Understanding Bulletin 1508 and Standard

Psychoeducational Evaluations

Gale Delatte, L.C.S.W., Social Work Consultant Traci W. Olivier, M.S., Clinical AssociateThe Neuropsychology Center of Louisiana

April 25, 2015

Understanding Bulletin 1508 Requirements

Gale Delatte, L.C.S.W.

IDEA (Federal Law 94-142)

Louisiana State Law R.S.17:1941

Pupil Appraisal Handbook (Bulletin 1508)

The Laws

504 Accommodations

How the Laws Relate

("Guidelines for educators," 2010)

What is IDEA?

• Federal Law 94-142 also known as the Individuals with Disabilities Education Improvement Act (IDEA)

• Began in 1975• Purpose: To provide federal funding to the States to ensure

free and appropriate public education for students with disabilities.

• Who qualifies: autism, deafness, deaf-blindness, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, emotional disturbance, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment

• Enforced by the U.S. Office of Special Education Programs (OSEP) and the State as the enforcement arm of OSEP

• Also provides guidelines for the States for students with disabilities.

("Guidelines for educators," 2010)

• It is a revised statute stating that every student, even those with exceptionalities, that is a resident of the state of Louisiana shall receive free and appropriate education.– Free and Appropriate Education (FAPE) mandates that all students

have access to general education and specialized educational services.

– FAPE also mandates that children with disabilities receive free services and support that are also provided for non-disabled children.

– FAPE encourages schools to provide these free services to all children, disabled and non-disabled, in the general education setting as much as possible.

What is Louisiana Law R.S.17:1941?

(NCLD Editorial Team)

IDEA vs. Section 504

IDEA:1. The Individuals with

Disabilities Education Improvement Act (IDEA)

2. Education Act3. State, Local, and Federal

Funds4. Strict, specific eligibility

criteria5. Individualized Education

Program (IEP)6. Centers on the education of

students with disabilities from preschool to graduation only (from ages 3 to 21)

Section 504:1. From Section 504 of

Rehabilitation Act of 19732. Civil Rights Law3. No federal funding4. Less specific eligibility

criteria/Fewer federal regulations

5. Accommodations/Services6. Incorporates the lifespan and

protects the rights of persons with disabilities in many areas of their lives, including employment, public access to buildings, transportation, and education.

(Council for Exceptional Children, 2002)

• “Is a civil rights law that protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance from the U.S. Department of Education.” ("Guidelines for educators," 2010)• Who qualifies: Individuals who fall under the definition of

disabled • A student who receives 504 accommodations does not receive

an IEP at the same time. Those students who receive 504 accommodations may not be labeled as, or qualify for, exceptional student services (ESS).• Typically, the guidance counselor will write the 504 plan for

the student.

Additional Information on Section 504

Pupil Appraisal Handbook

("Bulletin 1508 -," 2009, p.1)

• Also known as Bulletin 1508• What is it: A handbook on how to conduct

evaluations for students who are suspected of being exceptional and needing special education and/or services.

• Purpose: It determines eligibility of the student for special education and/or services.

• Link: http://bese.louisiana.gov/documents-resources/policies-bulletins

• What is it: A disorder in one or more of the psychological processes involved with the understanding or usage of language, spoken or written.

• Examples of Specific Learning Disabilities (SLD): Perceptual disabilities, brain injury, minimal brain dysfunction (i.e., Nonverbal Learning Disability [NLD]), dyslexia, and developmental aphasia.

Specific Learning Disabilities

("Bulletin 1508 -," 2009, p.20)

SLD - Criteria for Eligibility

Learning problems that are the result of:

• Visual, Hearing, or Motor disability

• Mental disability• Emotional

disturbance• Environmental,

cultural, or economic disadvantage

SLD

("Bulletin 1508 -," 2009, p.20)

• Comprehensive and documented review of evidence-based intervention(s)

• Areas of inadequate achievement include:• Oral expression,• Listening comprehension,• Written expression,• Basic reading skills,• Reading fluency skills,• Reading comprehension,• Mathematics calculation, or• Mathematics problem solving

SLD - Criteria for Eligibility

("Bulletin 1508," 2009, p.20)

• Ensure the child is getting appropriate instruction in reading and math– Instruction was provided in a general education

classroom– Student was provided explicit and systematic

instruction – Education was provided by qualified personnel– Documentation of student progress provided to

parents

SLD - Criteria for Eligibility

("Bulletin 1508," 2009, p.21)

• Evidence of pattern of strengths and low achievement– Low achievement in intervention is greater than 1.5

standard deviation (SD) below the average for grades 1 and 2; greater than 2 SD below the average for grades 3-12

– Strengths no more than 0.5 SD below the average for grades 1 and 2; no more than 1 SD below the average for grades 3-12.

