Attention-Deficit/Hyperactivity Disorder and Section 504-Reference-Cited by-同舟云学术

Attention-Deficit/Hyperactivity Disorder and Section 504

Published:1995-01 Issue:1 Volume:16 Page:44-52
ISSN:0741-9325
Container-title:Remedial and Special Education
language:en
Short-container-title:Remedial and Special Education

Author:

REID ROBERT¹,KATSIYANNIS ANTONIS²

Affiliation:

1. ROBERT REID is An assistant professor in the Department of Special Education and Communication Disorders at the University of Nebraska-Lincoln.

2. ANTONIS KATSIYANNIS, EdD, is An assistant professor in special education at the University of Nebraska at Kearney. His research interests include the legal aspect of special education and policy development and analysis. Address: Antonis Katsiyannis, Special Education/Communication Disorders Department, University of Nebraska at Kearney, West Center, Kearney, NE 68849.

Abstract

How educators can best serve the needs of students with attention-Deficit/Hyperactivity Disorder (ADHD) is rapidly becoming a major issue. Section 504 of the Rehabilitation Act of 1973 is one avenue actively pursued by advocacy groups to obtain services for children with ADHD. As a result, Section 504 is experiencing a resurgence; however, because it has had little educational application since the inception of public law 94-142, many educators are unaware of the requirements posed by Section 504. A review of relevant office of civil rights rulings on eligibility, assessment, and accommodations for children with ADHD is provided.

Publisher

SAGE Publications

Subject

Public Health, Environmental and Occupational Health,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/074193259501600106

Reference27 articles.

1. Effects of reprimands and praise on appropriate behavior in the classroom

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