Hoy encontre la ley que protege a nuestros estudiantes que son
diagnosticados celiacos, estos estudiantes por ley deben recibir alimentacion
gluten free en las escuelas publicas......estan protegidos por la ley 504 bajo
discapacidad fisica una vez que se compruebe que la enfermedad celiaca puede
interferir en el aprendizaje del estudiante.
Dicha ley es la siguiente:
Desplazarse por el sistema de escuela
Bolsas de pic nic escuela libre de gluten
IR A LA ESCUELA:
La mayoría niños con dietéticas especiales necesita tienden a traer sus propio refrigerios y almuerzo a la escuela para asegurar que los alimentos que comen es seguro. Esto es bueno! Como padre, usted puede enseñarle al niño cómo envasar un almuerzo nutritivo y delicioso libre de gluten. Esto permite a su hijo cómo administrar su propia dieta. Por muchas razones, como necesidad financiera o la inclusión social, podría ser más apropiado para su hijo recibir un almuerzo escolar – al menos a veces.
ALOJAMIENTO:
Muchos distritos escolares y programas de servicio de alimentos de ’ escuelas individuales voluntariamente albergar a niños en las dietas especiales. Otros deben aplicar protocolos específicos para alcanzar el mismo nivel de alojamiento. Sus padres a menudo averiguar qué opción debe perseguir temprano en el proceso exploratorio.
DESCRIPCIÓN DE SUS DERECHOS:
Como padre, es muy importante entender lo que el Gobierno federal requiere que participan los distritos escolares que hacer para dar cabida a los niños con alergias alimentarias y la intolerancia. Las decisiones se basan en las circunstancias individuales: no hay ninguna instrucción global que puede hacerse para todos los niños con enfermedad celíaca. Un alojamiento es un derecho ni un requisito. Si las escuelas hacer adaptaciones la sustitución de gluten no tiene que ser idéntico al de la opción de no-libre de gluten.Aquí es algunos información básica que lo ayudarán a navegar por la escuela de su hijo.
Americans with Disabilities Act
Esta legislación 1990 creado nuevos derechos y extiende a los derechos existentes para los americanos con discapacidades. Título II de la ley es especialmente significativo para programas de nutrición escolar, como se requiere igual disponibilidad y accesibilidad en estado y programas de gobierno local y servicios, incluyendo las escuelas públicas. El Departamento de alimentos agricultura de EE.UU. y División de nutrición infantil de agricultura (USDA) supervisa los programas de almuerzo escolar y requiere sistemas de escuelas públicas para proporcionar sustituciones para estudiantes con discapacidad calificados cuya discapacidad restringe su dieta. Para otros estudiantes que no están deshabilitadas, pero no pueden consumir el almuerzo escolar regular debido a las necesidades dietéticas especiales se permiten sustituciones. Un modelo requerido por muchos sistemas escolares es crear un plan 504 que formaliza adaptaciones necesarias.
¿Qué es un plan 504?
En 1973 el Congreso aprobó Sección 504 de la ley de rehabilitación de 1973. La ley prohíbe la discriminación sobre la base de discapacidad física o mental. Sección 504 dice que “ de lo contrario no calificados individuales con impedimentos …, únicamente por razón de su handicap, excluidas de la participación en, negando los beneficios de o ser objeto de discriminación en virtud de cualquier programa o actividad recibiendo Federal assistance… financieras ”
Para protegerse en virtud de los 504 plan el estudiante debe tener una discapacidad tal como se define como:
- si tiene una discapacidad física o mental que sustancialmente limita una o más importante de la vida actividades;
- si tiene un registro de tales un deterioro de valor es considerado como habiendo tal un deterioro.
- En pocas palabras, el plan 504 asegura que los estudiantes con discapacidades reciben una educación pública gratuita y apropiada (FAPE) a los estudiantes calificados con discapacidades.
Bajo los Americans with Disabilities Act, una persona con discapacidad se define como, “ cualquier desorden fisiológico o condición, desfiguración cosmético o pérdidas anatómicas que afectan a uno o varios de los siguientes sistemas del cuerpo: neurológicos, musculoesqueléticos, especiales sentido órganos, las vías respiratorias (incluidos los órganos de intervención), cardiovasculares, reproductiva, digestivos, genitourinarios, hematic y linfático, piel y endocrino."
No hay ninguna lista de enfermedades o condiciones que será consideradas porque la lista es demasiado extensa y todos con la misma condición pueden no tener el mismo deterioro de valor. Históricamente se han aceptado las personas con alergias alimentarias y la intolerancia a tener un “ discapacidad ocultos. ”
CualificaciónEnfermedad celíaca por sí sola no califica un estudiante para los servicios. La enfermedad debe causar una limitación importante en la capacidad del niño para aprender o otra actividad importante de la vida, pero la enfermedad junto con otros factores puede. Cada candidato perseguir un plan 504 debe hacer argumento individualizado para por qué él o ella debe calificar y por falta de alojamiento sería perjudicial para su educación (ya sea académica, social, emocional, cultural o físico). Un equipo multidisciplinario se reúne para revisar la información relevante de una variedad de fuentes: notas del profesor, pruebas de logro del niño o condición física, social y cultural, informe del médico, etc.. Toda la información contribuyeron debe ser documentada y información pertinente al niño de la aprendizaje proceso debe considerarse. Si un padre está de acuerdo con las conclusiones del distrito escolar, a continuación, la principal puede pedir una audiencia de debido proceso. * Ejemplos de información que considere por equipo multidisciplinario:Año de diagnóstico celíaco y tiempo de dieta especial escrita declaración de médico indicando niño tiene un diagnóstico celíaco declaración escrita cómo celíaco discapacidad afecta a la actividad importante de la vida declaración escrita del educador o profesional de salud que indica el impacto social o emocional de restricción de alimentos * Recuerde: el impacto final debe ser la educación del niño.
