This image was purchased by MFLNMC from iStock.com under member ID 8085767. Return to article. Long Description Chart created in Word Doc. Return to article. Long DescriptionWritten by: Lakshmi Mahadevan, Ph.D., Associate Professor and Extension Specialist – Special Populations, Texas A&M AgriLife Extension Service.DefinitionsSection 504Section 504 of the Rehabilitation Act of 1973 is a civil rights law that prohibits discrimination on the basis of disability in programs and activities, public or private, that receive federal financial assistance. This law conforms to the definition of disability under the Americans with Disabilities Act Amendments Act (ADAAA). Section 504, defines a person as having a disability if he or she:has a physical or mental impairment which substantially limits one or more major life activities,has a record of such an impairment, oris regarded as having such an impairment. 28 CFR Sec. 36.104Under the regulation, learning, reading, thinking and concentrating among others listed in the ADAAA are all considered major life activities. As a general rule, if a child is eligible for services under IDEA, he or she qualifies for protection under Section 504. However, not all students covered by Section 504 are eligible for IDEA-related services. Section 504 has much broader definitions of disability and so it pertains to many more people.Individualized Education Plan or Program (IEP)An individualized education program (IEP) is a required step in the process of receiving special education services. A student’s parents, teachers, and other service providers meet to come to a consensus about the educational accommodations necessary to assist the student in meeting the objectives. This group of professionals and parents are known as the IEP team. Before an IEP can be written a student must be identified as needing services, evaluated, and found eligible (as defined by the Individuals with Disability Education Act, IDEA) for services. Parents/guardians and school personnel (and if applicable the students) must approve the IEP before services can be provided. All are provided with a copy of the IEP. Progress is reported regularly so parents/guardians know if the objectives for the year will be met. At least once a year the IEP team meets to review. During reviews, school personnel and parents/guardians (and student if it’s appropriate) evaluate the progress and decide if revisions should be made. If they’re unable to come to consensus, the parents/guardians may ask for mediation or a due process hearing.What’s the difference between 504 Plans and IEPs?While the procedures are different, the goal is the same: to ensure that students with disabilities have access to a free and appropriate public education that is comparable to the education available to students without disabilities.IEP plans under IDEA cover students who qualify for Special Education. Section 504 covers students who don’t meet the criteria for special education but who still require some accommodations. A student is eligible as long he/she currently has or has had a physical or mental impairment which substantially limits a major life activity. For e.g. students who have Attention Deficit Hyperactive Disorder (ADHD) may qualify if their ADHD “substantially limits” their ability to learn.Students who qualify under Section 504 are required to have a plan that specifies any accommodations that will be made in the classroom. Section 504 plans aren’t part of special education, so they don’t provide individualized instruction, like IEPs do. 504 plans list strategies like extended time on tests or the ability to leave the classroom for short breaks; and related services such as speech-language therapy or study skills classes.Typical conditions that may receive 504 accommodations include but are not limited to, Allergies, Arthritis, Asthma, ADD/ADHD, Bipolar Disorder, Cancer, Cystic Fibrosis, Diabetes, Epilepsy, Hearing Impairment, Certain Learning Disabilities, Orthopedically Impaired Student with health needs, Tourette’s Syndrome Traumatic Brain Injury, Tuberculosis, Visual Impairment and /or Weight issues (obesity, anorexia, bulimia). Since conditions vary and there are no set rules for what a 504 plan should look like, schools do not typically provide for an individualized Section 504 committee. Special education teachers, case managers and teachers can serve as 504 planners. Public schools are however required to write down their policies on 504 plans detailing who formulates them, implements them and under what conditions. Click here to download a sample 504 plan for a child with ADHD.Which is better for my child?At the assessment meeting, parents/guardians are entitled to have all assessment information explained to them before the next meeting at which IEP or 504 accommodations and services are to be determined. Under IDEA parents/guardians’ participation in the IEP process is required. With 504 plans, parents don’t have a law-specified “right” to participate, although it’s best practice for schools to include them. Some school teams may assess the child and make their recommendations of 504 Plan services without parents’ input.Parents/guardians should ask many questions regarding the assessment for e.g.:What is the diagnosis?What level of impairment and what academic areas are impacted by the disability?Will there be a time when a switch will be made for e.g. from an IEP over to 504 or vice versa?How will you be informed about progress?Will there be a re-evaluation and when?What if I disagree? (504 plan failing?)Both 504 plans and IEPs can be very effective when educating children with disabilities. A 504 Plan is a better option when the student can function well in a regular education environment with accommodations. The 504 is generally less restrictive than the IEP, and also less stigmatizing.An IEP is a better option for students with a disability that is adversely impacting education. Eligibility in Special Education opens the door to a variety of related services and supports.Due to the informality of the 504 plans, the legal requirements for implementation are fewer. Parents/guardians have lesser recourse if they disagree with the 504 plan. IDEA has much stronger protections for parents and students, and many more options if there is a dispute. Parents/guardians should consider this when deciding between 504 plans and IEPs. For a free chart comparing IEPs to 504 plans click here.
