Posted: August 31st, 2022

Review of 504

Review of 504
JOURNAL ARTICLE REVIEW INSTRUCTIONS
You will complete 2 Journal Article Reviews during this course. For each review you will search for an article on a topic related to the week’s assigned reading. You may choose your article from any of the professional journals of special education found through the Jerry Falwell Library website or Questria.
Each article you choose must be current (written within the last 5 years) and related to students with special needs and the topics addressed in the assigned week’s readings. Once you locate an article, read it through at least twice. It make take multiple readings to obtain a full understanding.
When composing each review, use a professional writing style. The paper needs to be at least one page long, double spaced and written in Times New Roman, 12 pt font. It should follow the format described below.
1. Write the article citation at the top of the review in APA format.
2. Write a summary of the article. Include the purpose, how any research was conducted, the results and any other pertinent information. The length of the summary should be 1-3 paragraphs, depending on the length of the article.
3. Critique the article by discussing the implication of the results of the study, or the information presented. Express your opinion of the article and research findings. The critique should be 1-2 paragraphs.
4. In the final paragraph of the review, discuss how the author could expand on the results, what the information means in the big picture. Include what the focus should be for future related research.
5. Be sure to cite any direct quotes or paraphrases from the article using APA format. If sources other than the chosen article are cited in the critique, a reference page should be included.
The Article:
Evaluating the content of Individualized Education Programs and 504 Plans of young adolescents with attention…
by Spiel, Craig F; Evans, Steven W; Langberg, Joshua M
School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association, 12/2014, Volume 29, Issue 4
…) and 504 Plans prepared for middle school students with attention deficit/hyperactivity disorder (ADHD…
Journal Article:
Full Text Online
Preview
Cited by

Book reference: Gargiulo, R. and Metcalf, M. (2017) Teaching in today’s inclusive classrooms, A universal design for learning approach. Boston, MA: Cengage
Course material:
Section 504 Accommodation Plan
Recall from Chapter 1 that Section 504 of the Rehabilitation Act of 1973 (PL 93-112) is a civil rights law designed to prohibit discrimination against individuals with disabilities (Photo 3.5). The intent of this legislation, according to Smith (2002), is to create equal opportunities for persons with disabilities. Likewise, Miller and Newbill (2006) view this act as an attempt “to level the playing field for students facing life challenges” (p. 13). Far-reaching in its intent and coverage, this law holds great significance for educators. Section 504 provides, among other things, that eligible students with disabilities have equal access to programs, activities, and services that are available to pupils without disabilities. This provision includes, for example, field trips, extracurricular activities, and academic courses (with appropriate accommodations), in addition to physical accessibility. Interestingly, because this law is an antidiscrimination statute, federal funds are not available to help schools meet the various requirements of Section 504. As this law pertains to education, PL 93-112 requires schools to adhere to the following provisions:
Annually identify and locate all children with disabilities who are unserved.
Provide a “free, appropriate public education” to each student with a disability, regardless of the nature or severity of the disability. This means providing general or special education and related aids and services designed to meet the individual educational needs of persons with disabilities as adequately as the needs of nondisabled persons are met.
Ensure that each student with disabilities is educated with nondisabled students to the maximum extent appropriate.
Establish nondiscriminatory evaluation and placement procedures to avoid the inappropriate education that may result from the misclassification or misplacement of students.
Establish procedural safeguards to enable parents and guardians to participate meaningfully in decisions regarding the evaluation and placement of their children.
Afford children with disabilities an equal opportunity to participate in nonacademic and extracurricular services and activities. (Office for Civil Rights, 1989, p. 8)

Photo 3.5
Section 504 prohibits discrimination against persons with a disability.
3-5a
Who Is Protected by Section 504?
Although 504 protections are afforded to persons with disabilities across their lifespan, our focus here is on school-age individuals. As we noted in Chapter 1, all students eligible for services under IDEA are also protected by Section 504. The converse of this statement is not true, however. Some examples of pupils eligible for services under Section 504 include:
a student referred for special education services but who does not qualify under IDEA;
individuals who are no longer eligible for services under IDEA or who transition out of a special education program;
students with a history of substance abuse;
victims of abuse and neglect;
pupils with health needs, such as diabetes, asthma, severe allergies, hemophilia, or communicable diseases; or
someone with a low IQ but not viewed as having an intellectual disability.
Obviously, due to the broader scope of the definition of a disability incorporated in Section 504, significantly greater numbers of students are eligible to receive a free appropriate public education via Section 504 than would be afforded services under IDEA.

