Matrix of Disability Laws

Provide a description of each component below.
IDEA 2004
Section 504
ADA
Type of Law/Administrative Office/Enforcing Agency
The IDEA is a four-phased public law that ensures children with disabilities across the United States have access to Free Appropriate Public Education (FAPE), which is suited for their unique needs. The act is enforced by the ministry of education through the national education system and through groups such as the Society for Disability studies, Disabled Peoples' International USA, and the local education agency (LEA).
Section 504 is a provision of American Civil rights law that ensures people with disabilities are not discriminated. The school, district, and regular education leaders are responsible for the government of this act. The legislation is enforced through higher education institutions by making their academic programs accessible to students with disabilities who are qualified. The provision also necessitates the K-12 school to render their benefits equivocally to children with disabilities.
The American Disability Act (ADA) is a provision of the Civil Rights Law. The provision prevents the job discrimination of qualified people with disabilities in public and corporate staffing activities. Local governments and agencies are required to accommodate people with disabilities by instituting friendly rules, practices, and policies. the enforcing agencies include the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), the Health and Human Services (HHS), and Administration of Community Living (Brennan, 2018).
Not all children with attention or learning difficulties qualify for special education IDEA. To qualify, a child must have one of these disabilities covered by 1DEA, language or Speech impairment,
Autism,
Deafness,
Hearing impairment,
Multiple disabilities,
Orthopedic impairment, Intellectual disability, emotional instability, specific learning disability, visual impairment, traumatic brain injury or any other incapacitating health impairment.
To be eligible in the Section 504 rehabilitation act, one must have a mental or physical impairment that substantially limits their ability to execute life activities, has a history of such impairment or is considered to have such a disability.
The edibility for consideration under this act is similar to the requirements for Section 504. one must have a mental or physical impairment that substantially limits their ability to execute life activities, has a history of such impairment or is considered to have such a disability. Notably, the term disability in these provision has a legal rather than a medical understanding.
Evaluation Procedures/Guidelines
Presence of either of the disabilities categorized in IDEA does not mean the child automatically qualifies for IDEA. As a result, they have to need special education to advance in school.
Mental impairment in Section 504 refers to presence any psychological or mental such as organic brain disorder, mental or emotional illness, development, and intellectual disorder or a specific learning disorder such as depression, drug and substances addiction, social maladjustment or Attention Deficit Hyperactivity Disorder (ADHD).
Physical impairment encapsulates cosmetic disfiguration, amputation of limbs and anatomical loss of a body system or any physiological disorder.
The physical and mental evaluation necessitates the incapacitation to execute activities that are critical in everyday life for sustenance and healthy leaving. A person also must have a record of mental or physical impairment even though they currently may not have the disability. Further, they may have an impairment that does not limit them from executing daily tasks, have a disorder that limits them from executing the task, or do not have any impairment, but are an individual with an impairment (Brennan, 2018).
Services Provided
Schools where a child with a disability are enrolled to offer an Individualized Education Program (IEP) to suit the needs of the child. Whenever a child qualifies for the service, an IEP team examines their needs and design a suitable educational plan (Series, 2015).
The child with the disability is afforded access to quality education similar to all other children by making sure they meet the standard curriculum requirements despite the challenges they face through modification of the content. Children with disabilities are placed in a facility with supplementary facilities and services to meet their needs. Further, the evaluation of the children is multi-dimensional by employing a variety of assessment tools to eliminate any forms of bias.
The provisions facilitate the modification of classrooms to accommodate to supplement the challenges of the students. For example administration of special diet, offer of a service dog, provision of large print books, administration of psychoactive medication, and use of FM wireless hearing sets for teachers. Other nonacademic services include recreational athletics, guidance and counseling, health services, and transport services (Ellis, 2005).
Entities who qualify under the ADA law access training through online platforms respective to their needs. Alternatively, they are referred to local disability-related resources such as advocates or services providers. Further, they are briefed on the procedures for filing an official complaint with federal enforcement agencies. In case of any job opportunities, the individuals are referred for such position to make applications.
Population Served: Age Group(s) Covered
IDEA is suited for children between age 4 to 16 years old.
Section 504 serves all people who have disabilities that limit them from leading a normal life.
The ADA act covers adults who are qualified to work.
Funding Source(s)
The federal government and non-governmental grants. as
 Section 504 supported by federal grants and other non-governmental funding programs
Federal funding through public schools.
Due Process Procedures
Parents enroll their child an IEP which upon evaluation and passing they meet the IEP team to design a suitable program for their child.
In case of a disabled child is registered with a social services agency under this section. Eventually, they are referred to the most suitable institution.
A person with a disability is registered with their local social services of disabled people who offer guidance and training accordingly.
Administrative Office/Agency that Monitors/Enforces the law (2 points)
Local education agency (LEA) and the Society for Disability studies, Disabled Peoples' International USA
The administrators of section 504 are the school, district, and regular education leaders. It is enforced through high schools and K-12 school system.
The local government and federal agencies are responsible for the enforcement of the ADA Act.
The IDEA 2004, Section 504, and the ADA are legal provisions that work simultaneously to ensure the welfare of children with disabilities. The IDEA 2004 Act leads to the customization of the content to ensure all the children meet the standard curriculum qualifications. Section 504 act ensures the classroom has the necessary infrastructures to facilitate learning respective of the student’s special needs. This involves the installation and wearing peripheral gadgets to facilitate communication or administration of treatment to enhance the participation of the child in the class. The evaluation of the students is done in a multi-dimensional approach to making sure the students to avoid the marginalization of some students in the class. The school counselors have to pay keen attention to each student's progress and unique needs. This ensures they are not left out in the learning process due to their unique needs. Further, in some cases, the counselors have to wear peripheral devices such as the FM wireless hearing sets to facilitate communication. Counselors also have to put more effort into helping students who have reading disabilities.
References
Brennan, J. (2018). The ADA National Network Disability Law Handbook | ADA National Network. Retrieved from https://adata.org/publication/disability-law-handbook
Ellis, K. (2005). Disability rights in practice: the relationship between human rights and social rights in contemporary social care. Disability & Society, 20(7), 691-704. doi: 10.1080/09687590500335675
Individuals With Disabilities Education Act (IDEA): What You Need to Know. (2018). Retrieved from https://www.understood.org/en/school-learning/your-childs-rights/basics-about-childs-rights/individuals-with-disabilities-education-act-idea-what-you-need-to-know
Series, L. (2015). The development of disability rights under international law: from charity to human rights. Disability & Society, 30(10), 1590-1593. doi: 10.1080/09687599.2015.1066975