Biogas plants with the capacity of over 100 cubic metres will be set up shortly at 25 gaushalas in Rajasthan with 50% subsidy on investment costs paid by the State government’s Gopalan Department. Rajasthan will be the first State to produce manure from biogas plants at the cow shelters.State Cooperative and Gopalan Minister Ajay Singh Kilak said here on Wednesday that the subsidy up to Rs.40 lakh each would be paid to the gaushalas by the department, while each biogas plant would produce 5 to 10 metric tonnes of manure every day. The 25 plants will produce about 1 lakh metric tonnes of manure every year, proving a boon to farmers for cultivation of crops.Following the implementation of the gaushala biogas participation scheme announced by Chief Minister Vasundhara Raje in the 2018-19 Budget, 25 registered cow shelters running on the land measuring at least 25 bighas will be selected for installation of biogas plants.Source of income Mr. Kilak said the decision for manure production at gaushalas would make them self-sufficient and establish a permanent source of income for them, besides supporting organic farming, promoting non-conventional sources of energy and giving refuge to the bovine animals.The interested cow shelters will be required to submit their proposals to the district-level Gopalan Committee, which will recommend them to the department on the basis of their utility. The Minister said the department would issue administrative and financial approval after screening of proposals read more
School of thought: Roychand Chenraj Jain ensures students emulate the lives of the greatWhat do Bill Gates, Michael Dell and Azim Premji have in common besides fame and good fortune? They all happen to be school dropouts. Forty-one-year-old Roychand Chenraj Jain may not exactly fit into the league of these,School of thought: Roychand Chenraj Jain ensures students emulate the lives of the greatWhat do Bill Gates, Michael Dell and Azim Premji have in common besides fame and good fortune? They all happen to be school dropouts. Forty-one-year-old Roychand Chenraj Jain may not exactly fit into the league of these tech tycoons but his success-from-failure story is just as compelling.At the helm of 12 educational institutions, including a 150-acre international residential school at Kanakapura near Bangalore, he has come a long way from that February morning in 1973 when he walked out of St John’s School in Cleveland Town, Bangalore. He had failed to clear his Class VII examinations.”A t the time, I thought it was the end of the road,” recalls Jain with a smile. “But my father encouraged me to think otherwise.” Jain’s father taught him the lessons of life, lessons that no book could cover. To undertake any journey, he was told, he should first dare to dream. And the bigger he dreamt, the farther he was likely to get.There was much wisdom in the advice. And Jain, drawing from the basic teachings of his family guru, the late Upadhyaya Kewal Muniji, began to think hard. Nothing, he realised, could be more essential than being on the right path.Thus was born the mission of this dropout’s life: to impart education to the deprived in the true sense of the word. Today, the fond dream is a Rs 18 crore reality with around 10,000 children learning to dream likewise.Jain may have been on the right path but he was to discover that it would not be easy. In trying to translate his thoughts into action, he has had to knock at many a door.advertisementBut he is unperturbed. “I am a royal beggar,” he admits, rather grandly likening himself to Madan Mohan Malaviya, founder of the Banaras Hindu University. Jain raised funds from all possible quarters to achieve his dream.Today, the Sri Bhagawan Mahaveer Jain Educational and Cultural Trust that runs Jain’s chain of educational institutions enlists the support of the one lakh-strong Jain community in Bangalore where individual donations range from Rs 15,000 to Rs 50 lakh.Part of the money is raised from fees but it is pumped back into upgrading the facilities and into expansion plans that include the launching of an International Academy for Creative Teaching, a centre to provide specialised training to teachers.There are plans too for a full-fledged university with 20 postgraduate departments. At one of the schools, the Jain Vidyaniketan, Jain spends as much as Rs 10,000 a year on each of the 1,380 underprivileged students.Besides getting free midday meals, books, uniforms, shoes and sports kits, the children are also ferried to and from from the 80-odd villages around the school at Kanakapura.For this scheme too, almost all the money has come from the community. Jain now aims to increase the student strength to 3,000 over the next three years. For this, he says, he is looking for 3,000 more sponsors who could give him a lakh of rupees each.Finding them is not likely to be difficult. As Babulal Porwal, president of the Rajasthan Youth Association in Bangalore, points out, “Thanks to him, the entire Jain community has a constructive role to play in society now.”There is nothing that seems beyond the possible in Jain’s scheme of things. Just as it’s never too late to do something positive. It is the subscription to this philosophy that motivated him to become a student once again and learn English.Five years ago, he hired the services of an English lecturer, K.S. Shanthamani, who managed to do the needful in less than a year. As a result, Jain is as fluent in English as he is in his native language.Jain feels the process of learning is constant and is often inspired by the lives of great personalities. His own role models, besides his father and guru, include Swami Vivekananda, Reliance Industries’ head Dhirubhai Ambani and Infosys chief N.R. Narayana Murthy.While he looks up to Vivekananda and Murthy for values and ethics, the entrepreneur in him, in many ways, is modelled after Ambani. Values imbibed from such successful people are at the core of the curriculum in Jain’s schools.But there is equal emphasis on physical fitness. Having forged arrangements with the academies of hockey player Ashish Ballal, table tennis champion Archana Vishwanath and tennis star Mahesh Bhupathi to train his students, Jain leaves none in doubt that he has a dream for the more athletic of his wards: to send at least eight students from his institutions to the Olympics within the next 10 years. Given his own track record, the vision doesn’t somehow seem unattainable.advertisement read more