has a mental or physical impairment that substantially limits a major life activity who may because of disability, needs or is believed to need special education, related services or aids or accommodations/modifications. If a parent or guardian suspects that a child may be eligible under this federal definition, please contact Dr. Kate A. Foley, Assistant Superintendent and District Compliance Officer.
District 203 Child Find brochure
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District 203 Policies and Procedures Regarding Section 504
As educators in District 203, we believe in excellence in education and in the dignity and uniqueness of each individual. In keeping with our vision to build a passion for lifelong learning, we strive to address and accommodate the needs of students as they engage in the learning process. We also recognize that some students may require a more comprehensive, formalized accommodation plan. The purpose of this description is to provide information, procedures, and the process to be referenced when considering the implementation of a 504 Accommodation Plan.
Section 504 of the Rehabilitation Act and the Amendments of 2008 is a federal civil rights statute enacted in 1973 that prohibits discrimination against an individual who qualifies as “disabled” under the statute. In order to be eligible for accommodations pursuant to Section 504, a student must have a physical or mental impairment which substantially limits one or more major life activities and require reasonable accommodations to access the educational program in a manner similar to his/her non-disabled peers. A team knowledgeable of the student, the meaning of the evaluation data and the options available determines if the student meets eligibility criteria.
ADAAA and Major Developments for Section 504
The new ADA Amendments Act (The ADAAA) went into effect on January 01, 2009. These amendments significantly expanded eligibility of students under Section 504. Major life activities now include a nonexhaustive list such as caring for oneself; speaking; seeing; breathing; hearing; learning; standing; lifting; communication and performing manual tasks.
The Act also includes a subset of major life activities entitled “major bodily functions: such as bowel, bladder, neurological, brain, circulatory, respiratory, endocrine, immune system, normal cell growth, reproductive and digestive functions.
The Act also states than an episodic impairment or one in remission is still a disability as if it would limit a major life activity when active. Under the revised Act, a disability is to be determined without regard to the ameliorative effects of mitigating measures such as medication, appliances/equipment, low-vision devices, prosthetics such as limbs and devices, hearing aids implantable devices such as cochlear implants, mobility devices, use of assistive technology, auxiliary and/or services of learning behavior/adaptive modifications. In short, a disease or impairment in remission while having no impact on a person could continue to be considered a disability because it may still manifest itself at sometime. The sole exceptions are contact lenses or eyeglasses.
District 203 Section 504 Key Concepts and Flow Chart
US Dept. of Education Office of Civil Rights
Frequently Asked Questions About Section 504
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Connections provides systematic transitional services that expose our students to activities which promote positive outcomes in: social skills, communication, pre-vocational/vocational/employment skills, community living, functional academics, navigation through the community and self-determination. Each student has an individual plan that is unique to their choices, special needs and personal vision. Connections focuses on abilities, interests, strengths and goals to prepare our students for individual living, future education and employment. Connections assists students to become effective self-advocates and in exploring work and post-secondary options. Our goal is to help students have a seamless transition to adult services, community opportunities and life. We accomplish this goal by providing a coordination of services, with an interagency collaborative approach, for access and connection to adult services, that supports and assists a student's vision and generates skills that can lead to a full life.
Individuals with Disabilities Education Act Summary of Performance -
Supporting Students' Post-School Success
The Connections to Life forum, "Interactive Dialogue on Effective Transition Practices," was held on 4/10/12.
Connections to Life flyer
Connections to Life Series 2012 - Save the Dates
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Language-Related Learning Disabilities for Young Children
Language-Related Learning Disabilities for School Aged Children
Language-Related Learning Disabilities for Teenagers & Adults
District Policies & Procedures
Educational Rights & Responsibilities: Understanding Special Education in Illinois
Extended School Year
Illinois State Board of Education Parents' Page
Notice of Procedural Safeguards for Parents/Guardians of Students with Disabilities
Parent & Educator Partnership
Parent Café 3-21-12 Special Education ERA of Common Core
Program and Service Delivery Review
STEP Brochure (Secondary Transitional Experience Program)
UPS for Downs
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