– If strengths and weaknesses are not clearly established, a full explanation and justification is required.

SLD - Criteria for Eligibility

("Bulletin 1508 -," 2009, p.21)

• Evaluation components: Description and review of

screening Review of cumulative

records Review of pertinent reports Review of the

intervention(s) Systematic student

observation(s) Interview with the student Interview with core subject

teacher

Family interview conducted by a school social worker or other qualified pupil appraisal staff

Interview with the referral source

Educational assessment Functional behavior

assessment Review and analysis of

discrepancies

SLD - Criteria for Eligibility

("Bulletin 1508 -," 2009, p.10)

• Additional procedures:

The student’s general education teacher must serve on the team

Student must be observed in the regular classroom setting

Evaluation team review and analyze intervention(s)

Formal educational assessment

Psychological assessment by a Certified School Psychologist

Speech/language assessment

Assessment by a physician, neurologist, or neuropsychologist

SLD - Criteria for Eligibility

("Bulletin 1508 -," 2009, p.21)

• Lack of strengths and weaknesses• Lack of interventions• General education teacher not on evaluation

team• No speech/language assessment if there is a

weakness in oral expression or listening comprehension

• Cannot report Standard Scores (can use percentiles and SD)

SLD - Errors Commonly Made

(Teams Intervening Early to Reach All Students, 2013)

• What is it: Having limited strength, energy, or alertness, including increased alertness to environmental stimuli, resulting in limited alertness in the educational setting due to chronic or acute health problems.

• Examples of Other Health Impairments (OHI): asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, leukemia, or Tourette syndrome.

Other Health Impairments

("Bulletin 1508," 2009, p.19)

• Reduced efficiency in schoolwork• Disability limits one or more of the student’s major life

activities: Caring for self Performing manual tasks Walking Seeing Hearing Speaking Breathing Learning Working

OHI - Criteria for Eligibility

("Bulletin 1508 -," 2009, p.19)

• Impaired environmental functioning that negatively affects educational performance

• Documentation of interventions that did not modify the behavior

OHI - Criteria for Eligibility

("Bulletin 1508 -," 2009, p.19)

• Evaluation components: Description and review of

screening Review of cumulative records Review of pertinent reports Review of the intervention(s) Systematic student

observation(s) Interview with the student Interview with core subject

teacher

Family interview conducted by a school social worker or other qualified pupil appraisal staff

Interview with the referral source

Educational assessment Functional behavior

assessment Review and analysis of

discrepancies

OHI - Criteria for Eligibility

("Bulletin 1508 -," 2009, p.10)

• Additional procedures:– Medical examination conducted with the previous

12 months–Behavioral impairment•Review of functional behavior assessment•Review of documented intervention that did not modify the behavior difficulty•Review of effectiveness of intervention

–Family interview–Additional assessments

OHI - Criteria for Eligibility

("Bulletin 1508 -," 2009, p.20)

• Medical Exam is missing:– Description of impairment– Medical implications for Educational Instruction– Medical implications for Physical Education

• No description of intervention for impairments with behavior difficulties.

OHI – Errors Commonly Made

(Teams Intervening Early to Reach All Students, 2013)

Useful LinksWant to Learn More?

http://www.ldonline.org/

http://specialed.ebrschools.org/explore.cfm/thelaw/

http://www.ncld.org/

Standard Psychoeducational

EvaluationsTraci W. Olivier, M.S.

