Section 504 vs IDEA: Differences in PK-12 Education - Essay Sample

Introduction

A good number of differences exist among the section 504 of the rehabilitation act, the individual with disability education act and the Americans with disability act; the differences relates PK-12 - a term used in education and educational technology. In the case of section 504 of the rehabilitation act that revolves around people with disabilities or exceptional children differs from disability education act as section 504 guarantees rights to people with disabilities. In contrast, IDEA is a federal law that applies to special education. From the first line of the difference between section 504 of the rehabilitation act and that of the disability education act, the differences are formed based on law. The idea differences between these sections extend to differences in civil rights accorded on each section.

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Apart from differences based on types, the idea of comparison forms differences to who the law protects. In the case of ADA, the law protects an individual with a disability, those with a mental impairment that influences individual life activities. In the case, the IDEA differs as this type of law protects children ages 3-21 determined to the multidisciplinary team. Section 504 brings the difference as the idea of the civil law, in this case, protects an individual with physical impairment, those regarded to have a mental impairment, or those with problems such as hearing, walking among other essential sections that limit people with disability activities. The differences again extend to procedural safeguards. ADA details administrative requirements complaints procedures, whereas IDEA requires notice to parents revolving around identification and evaluation before the change in placement; it is an ideal part that describes safeguard procedures. In the case of 504, the law section differs as the perfect idea of written notice is recommended.

Assignment Two

The principle of free appropriate public education, appropriate evaluation, an individualized education plan, as well as procedural safeguards, covers the four essential sections of IDEA principles that are relevant and important to current and future field of education. Each of the selected parts of the principle includes its crucial reason as to why it was selected and its relevance to the educational field. In the case of the principle of free appropriate public education, the law is a type of federal civil law that defines and emphasizes special education and related services offered to children with disabilities (Ronksley-Pavia, Grootenboer, & Pendergast 2019). The selection of this principle was based on the idea of equality, which specifically focuses on the level of education, bearing in mind that the ability of these people to access education materials is not compared to those of people who are not disabled. The relevance of the principle defines the ideal idea of equality; this extends to the level of quality of education offered to disabled people across the field of education.

The appropriate evaluation covers the second type of the essential principle of IDEA. The concept of appropriate evaluation is vital as it ensures children with disabilities are identified and helped in accordance. The principle is of relevance to the educational field as it protects most of the students against unnecessary assessments or tests. The principle of individualized education plan revolves around professionals and offer chances to explain results testing. The principle was selected as it serves assessments. Its relevance includes the present level of educational performance. Procedural safeguards form the last selected principle; the principle defines progressing, which involves a course of action. Any reason for the selection of the principle revolves around the essence of safeguards. Enforcement of rights by students marks the relevance of the selected principle.

Reference

Ronksley-Pavia, M., Grootenboer, P., & Pendergast, D. (2019). Privileging the Voices of Twice-Exceptional Children: An Exploration of Lived Experiences and Stigma Narratives. Journal for the Education of the Gifted, 42(1), 4-34. Retrieved from https://journals.sagepub.com/doi/abs/10.1177/0162353218816384?journalCode=jegb