Given the broad nature of Section 504 of the Rehabilitation Act (1973), it is likely that families and school professionals may have disputes about the receipt of accommodations. Although over a million children have Section 504 plans from their schools, to date, no research has examined family experiences with dispute resolution under Section 504. By characterizing families’ experiences, targeted proactive, district- or state-level interventions can be developed to improve the formulaic conflict resolution process. This study explored family experiences with dispute resolution under Section 504. Ten mothers of children with Section 504 plans who engaged in dispute resolution procedures were interviewed for this study. Participants reported disputes often related to eligibility and the plan quality; several disputes related to the provision of individualized educational plans (IEPs) under Individuals with Disabilities Education Act of 2004 (IDEA), the federal special education law. Most participants reported negative relationships with school professionals but positive relationships with other families of children with Section 504 plans, external service providers, advocates, and attorneys. While most participants reported favorable outcomes from the resolution process, they also often characterized the process as lengthy, frustrating, and costly. Implications for research and practice are discussed.
Rossi et al. (Mon,) studied this question.