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Strengthening Support for Students with Disabilities: Revisiting Section 504 Compliance.

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Title: Strengthening Support for Students with Disabilities: Revisiting Section 504 Compliance.
Authors: Woodard, Monica L (AUTHOR), Gambini, Lisa S (AUTHOR), Cole, Portia L (AUTHOR)
Source: Children & Schools. Oct2025, Vol. 47 Issue 4, p239-247. 9p.
Subjects: Teacher education, Health services administration, Policy sciences, Academic accommodations, Legal status of students with disabilities, Teaching methods, United States. Individuals with Disabilities Education Act, Government aid, Special education schools, School administration, Regulatory approval, Social support, Quality assurance, Civil rights
Geographic Terms: United States
Abstract: The present article addresses the ongoing challenges in implementing Section 504 of the Rehabilitation Act of 1973 within educational institutions, with a particular focus on K–12 schools. Despite its critical role in protecting the rights of students with disabilities, significant gaps remain, particularly in the training of school staff. The proposed policy change mandates annual Section 504 training for all staff in institutions receiving federal assistance. This measure aims to increase awareness, promote compliance, and enhance support for students with disabilities, while addressing systemic inequities in the allocation of 504 plans. The policy also outlines potential funding strategies, such as federal and state-level grants, to alleviate financial concerns. Additionally, this article explores alternative approaches to policy implementation, such as shortened training sessions, biennial training, and nonmandatory information dissemination. The advocacy strategy and political feasibility of the proposed change are analyzed, highlighting the importance of stakeholder engagement, including teachers' unions and human resources departments. By mandating comprehensive training, the policy seeks to address existing implementation gaps, ensuring that students with disabilities receive the support and accommodations they need to succeed academically. [ABSTRACT FROM AUTHOR]
Copyright of Children & Schools is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Strengthening Support for Students with Disabilities: Revisiting Section 504 Compliance.
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  Data: The present article addresses the ongoing challenges in implementing Section 504 of the Rehabilitation Act of 1973 within educational institutions, with a particular focus on K–12 schools. Despite its critical role in protecting the rights of students with disabilities, significant gaps remain, particularly in the training of school staff. The proposed policy change mandates annual Section 504 training for all staff in institutions receiving federal assistance. This measure aims to increase awareness, promote compliance, and enhance support for students with disabilities, while addressing systemic inequities in the allocation of 504 plans. The policy also outlines potential funding strategies, such as federal and state-level grants, to alleviate financial concerns. Additionally, this article explores alternative approaches to policy implementation, such as shortened training sessions, biennial training, and nonmandatory information dissemination. The advocacy strategy and political feasibility of the proposed change are analyzed, highlighting the importance of stakeholder engagement, including teachers' unions and human resources departments. By mandating comprehensive training, the policy seeks to address existing implementation gaps, ensuring that students with disabilities receive the support and accommodations they need to succeed academically. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Children & Schools is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.1093/cs/cdaf022
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      – Code: eng
        Text: English
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        PageCount: 9
        StartPage: 239
    Subjects:
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Health services administration
        Type: general
      – SubjectFull: Policy sciences
        Type: general
      – SubjectFull: Academic accommodations
        Type: general
      – SubjectFull: Legal status of students with disabilities
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: United States. Individuals with Disabilities Education Act
        Type: general
      – SubjectFull: Government aid
        Type: general
      – SubjectFull: Special education schools
        Type: general
      – SubjectFull: School administration
        Type: general
      – SubjectFull: Regulatory approval
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      – SubjectFull: Social support
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      – SubjectFull: Quality assurance
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      – SubjectFull: Civil rights
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Strengthening Support for Students with Disabilities: Revisiting Section 504 Compliance.
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            NameFull: Woodard, Monica L
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            NameFull: Gambini, Lisa S
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            NameFull: Cole, Portia L
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            – D: 01
              M: 10
              Text: Oct2025
              Type: published
              Y: 2025
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