Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

The Section 504 Process in Middle School: Perspectives of Parents, Teachers and Section 504 Coordinators

  • Kari Chiasson (Author) University of North Dakota image/svg+xml
  • Myrna R. Olson (Author) University of North Dakota
DOI
https://doi.org/10.64546/jaasep.31
Abstract
This phenomenological study investigated the perceptions of three teachers, four parents, and three Section 504 coordinators regarding the development and implementation of the Section 504 process for children in middle schools who have attention deficit disorder, attention deficit hyperactive disorder, or central auditory processing disorder. Analysis of the data gathered revealed that parents and teachers lacked a clear understanding the Section 504 process and often felt frustrated during the development, implementation, or review of a student’s Individual Accommodation Plan (IAP). Furthermore, lack of time within a teacher’s schedule was a major barrier to collaboration and communication with parents. Based on the findings of this study, the authors make specific recommendations to educators and parents for improving the Section 504 process so that students will receive the greatest benefit.
Keywords
Teacher Role, Barriers, Federal Legislation, Parent Attitudes, Parent Teacher Cooperation, Knowledge Level
References

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There are 28 references in total.
How to Cite
Chiasson, K., & Olson, M. R. (2007). The Section 504 Process in Middle School: Perspectives of Parents, Teachers and Section 504 Coordinators. Journal of the American Academy of Special Education Professionals, 2(2), 81-95. https://doi.org/10.64546/jaasep.31

Spring 2007

Article Information

  • Article Type Articles
  • Submitted April 6, 2007
  • Published June 15, 2007
  • Issue Spring 2007
  • Section Articles
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