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Relevant bibliographies by topics / United States. Rehabilitation Act of 1973 Section 504

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Academic literature on the topic 'United States. Rehabilitation Act of 1973 Section 504'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "United States. Rehabilitation Act of 1973 Section 504"

1

Block, Martin E. "Implications of U.S. Federal Law and Court Cases for Physical Education Placement of Students with Disabilities." Adapted Physical Activity Quarterly 13, no. 2 (April 1996): 127–52. http://dx.doi.org/10.1123/apaq.13.2.127.

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Inclusion, the philosophy of placing all children with disabilities in regular education settings, is easily the most discussed and controversial education reform issue since the 1975 passage of PL 94-142, Education of Handicapped Children Act (EHA). However, inclusion is never mentioned in the original EHA or the updated PL 101-476, Individuals with Disabilities Education Act (IDEA) (e.g., Sherrill, 1994; Stein, 1994). What is discussed in IDEA as well as Section 504 of the Rehabilitation Act of 1973 is the “continuum of least restrictive environments” (LRE). The purpose of this paper is to (a) review United States federal laws regarding inclusion and LRE, most notably IDEA and Section 504 of the Rehabilitation Act of 1973; (b) review recent U.S. court cases regarding inclusion and LRE including three landmark cases: Roncker v. Walter (Ohio) (1983), Daniel R.R. v. State Board of Education (Texas) (1989), and Sacramento Unified School District, Board of Education v. Rachel H. (California) (1994); and (c) apply these federal laws and court decisions to physical education placement.

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2

KATSIYANNIS, ANTONIS, and GREG CONDERMAN. "Section 504 Policies and Procedures." Remedial and Special Education 15, no. 5 (September 1994): 311–18. http://dx.doi.org/10.1177/074193259401500506.

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THIS STUDY FOCUSES ON THE COMPLEXITIES OF PROVIDING SERVICES TO STUDENTS WITH DISABILITIES WITHIN THE LEGAL FRAMEWORK OF SECTION 504 OF THE REHABILITATION ACT OF 1973. A BRIEF SURVEY INSTRUMENT, SENT TO ALL STATE SPECIAL EDUCATION DIRECTORS, WAS USED TO DETERMINE STATE PRACTICES ADDRESSING THE EDUCATIONAL NEEDS OF STUDENTS WITH DISABILITIES UNDER SECTION 504. ALL 50 STATES AND THE DISTRICT OF COLUMBIA PARTICIPATED IN THE STUDY. EXISTING STATE POLICIES/GUIDELINES WERE ALSO EXAMINED IN LIGHT OF SEVEN COMPONENTS OUTLINED IN SUBPART D OF SECTION 504. BASED ON THE DATA COLLECTED, AS WELL AS THE REVIEW OF THE LITERATURE, SUGGESTIONS ARE PROVIDED FOR DEVELOPING SECTION 504 POLICIES AND PROCEDURES.

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3

Goodman-Scott, Emily, and Rawn Boulden. "School Counselors’ Experiences With the Section 504 Process: “I want to be a strong team member…[not] a case manager”." Professional School Counseling 23, no. 1 (January 2019): 2156759X2091937. http://dx.doi.org/10.1177/2156759x20919378.

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In response to a gap in the literature and to inform school counseling practice, we conducted a phenomenological study of school counselors in five states and 10 school districts, examining their experiences with Section 504 of the Rehabilitation Act of 1973 in pre-K–12 schools. Overall, school counselors communicated challenges in their involvement with the 504 process including four themes: (a) time-consuming coordination/management; (b) relational strain with teachers, students, and families; (c) lack of expertise in Section 504; and (d) ambiguity of the Section 504 process. We discuss implications for practicing school counselors, school leaders, and school counselor educators centered on increased education, support, and advocacy.

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4

Huefner, Dixie Snow. "Severely Handicapped Infants with Life-Threatening Conditions: Federal Intrusions Into the Decision Not To Treat." American Journal of Law & Medicine 12, no. 2 (1986): 171–205. http://dx.doi.org/10.1017/s0098858800008753.

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AbstractIn recent years the federal government has attempted to intervene in certain family-medical decisions to withhold treatment from seriously handicapped newborns with life-threatening conditions. Invoking section 504 of the Rehabilitation Act of 1973, which prohibits discrimination against “otherwise qualified handicapped” individuals, the Reagan Administration promulgated regulations allowing federal government investigations of such decisions. Recently, the U.S. Supreme Court upheld lower court decisions invalidating these “Baby Doe” regulations. The federal government's fall-back position is reflected in the Child Abuse Prevention and Treatment Amendments of 1984, requiring states accepting funds under the Child Abuse Prevention and Treatment Act to establish and maintain procedures to assure that cases of medical neglect of handicapped infants are investigated by the states. Although the primary oversight of parental decision-making has been returned to the states where it has traditionally belonged, the federal government's definition of medical neglect of handicapped infants with life-threatening conditions is an ethically inadequate response to the complex needs of the handicapped child, the family, the medical profession, and society as a whole. After examining the relevance of Kantian, utilitarian, and Rawlsian ethical positions, the author contends that an effective governmental policy, capable of enforcement and acceptance by the public, must utilize the strengths of each philosophy and reflect the pragmatism of American society.

