Student, Stakeholder, and Market Focus for Educational Leaders (Task 4) LFT1 Task 4 Stu

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Student, Stakeholder, and Market Focus for Educational Leaders (Task 4) LFT1 Task 4 Student, Stakeholder, and Market Focus for Educational Leaders (Task 4) LFT1 Task 4 Curricular Implication: Sect... ion 504 A major curricular impact of Section 504 of the Rehabilitation Act of 1973 on Nelson Middle School is the implementation of student accommodations in the general education classroom. Students who receive services under Section 504 are expected to have access to their grade level standards within a general education classroom and receive accommodations that make their access to these standards more equitable by taking into account their individual needs. As such, when a teacher implements a lesson they are required to ensure that accommodations are met for their students. Some common classroom accommodations provided at Nelson Middle School include copy of class notes, oral administration of reading materials and small group instruction. Supervisory Implication: Section 504 One major supervisory impact of Section 504 is to make sure that students testing accommodations are met within the guidelines set forth by the Texas Education Agency. For example, students who are to receive oral administration of test materials must also receive the same accommodation throughout the school year. In order to ensure this requirement is met, teachers must document the use of the accommodation and administrators must keep this documentation on file through the end of the school year. Impact Analysis: Section 504 The curricular impact of Section 504 affects the admini. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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