What is the relation of Section 504 of the Rehabilitation Act to a student with a sensory integration disorder?

Section 504 of the Rehabilitation Act ensures that individuals with disabilities have equal access to education and are provided with the necessary accommodations to participate fully in the educational environment. A student with a sensory integration disorder may experience difficulties that affect their learning and participation in school activities.

Under Section 504, the student is entitled to receive individualized accommodations that cater to their specific needs. This could include modifications in the classroom, such as seating arrangements, adjusted sensory inputs, or additional time on tests, which can help create a more conducive learning environment. The emphasis is on ensuring equity in education, allowing the student to thrive despite their sensory challenges.

In contrast, simply being proficient in all curriculum areas (the second option) does not align with the spirit of Section 504, which focuses on providing support rather than setting a standard for proficiency. Supportive employment programs (the third option) may be relevant post-graduation, but Section 504 primarily addresses educational accommodations. Lastly, while support from a paraprofessional can be beneficial, it is not a mandatory requirement under Section 504 for every student; accommodations can be varied and tailored to individual needs.