Birkinshaw,+Scott+Section+504

__**1. Personal Introduction**__

When I was young, learning was not a particularly easy thing for me to do. For the most part, learning required a good amount of focus and discipline that I lacked. It was especially difficult for me to focus when I was in grade school. I had to repeat the first grade because I didn’t understand anything about anything. I just didn’t get school. My work would go unfinished, and I carried an attitude that reflected my poor performance as a student. I could not bring myself to go the distance on the smallest things. If I needed to write three words I’d write one. My desk became filled with books that I would not read and words that I could not spell. I could not grasp the purpose and the importance of my first grade experience. When I was faced with the fact that my friends were moving on while I was being left behind I felt such shame. I felt like such a failure. I will never forget that.

As I got older I began to embrace school. It felt good to do well. I began to realize the opportunity that learning presented. I realized how capable I was at understanding. My education became more important as I realized how it could empower me. How did I turn it around? I didn’t do it on my own and it didn’t happen overnight. It took the brilliance and caring of a few teachers who went out of their way to help me find an interest in school. Once an interest was established, I could focus easier.

When I look back upon the education I’ve received thus far, I see a wonderful thing that I have taken for granted way too many times. I see that I have received something with relative ease that would be extremely difficult if not impossible for some. This is partly what motivates me to want to be a teacher. I know that there are people who are let down by conventional society. There are kids out there with learning differences who have the drive and the passion to do well but need someone there to help them succeed. When the time comes I want to have the skills to help the non-conventional as well as the day-to-day students who simply need some motivation. I want to make sure all of the students that I come across have what they need to succeed. Therefore, I can see the value in a class that teaches inclusion strategies. When I think of the alternative to inclusion I see exclusion, isolation and separation. I feel that policies which encourage exclusion hinder the learning process for all parties involved. I hope you enjoy my wiki page.

__**2. Topic Intro**__ Wiki Topic:Section 504



Introduction

I first chose Section 504 as this wiki’s topic because I had no prior knowledge of it and I figured I’d like to research something totally new. As our Inclusion Strategies course progressed I quickly became aware of Section 504 and its significance. Our text //The Inclusive Classroom// gives a fair accounting of the basics behind Section 504 of the Vocational Rehabilitation Act of 1973 (which predates IDEA.) Our text explains how it is a law pertaining to civil rights which guarantees a free and appropriate public education for all people regardless of any disability they are living with. Under this law, students who don’t qualify for assistance under the defining criteria of IDEA can still receive services. That is where my knowledge of this immensely important law ended prior to my further research for this wiki page. I hope the information that I have accumulated below can help you, as it helped me, to gain a deeper, more detailed understanding of Section 504. __**3. Top 5 Things I learned**__

5 very important things I've learned about Section 504 1. People with disabilities faced many challenges getting local governments to enact regulations under section 504.

2. 504 plans are often just simple accommodations to help make day to day life a little easier for people with disabilities.

3.The legal language used in Section 504 was purposefully left open-ended so that when interpreted by the judicial branch, it could encompass many different people living with many different disabilities and exeptionalities.

4.Though the regulations under IDEA cant follow a student into college, a 504 plan can.

5. Though Section 504 was a major turning point for people with disabilities, there is still work being done today in congress to help bring these people more equity.

__**4. Top Resource**__

//" A most excellent resource dudes..."//

**Resource 1, //The Power of 504//**: I chose this short documentary as my favorite resource. I feel that understanding a law (especially a civil rights law) requires a first-hand look at the circumstances behind its implementation. It is one thing for Congress to //pass// a law; local governments taking the steps to //enforce// a law is something else entirely. This two-part video shows the struggle that people with disabilities went through to urge the implementation of specific regulations under Section 504 in California. This video, //The Power of 504//, tells the story of brave people coming together in peaceful protest to ensure their civil rights. I give it a 5 out of 5.

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__**5. 8 Additional Resources**__

8 additional resources which are also pretty good...

ED.gov, FAQ for section 504
 * Resource 2, //Ed.gov//**: The US Department of Education has a pretty good web page dedicated as a resource for people who need information pertaining to their civil rights in education. The OCR page (Offices for Civil Rights) has a document running through just about everything a person needs to know about Section 504 and how to protect the rights of children with disabilities. The document is called //Frequently Asked Questions About Section 504 and the Education of Children with Disabilities.// It is broken down into seven sections which have information including which students are protected under Section 504, the evaluation process as well as a small section explaining certain terminology. I give this site a 3 out of 5 because it has good information but I question its user friendliness.