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
Gluten-Free School Lunches
GOING TO SCHOOL:
Most children with special dietary needs tend to bring their own snacks and lunch to school to ensure that the food they eat is safe. This is a good thing! As a parent, you can teach your child how to pack a nutritious and delicious gluten-free lunch. This empowers your child how to manage his or her own diet. For many reasons, such as financial need or social inclusion, it might be more appropriate for your child to receive a school lunch – at least sometimes.
Most children with special dietary needs tend to bring their own snacks and lunch to school to ensure that the food they eat is safe. This is a good thing! As a parent, you can teach your child how to pack a nutritious and delicious gluten-free lunch. This empowers your child how to manage his or her own diet. For many reasons, such as financial need or social inclusion, it might be more appropriate for your child to receive a school lunch – at least sometimes.
ACCOMMODATION:
Many school districts and individual schools’ food service programs voluntarily accommodate children on special diets. Others must implement specific protocols to reach the same level of accommodation. Parent’s often find out which option they must pursue early in the exploratory process.
Many school districts and individual schools’ food service programs voluntarily accommodate children on special diets. Others must implement specific protocols to reach the same level of accommodation. Parent’s often find out which option they must pursue early in the exploratory process.
UNDERSTANDING YOUR RIGHTS:
As a parent, it is very important to understand what the federal government requires participating school districts to do to accommodate children with food allergies and intolerances. Decisions are based on individual circumstances: there is no blanket statement that can be made for all children with celiac disease. An accommodation is neither an entitlement nor a requirement. If schools do make accommodations the gluten-free substitution does not need to be identical to that of the non-gluten-free option.
As a parent, it is very important to understand what the federal government requires participating school districts to do to accommodate children with food allergies and intolerances. Decisions are based on individual circumstances: there is no blanket statement that can be made for all children with celiac disease. An accommodation is neither an entitlement nor a requirement. If schools do make accommodations the gluten-free substitution does not need to be identical to that of the non-gluten-free option.
Here is some basic information that will help you navigate your child’s school.
Americans with Disabilities Act
This 1990 legislation created new rights and extends existing rights for Americans with disabilities. Title II of the Act is especially significant for school nutrition programs, as it requires equal availability and accessibility in State and local government programs and services, including public schools. The United States Department of Agriculture Food and Agriculture (USDA) Child Nutrition Division oversees school lunch programs and requires public school systems to provide substitutions for qualified disabled students whose disability restricts their diet. Substitutions are permitted for other students who are not disabled but are unable to consume the regular school lunch due to special dietary needs. One model required by many school systems is to set up a 504 plan which formalizes necessary accommodations.
This 1990 legislation created new rights and extends existing rights for Americans with disabilities. Title II of the Act is especially significant for school nutrition programs, as it requires equal availability and accessibility in State and local government programs and services, including public schools. The United States Department of Agriculture Food and Agriculture (USDA) Child Nutrition Division oversees school lunch programs and requires public school systems to provide substitutions for qualified disabled students whose disability restricts their diet. Substitutions are permitted for other students who are not disabled but are unable to consume the regular school lunch due to special dietary needs. One model required by many school systems is to set up a 504 plan which formalizes necessary accommodations.
What is a 504 Plan?
In 1973 Congress passed Section 504 of the Rehabilitation Act of 1973. The law prohibits discrimination on the basis of physical or mental disability. Section 504 says that “No otherwise qualified individual with handicaps … shall, solely by reason of her or his handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…”
In 1973 Congress passed Section 504 of the Rehabilitation Act of 1973. The law prohibits discrimination on the basis of physical or mental disability. Section 504 says that “No otherwise qualified individual with handicaps … shall, solely by reason of her or his handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…”
To be protected under the 504 Plan the student must have a disability as defined as:
- has a physical or mental impairment that substantially limits one or more major life activities;
- has a record of such an impairment
- is regarded as having such an impairment.
Simply put, the 504 Plan insures that students with disabilities are afforded a free, appropriate public education (FAPE) to qualified students with disabilities.
What is a Physical Impairment?
Under the Americans with Disabilities Act, a person with a disability is defined as, “Any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological, musculoskeletal, special sense organs, respiratory (including speech organs), cardiovascular, reproductive, digestive, genitourinary, hematic and lymphatic, skin, and endocrine."There is no list of disease or conditions that will be considered because the list is too extensive and everyone with the same condition may not have the same impairment. Historically people with food allergies and intolerances have been accepted to have a “hidden disability.”
Qualification
Celiac disease by itself does not qualify a student for services. The illness must cause a substantial limitation on the child’s ability to learn or other major life activity, but the illness combined with other factors may. Each candidate pursuing a 504 Plan must make an individualized argument for why he or she should qualify and why lack of accommodation would be detrimental to their education (be it academic, social, emotional, cultural, or physical). A multi-disciplinary team gathers to review relevant information from a variety of sources: teacher’s notes, child’s achievement tests or physical condition, social and cultural background, physician’s report, etc. All contributed information must be documented and relevant information to the child’s learning process must be considered. If a parent disagrees with the findings of the school district then the parent may request a due process hearing.
Examples of information considered by multi-disciplinary team:
- Year of celiac diagnosis and time on special diet
- Written statement from physician stating child has a celiac diagnosis
- Written statement how celiac disability affects major life activity
- Written statement from educator or health professional indicating social or emotional impact of food restriction
* Remember: the ultimate impact must be to the child’s education.
Fuente: www.celiaccentral.org
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