An Analysis Of Policy Implementation Of Section 504 Of The Rehabilitation Act Of 1973 In Virginias Four Year Public Institutions Of Higher Education

Article abstracts and citations of reviews and dissertations covering the United States and Canada.

The purpose of this policy analysis is to examine the impact of depriving children with disabilities of free appropriate public education and related services using a Critical Race Theory lens to answer the question: why are school districts falling to identify and refer students with disabilities? An emphasis will be placed in examining intersectionality to bring awareness on how the identification process and delaying services violates children's rights affecting children based on race, cultural values, education, and socio-economic status. Students with a qualifying disability who are enrolled in public elementary school, secondary school, or charter school are protected by two Federal laws, Section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA). It prohibits discrimination based on disability in programs and activities operated by recipients of federal funds. Students with disabilities shall be provided with equal access to physical and academic services, programs, and activities offered by its schools. Local Educational Agencies (LEAs) are tasked to identify qualified students not receiving Free Appropriate Education (FAPE), notify students, parents or guardians. The Child Find mandate is a legal requirement for public, private, and homeschooled children and it gives schools a legal responsibility that parents may not understand. The referral process is the first step for children to be evaluated to be deemed eligible for Section 504 services without being labeled.