Odyssey Academy strives to meet the needs of all students. Once identified, students are ensured access to a Free and Appropriate Public Education (FAPE) by receiving accommodations, academic support and/or interventions that allow equal access to the curriculum in the general education setting.
Section 504 Services are provided to eligible students with disabilities as defined under Section 504 of the Rehabilitation Act. 504 Services are provided to Odyssey Academy students to ensure that all of the rights of identified students are protected and that they receive appropriate services to ensure access to a Free and Appropriate Public Education (FAPE).
Section 504 of the Rehabilitation Act of 1973, as amended (2009) and further clarified in 2010, prohibits discrimination against persons with disabilities in all programs and activities that receive federal financial assistance. An eligible student is one who:
- has a physical or mental impairment which substantially limits one or more major life activities;
- has a record or history of such impairment;
- is regarded as having such an impairment.
While many students who receive 504 status and services are Dyslexic or have Attention Deficit/Hyperactivity Disorder (ADHD), services are not limited to only these areas of disability.
Any student with a disability that substantially limits one or more life activities may be considered for 504 services.
Odyssey Academy’s dyslexia program works to identify students with dyslexia, provide academic support and interventions that meets their individual needs, and assist the student in developing skills to progress as learners.
The state of Texas (TEC §38.003) defines dyslexia as, “a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and socio-cultural opportunity. ‘Related disorders’ includes disorders similar to or related to dyslexia such as developmental auditory imperceptions, dysphagia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.”
The International Dyslexia Association’s definition of dyslexia states, “Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
What if I suspect my child has dyslexia?
The first step is to discuss your concerns with your child’s classroom teacher. He or she will be able to discuss your child’s appropriate progress in the TEKS curriculum. If dyslexia is suspected, the Dyslexia Interventionist will work with the classroom teacher to proceed with a dyslexia evaluation, Section 504, or Special Education services.
Homebound/Hospital instruction is available for both special education students (SEH) and general education students (GEH) who meet eligibility. A committee (ARD/Section 504/General Education) must determine if a student is eligible for Homebound/Hospital Services and that they have a disability or illness that confines the student to the home for 4 weeks or 20 school days.
Homebound services may be provided through Section 504 committee for a general education student with a long term medical condition. For students who are in general education and have a temporary medical condition (surgery, etc.,) consideration for accommodations should be made by the General Education Homebound (GEH) committee. If the student is eligible under IDEA and is receiving special education and related services, the ARD Committee should convene to discuss the appropriate service for the student.