 * Idinfo.com**
 * Resource 3, //Idinfo.com web page and flowchart//:** I wanted to find a simple chart showing the interrelationship between IDEA and Section 504. This flowchart I found on Idinfo.com is much like one we have in our text on page 39. This chart is great as an easy reference. The webpage itself is also useful. It has a lot of the essential information about IDEA and section 504 but it is much more simplified than a more official resource like resource 2 above. I like simple, so I give this page a 4 out of 5.

About.com Children With Special Needs, 504 Plans
 * Resource 4, Sample 504 plans and other documents on About.com****:** This About.com page has a collection of sample documents which can be used as a reference by any educator or parent. I think its amazing how many different sources of information can be found from clicking the links on this page. There are links to sample 504 plans for diabetes and many other disabilities from many different states and there are links to sample accommodation lists. There is even a forum for people to post information regarding their children’s 504 plans and accommodations. Someone worked hard to compile all of this information and it is an excellent resource so I give it a 5 out of 5.

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 * Resource 5, Diabetes 504 plan:** This is a video of a mother talking about her child’s 504 plan. Her daughter, a student with diabetes, used this plan from kindergarten all the way through high school. It is a good look at what kind of accommodations section 504 allows teachers to provide a child with a disability that doesn’t necessarily need //special education.// One of the more interesting accommodations this student received applied to testing. Before taking a test, she would write her blood sugar number at the top of the test paper. If the number was higher than 122, she could retake the test later. This is a good example of a 504 plan but it is only for diabetes, so I give it a 3 out of 5.

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 * Resource 6, Detailed slideshow about American Disability Act and other acts and cases:** This slideshow from //Slideshare.net// covers the history of discrimination and the civil rights movement surrounding Americans with disabilities from //Buck v. Bell// in 1927 (calling for the sterilization of “retarded people”) to //Strauss v. Wilgoren// in 1999 (demanding that better bathroom accommodations be put in place for a child with disabilities in a school.) The sheer amount of information that this slideshow has makes it a 5 out of 5 resource. It is a great starting point for someone interested in the cases and legislation surrounding this country’s history and dealings with people with disabilities.

Southeastern CC v. Davis (1979)
 * Resource 7, //Southeastern Community College v. Davis// (1979), Supreme Court case:** I wanted to read about a Supreme Court ruling surround Section 504 and postsecondary schooling. The very first case I found on Google Scholar was this one. A woman was denied entry into a nursing program based on her hearing loss. The administrators at her school felt that her disability could potentially be dangerous in a hospital setting. She sued under Section 504 but the district court ruled in favor of Southeastern CC. She also lost on appeal. The Supreme Court took over the case and reversed the rulings of the two lower courts. The arguments presented by both sided in this case show how Section 504 works for people with disabilities, first-hand, so I give it a 4 out of 5. Reading cases like these shows a person how the fine print of a law is actually interpreted and implemented in our justice system**.**


 * 504 and allergies**
 * Resource 8, //SECTION 504 PRIMER FOR PARENTS & EDUCATORS OF CHILDREN WITH FOOD ALLERGY AND ASTHMA//**: This is an article on //foodalergyadvocate.com// that goes over the details of how Section 504 and IDEA pertain to students with allergies. It is focused towards informing parents of their rights and giving them a foundation for understanding how they can seek accommodations for their children with allergies. Though it has good information, it doesn’t give any real details on the kinds of accommodations one could expect for children with allergies so I give it a 3 out of 5. One thing I like about it is that it has a good side by side comparison of Section 504 and IDEA.

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 * Resource 9, President signing The 21st Century Communications and Video Accessibility Act into law:** This video relates to Section 504 somewhat indirectly. The Vocational Rehabilitation Act of 1973 was not the end-all be-all piece of legislation making the world a better place for all people living with disabilities and exceptionalities. However I feel it is perhaps the most significant. What //this// video shows is that the issue of civil rights for people with disabilities is still relevant to this day. This law further encourages equity and economic participation for people living with hearing and vision loss. Because this video shows the ongoing evolution of American politics surrounding people with disabilities I give it a 4 out of 5.