Review of 504
Spiel, C. F., Evans, S. W., & Langberg, J. M. (2014). Evaluating the content of Individualized Education Programs and 504 Plans of young adolescents with attention-deficit/hyperactivity disorder. School Psychology Quarterly, 29(4), 452.
Students with Attention Deficit/Hyperactivity Disorder (ADHD) experience academic challenges compared to the normally developing children. The cost of educating a child with ADHD is also significantly higher than normal children (Spiel, Evans & Langberg, 2014). Therefore, the research attempts to find out if the Individualized Education Programs (IEPs) and 504 Plans are efficient in addressing the challenges of the special children. The available research studies suggest that the programs provided to students with ADHD are ineffective (Gargiulo & Metcalf, 2017). Therefore, it is important to investigate if the extra cost being spent in organizing specialized programs is effective in the education of children with ADHD. The purpose of the study was to evaluate the effectiveness of IEPs and 504 Plans in enhancing proper learning for children with Attention Deficit/Hyperactivity Disorder for middle school students (Spiel, Evans & Langberg, 2014). The focus of the study problems areas identified in the academic and functional performance and measurable goals and objectives. Additionally, the research focused on the services offered compared to the recommended ones by the US Department of Education.
The research was conducted by involving 97 students between sixth and eighth grade from 9 different schools over three academic years. The respondents were contacted through a telephone while others were scheduled for clinical evaluation (Spiel, Evans & Langberg, 2014). The participants were evaluated based on the effectiveness of the two programs introduced in the school education system. Additionally, the study involved adults who had ADHD or expressed impairment. The total sample analyzed was 326 participants. The results of the study indicated that 90.0 percent of the adolescent participants with IEPs had academic concerns. Additionally, the research found that children without IEPs expressed poor reading and mathematics ability and inattentive cognitive abilities (Spiel, Evans & Langberg, 2014). The study also found that the IEPs and 504 plans were research-based.
Critique
The results are effective in reviewing the school-based programs that institutions should adopt to cater for children with various disabilities. For example, the study found that IEPs and 504 Plans were effective in reducing the level of parent-reported disability and enhanced cognitive skills and reading ability. Therefore, it is evident that the application of the programs is effective in boosting the academic performance of the students (Gargiulo & Metcalf, 2017). The programs have been criticized in the past with scholars doubting if they are research-based. However, the current research has indicated that they are research-based and thus they can be applied confidently. Schools should not fear to embed the programs in their activities since they have verified. Schools are likely to enhance their average performance when they apply for the programs. Although the study has not indicated what should be done to students who do not improve their performance after the introduction of IEPs and 504 Plans, it has successfully shown that the programs are effective.
I believe the article is effective in creating awareness in schools that they should introduce programs to cater for children with ADHD. I have experienced children with ADHD subjected to the same programs as normally developing students. In this case, they are disadvantaged since they do not have equal strength. In my opinion, the programs will enhance the performance of the students. Additionally, it will raise the confidence of the parents to enroll their children in schools that have embraced IEPs and 504 Plans. I also believe that more researchers will examine the effectiveness of the topic since they have been proven to be research-based. In the past, few researchers expressed interest in this area. It is also my expectation that teachers will be taught comprehensively on how to handle different types of students who have varying learning abilities.
Expanding the Results
The author can expand the result by examining the performance of the participants over a longer time. It would be crucial to analyze the performance of the students 5 years after the introduction of the IEPs and 504 Plans. The study would provide a vivid picture of what should be done to the programs such as enhancing them. It is crucial to check the loopholes of the programs. Although they are proven to be research-based, they could have some weaknesses. Some previous studies have refuted the effectiveness of the programs. The information presented in the research findings will alter the big picture of education in the future. The reason is that schools will now adopt the programs meant to help students overcome disabilities. It will also be important to foster the academic achievement of all students despite their weaknesses.
Therefore, future research should find out if there is anything that should be changed about the programs. Future research can also focus on whether the introduction of the programs has changed the enrollment of children with ADHD either positively or negatively. The study can focus on whether now parents will more likely enroll their children in schools with IEPs and 504 Plans compared to schools without the programs. Future research can focus on the differences between the findings of studies that support the programs and those that do not.

References
Gargiulo, R. M., & Metcalf, D. (2017). Teaching in today s inclusive classrooms: A Universal Design for Learning Approach. Nelson Education.
Spiel, C. F., Evans, S. W., & Langberg, J. M. (2014). Evaluating the content of Individualized Education Programs and 504 Plans of young adolescents with attention-deficit/hyperactivity disorder. School Psychology Quarterly, 29(4), 452.

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