Learning Disability Diagnoses

• Specific Learning Disabilities

Diagnostic Code DSM-IV Description ICD-9 Description

315.00 Reading Disorder Reading Disorder, Unspecified

315.1 Mathematics Disorder Specified Arithmetical Disorder

315.2 Disorder of Written Expression Other Specified Learning Difficulties

Other Diagnoses of Concern

• Non-verbal Learning Disability (NLD)

• No formal diagnostic code available at this time, but the disorder has been identified in the literature

• Attention Deficit/Hyperactivity Disorder (ADHD)

• DSM uses the term “ADHD” while ICD uses “ADD”

Non-verbal Learning Disability

• Primary areas of concern include• Deficits in information processing &

organizational skills • Poor visual-spatial and sensory functioning• Significant impairment of social interactions and

pragmatic language development

• Common strengths include• Verbal language production beyond age level • Excellent vocabulary • Good reliance on learning and memory of

auditory information Stewart (2002) p. 9

Non-verbal Learning Disability

For more information, consult

Stewart (2002)

Reading Disabilities

• Processes Involved in Reading– Phonological

• Difficulty breaking down words into phonological parts

• Phonological = “sound”

– Grapheme/Morpheme/Orthographic• Grapheme – ABC’s • Morphemes – words or units of meaning• Orthography – writing system (i.e., rules, etc.)

– Fluency, Timing, and Retrieval Speed• How efficient and fast one can read and retrieve

information (Hale & Fiorello, 2004)

Factors Affecting Reading Fluency

• Several factors impact a child’s ability to read at an efficient pace:

• Proportion of words recognized as morphemes

or orthographic units

• Speed variations in sight word processing

• Processing speed during novel word

identification

• Use of context clues to facilitate word

identification

• Speed of semantic access of word meanings

(Hale & Fiorello, 2004, p. 190)

Math Disabilities

• Procedural elements

• Use of developmentally immature procedures

• Frequent errors in execution of procedures• Poor understanding of procedural concepts• Difficulties sequencing the multiple steps

(Geary, 2003)

Math Disabilities

• Semantic memory

• Difficulties retrieving mathematical facts, such as answers to simple arithmetic problems

• High error rate when facts are recalled• Retrieval errors are often associated with

numbers in the problem • Correct retrieval methods are unsystematic

(Geary, 2003)

Math Disabilities

• Visuospatial aspects

• Difficulties in spatial representation of numbers and other math information and relationships

• Frequent misinterpretation or misunderstanding of visual-spatial information

(Geary, 2003)

Written Expression Disabilities

• Spelling is an important element of written language

• Polloway & Smith (1999) identified common error patterns in children with spelling difficulties:

• Letter additions• Letter omissions • Letter reversals • Sequencing errors• Consonant substitutions• Vowel substitutions

(Hale & Fiorello, 2004, pp. 225-226)

Written Expression Disabilities

• Handwriting is also an aspect of written expression

• Mercer & Mercer (2001) discussed aspects of handwriting that should be examined in evaluation:

• Letter shape (letter slant/changes)• Letter size (large, small, not uniform)• Letter spacing (crowding, too much)• Letter alignment (not on line)• Line quality (slant/directional issues) (Hale & Fiorello, 2004, pp. 230-231)

Written Expression Disabilities

• Psychoeducational evaluations of Written Expression Disorders should focus on the following (Mercer & Mercer, 2001):

• Content (accuracy/ideas/organization)• Structure (grammatical correctness

ratio/errors)• Vocabulary (type token ratio/diversification

index/unusual words)• Syntax (sentence type variety/thought unit

length)• Fluency (average sentence length/length

of sample)

(Hale & Fiorello, 2004, pp. 235)

Attentional Disorders

• ADHD can have a profound impact on a child’s learning

• Oftentimes, deficits in Working Memory and Processing Speed are exhibited, both of which are crucial elements needed to succeed in an academic setting

• Working Memory – a higher order cognitive function that utilizes immediate memory, multi-tasking abilities, shifting, and mental manipulation of information.

• Processing Speed – the rate at which a child’s brain processes information.

Attentional Disorders

• ADHD can have a profound impact on a child’s learning

• Oftentimes, deficits in Working Memory and Processing Speed are exhibited, both of which are crucial elements needed to succeed in an academic setting

• Working Memory – a higher order cognitive function that utilizes immediate memory, multi-tasking abilities, shifting, and mental manipulation of information.

• Processing Speed – the rate at which a child’s brain processes information.