__**6. My Community Based Learning Project**:__

Dogs for the Deaf: My Tour and What I Learned

Dogs for the Deaf is a charming little establishment located just far enough into rural Central Point Oregon to make a first time visitor traveling down Table Rock road wonder, “Did I accidently pass it?” The first thought that may go through a newcomer’s head who first sets eyes on DFD’s physical establishment is, “Wow, who’d thought?” This dog sanctuary pops up from nowhere and is responsible for many good deeds that speak for themselves. My tour and proceeding interview with John Drach have given me new perspectives on people suffering from hearing loss and on people living with autism and how some very special dogs can help these people.

DFD’s grounds encompass three buildings. One is for administrative purposes, another is for training purposes and the middle building houses the spectacular canines that live there. My tour started in the administrative building where I was politely directed to a room made for visitors to gather and view the DFD’s informational film. While waiting for the scheduled DFD video viewing to start, I walked around the small room and noticed several picture frames with facts and information. It turns out that DFD came from humble beginnings. It was started by one man and his rescued mutt back in 1977. Since then the organization has grown and has gained attention and recognition by some very well-known public figures, including Ronald Reagan. The organization has been officially honored and recognized by the city of Central Point, the City of Medford, Jackson County and the State of Oregon and more. As I pondered over the information on the walls, I recalled some prior knowledge that I had about aid dogs. I had heard of how dogs can help people with certain disabilities. The obvious one is blindness and then there are people who need physical assistance which dogs can often provide. But I was totally unaware that dogs could be trained to help people with hearing loss and people with autism. When the film was finally started I was ready to learn

The film started with a basic overview of the organization and its history. DFD has four different training programs for the dogs. The first program trains primarily smaller dogs to assist people with hearing loss and deafness. The second program trains larger dogs (labs etc.) to assist families with children with autism. The third program is titled //program assistance //and the last program is mysteriously called //miracle mutts //. Each program is unique and astonishing.

Hearing dogs play an amazing role in their owner’s life. They help to raise a person’s awareness of sounds and other stimuli that would otherwise go unnoticed in their day-to-day life. (During my tour I witnessed firsthand how these dogs are trained to react to specific sounds and to notify their owner by touching them with a paw and then leading them to the source. It is almost unbelievable to watch as a little wiener dog hears a phone ring; it comically walks to the phone, cocking its head to the side inquisitively and then it marches over to its trainer, giving her a gentle pat with both front paws. Then to see how it does the same with an oven alarm and a knock at the door; it’s an incredible thing to witness.) But this is only the dogs’ practical application. These hearing dogs do much more than alert owners to noises. The film made me aware of some of the deep hardships people with hearing loss face when they lose their hearing later in life. They face crippling anxiety in a world that no longer has sound to warn them of simple things that people take for granted every day. Often they face isolation which leads to debilitating depression. These furry companions bring back the confidence their owners need to head back out the door and function again in society. This is the fact that has given me a new respect for people with hearing loss and how a dog can help them retrieve a certain quality of life. The dogs that help people with autism are equally astonishing.

I must admit, I was at a loss before my visit to DFD. I really had no idea how useful a dog could be in a home dealing with autism. The film showed how a dog could be trained to help tether younger people with autism and keep them within safe proximity to a parent when out in public (this function is the primary focus in an autism dogs training.) This would be why larger breads are selected for the autism program at DFD. Unknown to me, some children with autism have a habit of bolting from parents when out in public or even at home. This is, without a doubt, a major safety issue. So the child can be leashed to the dog, which acts like a sort of anchor and keeps the child safe from harm. Dogs are helpful for people with autism in many other ways. A basic but highly useful way dogs help is that they have a natural calming effect for people with autism. I didn’t really understand this point until I discussed it with John Drach. (I will go over this further in the interview section below.) Dogs help people with autism in their social and cognitive development as well. Examples of this are seen when a child with autism bonds with their dog and when the child starts practicing certain social behaviors with the dog such as eye contact. Learning how dogs can help people with autism opened my eyes to some of the challenges people with autism face. The fact that people with autism have a hard time connecting to other people, emotionally, socially and intellectually is hard to imagine until one realizes that even a basic bond with a furry pet can be challenging for a person with autism. The fact that a dog can facilitate a person’s growth beyond the confines of their disability is a miracle. It is a natural medicine that is truly fantastic.