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5

Rosales, Alessandra. "Excluding 'Undesirable' Immigrants: Public Charge as Disability Discrimination." Michigan Law Review, no. 119.7 (2021): 1613. http://dx.doi.org/10.36644/mlr.119.7.excluding.

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Public charge is a ground of inadmissibility based upon the likelihood that a noncitizen will become dependent on government benefits in the future. Once designated as a public charge, a noncitizen is ineligible to be admitted to the United States or to obtain lawful permanent residence. In August 2019, the Trump Administration published a regulation regarding this inadmissibility ground. Among its mandates, the rule expanded the definition of a public charge to include any noncitizen who receives one or more public benefits for more than twelve months in a thirty-six-month period It also instructed immigration officers to weigh medical conditions that “interfere” with the noncitizen’s ability to care for themselves in favor of finding the noncitizen to be a public charge. The rule prompted several legal challenges, including under section 504 of the Rehabilitation Act, the predecessor to the Americans with Disabilities Act. While these claims address the core legal arguments of disability discrimination, the scope of violations should be viewed more broadly. This Comment assesses the public charge rule from a disability rights perspective, exploring the intersection between disability and immigration law, and concludes that immigrants with disabilities no longer had access to federal programs to which they were entitled, and consequently, access to the United States itself.

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6

Falloon, Kerry A. "Accessibility and Inclusion Issues in Library Acquisitions: A Guideline to Evaluating and Marketing the Accessibility of Library E-Resources." International Journal of Information, Diversity, & Inclusion (IJIDI) 1, no. 1 (February 7, 2017). http://dx.doi.org/10.33137/ijidi.v1i1.32185.

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The purpose of this study is to emphasize accessibility and inclusion issues within academic libraries in the United States, specifically in compliance with the Americans with Disabilities Act (ADA) and other federal laws relevant to acquisition services. A review of best practices for evaluating, purchasing, and marketing electronic resources is undertaken with an understanding of U.S. federal law and regulations in relation to purchasing and marketing, specifically Section 508 of the Rehabilitation Act of 1973 and the ADA Standards for Accessible Design (2010). Few other recent studies document the exact application of evaluating products and services for users with disabilities in acquisition workflows and electronic resource implementation practices. As a model for other libraries, the author discusses using LibGuides as an outreach tool to disseminate information and documentation dedicated to disability issues among City University of New York (CUNY) librarians. The methodology of this study is to share best practices at the College of Staten Island (CSI) Library–CUNY with other academic libraries. The results will hopefully lead to more inclusive acquisition purchasing practices and more diverse marketing initiatives within academic libraries. The conclusion of the study is that purchasing and marketing workflows need to be redesigned to be universally applicable to all library users.

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Dissertations / Theses on the topic "United States. Rehabilitation Act of 1973 Section 504"

1

Caddell, Tracy A. "Section 504 : the attitudes and perceptions of high school principals in Indiana." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1378144.

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This research study was designed to determine the attitudes, and perceptions of Indiana high school principals concerning implementation of Section 504 of the Rehabilitation Act of 1973. The sample consisted of Indiana high school principals who held membership in the Indiana Association of School Principals. There were 222 high school principals who were requested to complete an on-line survey; 105 principals responded, which generated a response rate of 47 %.The Section 504 on-line survey was modified from an instrument in California in which the researcher studied the attitudes and perceptions of elementary school administrators (Williams, 2003).The data were analyzed, depending upon the variable, with a standard analysis of variance (ANOVA) or t-test design. Demographical data and survey responses were subjected to statistical analyses based upon the research hypothesis being examined. Demographical data collected from high school principals were degree earned, type of license, years of experience, gender, size of the school, whether the principal was responsible for implementing Section 504 plans, and if the principal categorized his school as rural, suburban, or urban.Results showed significance for high school size and whether the high school principal was responsible for implementing Section 504 plans. As high schools increased in the number of students, there was a need for principals to have additional training in implementing Section 504 plans. Another significant finding was that principals believe students with disabilities benefit educationally from having Section 504 plans at minimalcosts to their school corporations. However, principals also have a slightly negative attitude towards implementing Section 504 plans. Possible reasons for these results were discussed and a need for further research was offered.
Department of Educational Leadership

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2

Woodburn, Joyce Marie Raines. "The effectiveness of section 504 of the United States rehabilitation act in the Baldwin County, Alabama, public school system." [Pensacola, Fla.] : University of West Florida, 2003. http://purl.fcla.edu/fcla/etd/WFE0000044.

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3

Liu, Huayin. "A comparative study of section 504 of the United States' Rehabilitation Act of 1973 and the Law of the People's Republic of China on the protection of disabled persons." 2005. http://purl.galileo.usg.edu/uga%5Fetd/liu%5Fhuayin%5Fn%5F200512%5Fedd.