Working Memory

Processing

SpeedAcade

mic Succes

s

Cognitive

Efficiency

Neuropsychological Components of Academic

Success

Working Memory & Education

• Working Memory is involved in, but not limited to, the following educational processes:

• Reading and Listening Comprehension • Language Comprehension• Learning to Spell• Vocabulary Learning• Following Directions• Note-taking/Test-taking• Writing • Complex Language Nemeth et al. (2008)

Retrieved from: Richardson et al. (1996, p. 56) and http://universe-review.ca/I10-86-working.jpg

Working Memory Time Frame: ~ 3 seconds!

Psychoeducational Evaluations

• Comprehensive evaluations include assessment of the following domains:

1. Intellectual Functioning

2. Educational Functioning

3. Attentional Functioning

4. Executive Functioning

5. Behavioral and Social Functioning

6. Affective and Personality Functioning

Understanding Psychological Test

Scores & Evaluation Procedures

Qualitative Ranges

• The following guidelines are often used, but final interpretation is determined by the psychometric properties of the test and the examiner.

• Standard Scores 85-115 = Average(encompassing Low & High

Average)

• Subtest Scores 7-13 = Average

(encompassing Low & High Average)

• Percentiles 16-84 = Average (encompassing Low & High Average)

Learning Disabilities - Criteria

• DSM-IV criteria – “ when the individual’s achievement on individually administered, standardized tests in reading, mathematics, or written expression is substantially below that expected for age, schooling, and level of intelligence … usually defined as a discrepancy of more than two standard deviations between achievement and IQ”.

• Discrepancy criteria frequently defined by law or school board policy. • Louisiana, for example, does not use IQ-

Achievement discrepancies, although they may be included in the report.

“Teams Intervening Early to Reach All Students,” (2013); McCue (2010)

• Evidence of pattern of strengths and low achievement– Low achievement in intervention is greater than 1.5

standard deviation (SD) below the average for grades 1 and 2; greater than 2 SD below the average for grades 3-12

– Strengths no more than 0.5 SD below the average for grades 1 and 2; no more than 1 SD below the average for grades 3-12.

– If strengths and weaknesses are not clearly established, a full explanation and justification is required.

SLD - Criteria for Eligibility

("Bulletin 1508," 2009, p.21)

Evaluation Measures

• The following are examples of objective, scientifically valid instruments that may be used in an evaluation of suspected learning disability (and attentional disorders):

• Wechsler Intelligence Scale for Children, 4th

Edition (WISC-IV)• Vineland Adaptive Behavior Scales, 2nd Edition • Woodcock-Johnson III Tests of Achievement

(WJ-III-A)• Illinois Test of Psycholinguistic Abilities, 3rd

Edition (ITPA-3)• Test of Variables of Attention (TOVA)

• Continuous performance test

Psychoeducational Evaluations

• The following are generally included in standard psychoeducational evaluations, in addition to standardized testing measures:

• Clinical Interview• Records Review (if applicable)• Behavioral Observations• Parent and Teacher Reports• Classroom Observations

WISC-IV (IQ measure)

VERBAL COMPREHENSION

INDEX (VCI) SUBTESTS

SKILLS MEASURED

Similarities

Measures verbal reasoning and concept formation; involves auditory comprehension, memory, distinction

between nonessential and essential features, and verbal comprehension.

VocabularyMeasures knowledge of word meaning and involves the

ability to express these meanings verbally.

Comprehension

Measures verbal reasoning and conceptualization, verbal comprehension and expression, the ability to evaluate

and use past experience, and the ability to demonstrate practical information.

InformationMeasures general knowledge, associative thinking, and the ability to comprehend; indicative of interests and

reading background.

Word Reasoning

Measures verbal comprehension, analogical and general reasoning ability, verbal abstraction, domain knowledge, the ability to integrate and synthesize different types of

information, and ability to generate alternative concepts.

• Four index scores (VCI, PRI, WMI, PSI) and a Full Scale IQ (FSIQ)

• Index Scores = Composite or Standard Scores• Subtest Scores = Scaled Scores

WISC-IV (IQ measure)PERCEPTUAL

REASONING INDEX (PRI) SUBTESTS

SKILLS MEASURED

Block Design

Measures the ability to perceive, analyze, synthesize, and reproduce abstract designs; involves nonverbal concept

formation, visual perception and organization, simultaneous processing, visual-motor coordination, learning, and the ability to separate figure and ground in visual stimuli.