The dogs trained for //program// //assistance// are very similar to the autism dogs in function. A professional who works with clients with a large variety of exceptionalities can use these well trained dogs in many ways. These dogs are trained to be calm, well-behaved companions in high stress environments containing lots of people. As stated before, the dogs have an amazing calming effect that a professional can use to help frustrated clients cool down. In a teaching environment, the dogs are used for positive reinforcement to help facilitate cooperation in the learning process. A reluctant learner who bonds with the dog will be less reluctant to do his/her classwork if it leads to time spent with the beloved canine. The presence of a dog helps generate a more positive atmosphere and leads to happier and more productive clients.

The miracle mutts program seems vague at first glance. However, its purpose couldn’t be more meaningful. The dogs in the miracle mutts program are rigorously selected and paired with clients dealing with specific traumas and clinical depression. These traumas can include things like PTSD as well as traumas people are faced with in the loss of loved ones. The companionship offered to people by these hand-picked dogs is invaluable in helping to aid in the healing process. This companionship is equally helpful for people with depression as well as to people who have suffered a stroke. People who apply for a miracle mutt are subjected to an intense interview process that can take many hours. This is not to scrutinize the client. This is to get to know the client so that the client may be matched with the perfect companion dog.

This was all information that I received from the 20 minute video which was, as anyone can see, was highly informative.

When the film ended my tour of DFD lead me to the training facility where I met the before-mentioned wiener dog. On the way I spied a little calico cat. (My tour guide explained how there were many cats present at DFD to help train the dogs to be totally cat friendly.) The little wiener mutt I met in the training building was less than a foot tall at her head and she was just about as sweet and friendly as can be. She had soft brown fur and a cold wet nose that she poked me with more than once. I cannot thoroughly stress my amazement when I witnessed the potential that these little creatures have to help people. The training room where the wiener was learning had some amazing qualities in itself. It was an upstairs room modeled to look like an apartment. It had couches and a table with a phone and it had an oven. At this point in my tour I had the opportunity to speak with the little dog’s trainer. The woman had been working there for more than half a year and was designated as an “apprentice” trainer. This fact made it clear to me that DFD takes the cultivation of its training personnel very seriously. She told me how they had 14 dogs on the facility at that moment being trained in DFD’s various programs. Each trainer at DFD takes on about four dogs and spends time with training all of them, individually, each day. She told me how they often did //off site// training. The dogs are always required to have an orange leash and collar and they often are adorned with a little orange doggy vest just to make their professional nature clear to the civilians in the outside world. The trainers carry an assortment of informational and legal texts explaining their right to take these aid dogs wherever they wished. They are often faced with opposition by proprietors in certain establishments when they walk through the door accompanied by a dog. However the law is on DFD’s side. No establishment in Oregon can bar aid dogs.

My tour ended back in the administrative building where I was gifted a nice refrigerator magnet. Though this was a nice gesture, it was totally unnecessary. The information and knowledge I received was more than enough. I left my tour feeling enlightened and ready to interview John Drach.

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">Interview with John Drach //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Training Team Leader //

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">John Drach was a very personable human being with an immense knowledge that he has accumulated over his 20 year span in the hearing-aid dog business. During the interview I tried to write down as many direct quotes from him as I could but I will have to summarize in my own words much of the information he gave me.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Question 1: What are some of the challenges that your clients face that might not be obvious to an inexperienced person? (That is, a person with little experience working with people with exceptionalities.) **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Drach: //“Deafness is an invisible disability. The general public doesn’t understand when they see a person without an obvious disability with a dog. The even may ask, ‘Are they really disabled?’//”

