What is a 504 Plan?
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
What is a 504 Plan?
A 504 plan is a legal document designed to provide students with disabilities the support they need to access educational programs and activities. The term “504” refers to Section 504 of the Rehabilitation Act of 1973, which prohibits discrimination based on disability in any program or activity receiving federal financial assistance. A 504 plan is not an Individualized Education Plan (IEP), which is a more comprehensive plan that outlines the special education services that a student will receive. Instead, a 504 plan is designed to provide accommodations and modifications to help students with disabilities access the general curriculum and participate in school activities.
Who is eligible for a 504 Plan?
To be eligible for a 504 plan, a student must have a physical or mental impairment that substantially limits one or more major life activities, such as walking, seeing, hearing, speaking, breathing, learning, or caring for oneself. The impairment must be chronic or long-term and have a significant impact on the student’s ability to access educational programs and activities.
What is included in a 504 Plan?
A 504 plan is tailored to the individual needs of the student and outlines the specific accommodations and modifications that will be provided to help the student access the general curriculum and participate in school activities. Some common accommodations and modifications that may be included in a 504 plan include:
Extra time on tests and assignments
Use of assistive technology, such as a computer or tablet
Preferential seating in the classroom
Adaptations to the physical environment, such as wheelchair ramps or accessible bathroom facilities
Permission to take breaks during class or access to a quiet space
Modified assignments or assessments, such as shortened or simplified tasks
Support from a school counselor or other specialized service providers, such as a speech or occupational therapist
How is a 504 Plan developed?
The process for developing a 504 plan typically involves several steps, including:
Referral: A parent, teacher, or other school staff member may refer a student for a 504 evaluation if they believe the student may need accommodations or modifications to access educational programs and activities.
Evaluation: The school will conduct an evaluation to determine whether the student meets the eligibility criteria for a 504 plan. This may involve a review of medical records, assessments, and other relevant information.
Plan development: If the student is found eligible for a 504 plan, a team of school staff members and the student’s parents or guardians will develop the plan. The team may include the student’s teacher, school counselor, school nurse, and other relevant staff members.
Plan implementation: The plan is implemented by the school, and the student’s progress is monitored to ensure that the plan is effective.
Plan review: The plan is reviewed periodically to ensure that it is still meeting the student’s needs and to make any necessary modifications.
What are the benefits of a 504 Plan?
A 504 plan can provide many benefits for students with disabilities, including:
Increased access to educational programs and activities
Improved academic performance and behavior
Increased self-esteem and confidence
Greater independence and self-advocacy skills
Equal opportunities to participate in school activities and programs
In conclusion, a 504 plan is a legal document designed to provide students with disabilities the support they need to access educational programs and activities. It is tailored to the individual needs of the student and outlines the specific accommodations and modifications that will be provided to help the student access the general curriculum and participate in school activities. A 504 plan can provide many benefits for students with disabilities and help ensure that they have equal opportunities to succeed in school.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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