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Books on the topic "United States. Rehabilitation Act of 1973 Section 504"

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US GOVERNMENT. Laws concerning the Access Board: Architectural Barriers Act of 1968, section 502 of the Rehabilitation Act of 1973, section 504 of the American with Disabilities Act of 1990. Washington, DC (1331 F St., N.W., Washington 20004-1111): The Board, 1994.

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2

Reagan, Ronald. Proposed legislation--Civil Rights Protection Act of 1988: Message from the President of the United States transmitting a draft of proposed legislation to protect the civil rights of Americans and to clarify the application of Title IX of the Education Amendments of 1972, section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and Title VI of the Civil Rights Act of 1964. Washington: U.S. G.P.O., 1988.

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Reagan, Ronald. Proposed legislation--Civil Rights Protection Act of 1988: Message from the President of the United States transmitting a draft of proposed legislation to protect the civil rights of Americans and to clarify the application of Title IX of the Education Amendments of 1972, section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and Title VI of the Civil Rights Act of 1964. Washington: U.S. G.P.O., 1988.

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4

Ronald, Reagan. Proposed legislation--Civil Rights Protection Act of 1988: Message from the President of the United States transmitting a draft of proposed legislation to protect the civil rights of Americans and to clarify the application of Title IX of the Education Amendments of 1972, section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and Title VI of the Civil Rights Act of 1964. Washington: U.S. G.P.O., 1988.

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5

Ronald, Reagan. Proposed legislation--Civil Rights Protection Act of 1988: Message from the President of the United States transmitting a draft of proposed legislation to protect the civil rights of Americans and to clarify the application of Title IX of the Education Amendments of 1972, section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and Title VI of the Civil Rights Act of 1964. Washington: U.S. G.P.O., 1988.

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6

Ronald, Reagan. Proposed legislation--Civil Rights Protection Act of 1988: Message from the President of the United States transmitting a draft of proposed legislation to protect the civil rights of Americans and to clarify the application of Title IX of the Education Amendments of 1972, section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and Title VI of the Civil Rights Act of 1964. Washington: U.S. G.P.O., 1988.

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7

US GOVERNMENT. Laws concerning the Access Board: Architectural Barriers Act of 1968, section 502 of the Rehabilition Act of 1973, section 504 of the American with Disabilities Act of 1990. Washington, DC (1331 F St., N.W., Washington 20004-1111): The Board, 1994.

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8

(Editor), Rhona C. Hartman, and Kelly Mazzeo (Editor), eds. Recruitment, Admissions, and Students With Disabilities: A Guide for Compliance With Section 504 of the Rehabilitation Act of 1973 and Amendments of. 3rd ed. Amer Assn of Collegiate Registrars, 1994.

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9

Recruitment, admissions, and students with disabilities: A guide for compliance with Section 504 of the Rehabilitation Act of 1973 and Amendments of 1992 and the Americans with Disabilities Act of 1990. 3rd ed. Washington, DC: HEATH Resource Center, American Council on Education and the American Association of Collegiate Registrars and Admissions Officers, 1994.

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Book chapters on the topic "United States. Rehabilitation Act of 1973 Section 504"

1

Moore, Adam. "Disability as a Social Justice Imperative." In Social Justice and Putting Theory Into Practice in Schools and Communities, 210–26. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9434-5.ch014.

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Educators in the United States have the legal obligation to ensure that students with disabilities are given equitable access to an education. Under the Individuals with Education Act (2004), Section 504 of the Rehabilitation Act (1973), and the Americans with Disabilities Act (1990), individuals with disabilities cannot be discriminated against based on their disability and must be provided the same educational opportunities as their non-disabled counterparts. While most teacher preparation programs as well as educators in higher education are knowledgeable of these laws, there is a striking absence of learning about the historical implication of segregation, abuse, and maltreatment of individuals with disabilities that led to these laws being enacted. Most teacher preparation programs do not teach future educators about the history regarding disability rights and the social construct of disability. This chapter will present the major theoretical and historical movements in the disability rights movement, as well as the practical implications for educators today.

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2

Moore, Adam. "Disability as a Social Justice Imperative." In Research Anthology on Physical and Intellectual Disabilities in an Inclusive Society, 13–29. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3542-7.ch002.

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Educators in the United States have the legal obligation to ensure that students with disabilities are given equitable access to an education. Under the Individuals with Education Act (2004), Section 504 of the Rehabilitation Act (1973), and the Americans with Disabilities Act (1990), individuals with disabilities cannot be discriminated against based on their disability and must be provided the same educational opportunities as their non-disabled counterparts. While most teacher preparation programs as well as educators in higher education are knowledgeable of these laws, there is a striking absence of learning about the historical implication of segregation, abuse, and maltreatment of individuals with disabilities that led to these laws being enacted. Most teacher preparation programs do not teach future educators about the history regarding disability rights and the social construct of disability. This chapter will present the major theoretical and historical movements in the disability rights movement, as well as the practical implications for educators today.

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