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Drach explained how people question the presence of an aid dog when there is no sign of a physical disability. People are often looking for a cane or a wheelchair. A person who has experienced hearing loss can look totally “normal” to other people. Drach explained that people often show stigma towards bringing animals into public places without obvious reasons.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Question 2: How do you feel canine aid helps children with autism and how does the presence of a dog help adults with their parenting in a home dealing with autism? **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Drach: //“The obvious thing is tethering, which is primarily what we train the autism dogs for. But after a child reaches a certain age, that is no longer a real function for the dog. But when a child with autism trusts their dog there are huge benefits.”//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Drach explained to me that when a child with autism begins to trust the dog, the child will take cues from the dog in otherwise impossible social situations. //“Like when the kid goes to get a haircut,”// said Drach. A child with autism may have a very difficult time in a situation like that. But if they have a trusted companion which is calm, the child will also act calm because the child trusts the behavior of the dog. The child will know that the barber shop is a safe place. Also, a dog can help a parent manage a child with autism. The parent can use the dog as sort of a learning tool. They can ask the child, “Go get your dog. Bring it inside. Help me feed it… etc.”


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Question 3: What are some basic techniques which an educator might use to help a student with deafness? **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Drach: //“Always face them. And always make sure your mouth is visible when you are talking. Keep facial hair pretty short.”//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Drach told me how //most// people born deaf or who have become deaf at a very young age, are capable lip readers. So it is a good rule of thumb to make sure they can see your mouth when you are talking. It’s just good etiquette.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Question 4: Do you feel that there may be any untapped potential for dogs aiding people with different kinds of exceptionalities? **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Drach: //“Yes, absolutely, 100%! Their sense of smell and their social nature give dogs huge potential to help with other kinds of disabilities and other things.”//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Drach gave examples like dogs that can smell out cancer and other malformations and diseases.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Question 5: Does your organization often collaborate with clients’ educators? **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Drach: //Yes. We facilitate communication between parents and the schools to let them know that ‘A’ the dog is coming, ‘B’ it’s the law and ‘C’ there is nothing you can do about it.// [He said that with a smile] //But for autism, it’s a little different.”//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">When a child with autism goes to school they are more than likely going to be in a special education class with many other children. There may be more that DFD does to help facilitate the presence of a dog in that kind of situation. The dog may even take on a role similar to the dogs in the professional help program.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">(We moved on to a discussion about the laws and how people with disabilities have the right to canine aid. After that, the interview started to take a more personal turn as it came to a close.)


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Question 6: Do you find your job to be rewarding? **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Drach: //“I have a degree in computer electronics. After working some time in that field, I saw that I really didn’t find it to be rewarding. When I came into this, I started out at the bottom. I mean I’ve helped train the dogs I’ve shoveled poo…I’ve really done it all and it just keep getting better and better.”//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Drach told me how he now trains the trainers and that he still gets that same excitement he first felt as a rookie when a dog is successful. Only now he feels it vicariously through his pupils.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Question 7: Are there any general statements you would like to give to people in the academic field working with children with exceptionalities? **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Drach: //“Yes. Don’t prejudge. There are a lot of brilliant people out there who are overlooked because they happen to be a little different. Working with people with disabilities is a valuable learning experience even for teachers.”//

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 12pt; text-align: center;">Final Reflections <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> My short experience with Dogs for the Deaf was a memorable one. The service that this non-profit organization provides for people is unprecedented. When I say non-profit I mean it. People can obtain the services that DFD provides at almost no cost. However, when a person adopts a dog, for whatever reason, they have to give a $500 deposit that is returned in full after a year. This deposit is for the dog’s benefit. It is to ensure responsible ownership. DFD feels that if a person cannot afford a $500 deposit then they cannot afford to care for a dog. It would seem that this policy is the reason why they have never had a single dog returned in the entire 30 years they’ve been operating. The service they provide is double sided. Not only do they help people by providing them with a well-trained companion. They help the rescued dogs by insuring that they are placed with loving, responsible owners.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I learned a great deal about people dealing with hearing loss, depression and autism. These three different kinds of people all have some important things in common. They all receive a better quality of life and reduced anxiety and improved social interaction in public when they have a well-trained, trusted doggy companion at their side. I said before that this is a natural medicine. It’s a wonderful thing that human beings can receive such major medical, physical, emotional social and intellectual benefits by simply caring for another animal. I’d say that is what is most attractive about this entire situation. Dogs are saved from the streets and a serious service is provided to people who really need it. I’m glad that I got to learn about such a great organization. I told Drach that at the very least, I will be able refer DFD to people if it seems to me like they could benefit from their service. If you are interested in Dogs for the Deaf you will find a link to their website below.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Dogs for the Deaf