Picture Concepts

Measures abstract, categorical reasoning ability.

Matrix Reasoning

Measures visual information processing and abstract reasoning skills.

Object Assembly

Measures the ability to see spatial relationships and to synthesize concrete parts into meaningful wholes; involves

visual motor coordination.

Picture Completion

Measures perceptual organization, concentration, and the ability to differentiate essential from nonessential details; requires the identification of missing details in pictures.

WISC-IV (IQ measure)

WORKING MEMORY INDEX (WMI)

SUBTESTSSKILLS MEASURED

Digit Span

Measures the auditory short-term memory, sequencing skills, attention, and concentration. Digit

Span Forward involves rote learning and memory, attention, encoding, and auditory processing. Digit

Span Backward involves working memory, transformation of information, mental manipulation,

and visuospatial imaging.

Letter Number Sequencing

Measures sequencing, mental manipulation, attention, short term auditory memory, visuospatial imaging,

and processing speed.

Arithmetic

Measures mental manipulation, concentration, attention, short and long term memory, numerical

reasoning ability, and mental alertness. It may also measure sequencing, fluid reasoning, and logical

reasoning.

WISC-IV (IQ measure)

PROCESSING SPEED INDEX (PSI) SUBTESTS SKILLS MEASURED

Coding

Measures processing speed, short term memory, learning ability, visual perception, visual-motor coordination, visual scanning ability, cognitive

flexibility, attention, and motivation.

Symbol SearchMeasures processing speed, short term visual memory, visual-motor coordination, cognitive

flexibility, visual discrimination, and concentration.

Cancellation Measures processing speed, visual selective attention, vigilance, and visual neglect.

WJ-III-A (Academic measure)

Broad ReadingLetter-Word IdentificationReading FluencyPassage Comprehension

Measures reading decoding, reading speed, and the ability to comprehend connected discourse while reading.

Basic Reading SkillsLetter-Word IdentificationWord Attack

Measures the ability to identify sight vocabulary and to apply phonic and structural analysis skills

Reading ComprehensionPassage ComprehensionReading Vocabulary

Measures comprehension, vocabulary, and reasoning.

Broad MathematicsCalculationMath FluencyApplied Problems

Measures problem solving, number facility, automaticity, and reasoning.

• Several Index Scores and a Total Achievement Score• Index Scores & Total = Composite or Standard Scores• Subtest Scores = Scaled Scores • Age Equivalent & Grade Equivalent Scores may also be

provided

WJ-III-A (academic measure)Math Calculation SkillsCalculationMath Fluency

Measures computational skills and knowledge of mathematical concepts and vocabulary

Mathematics ReasoningApplied ProblemsQuantitative Concepts

Measures problem solving, analysis, reasoning, and vocabulary.

Broad Written LanguageSpellingWriting FluencyWriting Samples

Measures both the spelling of single-word responses, fluency of production, and quality of expression.

Basic Writing SkillsSpelling 

Measures knowledge of punctuation and capitalization, spelling, and word usage and the ability to detect and correct errors in spelling, punctuation, capitalization, and word usage in written passages

Written ExpressionWriting FluencyWriting Samples

Measures written expression skills.

WJ-III-A (academic measure)Oral Language Story Recall Understanding Directions

Measures linguistic competency, listening ability, and comprehension.

Academic Skills Letter-Word Identification Calculation Spelling

Measures reading decoding, math calculation, and spelling of single-word responses.

Academic KnowledgeAcademic Knowledge

Measures range of scientific knowledge, social studies knowledge, and cultural knowledge.

Phoneme/Grapheme Knowledge Word Attack Spelling of Sounds

Measures proficiency with phonetic generalizations, as well as common orthographic patterns in both decoding (reading) and encoding (spelling).

Oral Language Story Recall Understanding Directions

Measures linguistic competency, listening ability, and comprehension.

ITPA-3 (language measure)

• Several Composite Scores (Global and

Specific Domains)

• Composite Scores = Standard Scores

• Subtest Scores = Scaled Scores

• Age Equivalent & Grade Equivalent Scores

may be provided

ITPA-3 (language measure)Spoken Language Subtests

Spoken Analogies (SA)

The examiner says a four-part analogy of which the last part is missing. The child tells the examiner the

missing part. This assesses verbal reasoning, listening comprehension, oral expression, and

semantics. 

