SAGE Journal Articles

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Article 1: Cummings, K. D., Atkins, T., Allison, R., & Cole, C. (2008). Response to intervention: Investigating the new role of special educators. TEACHING Exceptional Children, 40(4), 24–31. doi:10.1177/004005990804000403

Abstract: This article provides an overview of legislation related to response to intervention (RTI), key elements of the model, as well as a sample case study of RtI in action. This article is a brief, accessible paper that will allow educators to better understand the process of RtI and its effects.

Article 2: Diliberto, J. A., & Brewer, D. (2014). Six tips for successful IEP meetings. TEACHING Exceptional Children47(2), 128–135. doi:10.1177/0040059914553205

Abstract: This article provides insights into planning, communication, and individual and team collaboration strategies that promote successful IEP meetings. The explicit methods and examples will allow educators to plan for and hold meetings that are more beneficial for their students and students’ families.

Article 3: Smith, T. E. C. (2002). Section 504: What teachers need to know. Intervention in School and Clinic37(5), 259–266. doi:10.1177/105345120203700501

Abstract: Section 504 of the Rehabilitation Act of 1973 is civil rights legislation that is beginning to have a major impact on public schools. Schools have recently begun to pay more attention to this law because parents are beginning to request services for children not eligible under the Individuals with Disabilities Education Act. Schools must ensure that students who are protected under Section 504 have equal access to a free, appropriate public education and to extracurricular activities. To ensure this, schools must take several specific steps. This article presents an overview of the requirements of 504 and provides schools with actions that can be taken to ensure compliance.