SAGE Journal Articles

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Article 1: Smith, T. E. C. (2002). Section 504: What teachers need to know. Intervention in School and Clinic, 37(5), 259–266. doi:10.1177/105345120203700501

Learning Objective: How are students with physical and cognitive needs protected under Section 504?

How does the article support the learning objective? This article will help students understand Section 504 by developing basic educator knowledge of requirements, process, and methods of support for students who qualify.

Summary: This article provides an accessible overview of Section 504 requirements for educators. Along with the requirements of this legislation, eligibility criteria, disability definitions, qualification process, and sample accommodation and modification plans are provided and discussed.
d under Section 504?

Critical Thinking Questions:

1.  What are some similarities and differences between Section 504 and IDEA at the student level?

2.  Accommodations not only enable students to have equal access to educational activities but also extracurricular activities. What types of accommodations may support students who qualify under Section 504 to participate in extracurricular programming?

 

Article 2: Parette, H. P., & Petch-Hogan, B. (2000). Approaching families: Facilitating culturally/linguistically diverse family involvement. TEACHING Exceptional Children, 33(2), 4–10. doi:10.1177/004005990003300201

Learning Objective: How can we best meet the needs of students in our culturally and linguistically diverse classrooms?

How does the article support the learning objective? This article will help students understand culturally/linguistically diverse families by learning effective communication methods for this population.

Summary: This article discusses the benefits, supported literature, and best-practice strategies for engaging families from culturally and linguistically diverse backgrounds. A practical set of questioning strategies is provided for enhancing family participation in the decision-making process (p. 6) as well as an overview of family-centered considerations for IEP team members.

Critical Thinking Questions:

1.  What are some strategies that can be utilized by the team to increase the level of comfort for diverse families before, during, and after meetings?

2.  Why is it important for educators to consider family life span issues? What are some common family life issues that you have identified within your students’ families?