Spoken Vocabulary (SV)

The examiner says a word that is actually an attribute of some other noun to which the child

responds with the noun. This assesses listening or speech comprehension, spoken vocabulary, and

semantics. 

Morphological Closure (MC)

The examiner says an oral prompt with the last part missing. The child completes the phrase by saying the missing part. This assesses morphology and

listening skills. 

Syntactic Sentences (SS)

The examiner says a sentence that is syntactically correct but semantically nonsensical (e.g. Red

flowers are smart.) The child repeats the sentence. This assesses auditory sequential memory for spoken words, oral expression, and syntax. 

Sound Deletion (SD)The examiner asks the child to delete words,

syllables, and phonemes from spoken words. This assesses phonology and phonemic awareness. 

Rhyming Sequences (RS)

The examiner says strings of rhyming words that increase in length and the child repeats them. This

assesses phonology and phonemic sequential memory. 

ITPA-3 (language measure)Written Language Subtests

Sentence Sequencing (SSq)

The child reads a series of sentences silently and then orders them into a sequence to form a plausible

paragraph. This assesses reading comprehension and semantics. 

Written Vocabulary (WV)

After reading an adjective the child responds by writing a noun that is closely associated with the adjective.

This assesses reading comprehension, written vocabulary, and semantics. 

Sight Decoding (SID)

The child pronounces a list of printed words that contain irregular parts. This assesses pronunciation of irregular

words and phonemes. 

Sound Decoding (SoD)

The child reads aloud phonically regular names of make-believe creatures. This assesses pronunciation of

regular words. 

Sight Spelling (SIS)

The examiner reads aloud a list of irregular words. The child is given a printed list of these words in which the irregular part is missing. The child writes in the omitted

part of the words. 

Sound Spelling (SoS)

The examiner reads aloud phonically regular nonsense words and the child writes the word or the missing part.

This assesses written spelling of regular forms and phonetic spelling.

References

Council for Exceptional Children. (2002). Understanding the Differences Between IDEA and Section 504, Teaching Exceptional Children, v.34(3). http://www.ldonline.org/article/6086/

Geary, D.C. (2003). Learning disabilities in arithmetic: Problem-solving differences and cognitive deficits. In H.L. Swanson, K.R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 199-212). New York, NY: The Guilford Press.

Hale, J.B. & Fiorello, C.A. (2004). School neuropsychology: A practitioner’s handbook. New York, NY: The Guilford Press.

Louisiana Department of Education, Louisiana Board of Elementary and Secondary Education. (2009).Bulletin 1508 - pupil appraisal handbook. Retrieved from website: http://bese.louisiana.gov/documents-resources/policies-bulletins

McCue, R. (2010, August). Foundations. PSY 1501 Assessment I: Intelligence Testing. Lectures conducted at Nova Southeastern University, Ft. Lauderdale, FL.

References

NCLD Editorial Team. (2014). What is FAPE, and what can it mean to my child?. Retrieved from http://www.ncld.org/parents-child-disabilities/ld-rights/what-is-fape-what-can-it-mean-my-child

Nemeth, D.G., Wimberly, T.E., Lewis, A.M., Ray, K.P., Lamar, C.J., & Gilliland, V. (2008, October). Interventions for working memory problems in attentional disorders. Symposium presented at the 5th World Congress of Psychotherapy, Beijing, China.

Richardson, J.T.E., Engle, R.W., Hasher, L., Logie, R.H., Stoltzfus, E.R., & Zacks, R.T. (1996). Working memory and human cognition. New York: Oxford University Press.

Stewart, K. (2002). Helping a child with Nonverbal Learning Disorder or Asperger’s Syndrome. Oakland, CA: New Harbinger Publications, Inc.

Teams Intervening Early to Reach All Students. (2013, December). Common errors in special education eligibility evaluations. , New Orleans, LA.

U.S. Department of Education, Office for Civil Rights. (2010). Guidelines for educators and administrators for implementing section 504 of the rehabilitation act of 1973—subpart d. Retrieved from website: http://doe.sd.gov/oess/documents/sped_section504_Guidelines.pdf