The document provides a summary of Section 504 of the Rehabilitation Act of 1973, the Individuals with Disabilities Education Act (IDEA), and the Americans with Disabilities Act (ADA) as they relate to students with disabilities. It discusses that Section 504 focuses on non-discrimination and ensuring access to education. IDEA provides funding for students with more severe disabilities. ADA built upon Section 504 and applied its protections more broadly. Section 504 remains important for students who are disabled but may not qualify for IDEA. It requires schools to provide a Free Appropriate Public Education (FAPE) to these "Section 504 only" students to ensure their educational needs are met without discrimination.
This document provides a summary of information about disabilities, disability law, and career options for individuals with disabilities. It discusses that individuals with disabilities are protected under Section 504 and the ADA. Reasonable accommodations must be provided by employers and schools. Example accommodations include speech-to-text software or revised work schedules. The document also summarizes the AmeriCorps program, which allows individuals to gain work experience in exchange for education awards. Hireds.com is also mentioned as a job board that focuses on opportunities for individuals with disabilities.
ADA Workplace Presentation: Dealing with the Americans With Disabilities ActArthur L. Finkle
The document discusses several key federal laws related to accessibility for people with disabilities, including the Americans with Disabilities Act (ADA). The ADA is a major civil rights law that prohibits discrimination based on disability. It covers areas like employment (Title I), public services (Title II), and public accommodations (Title III). The ADA and other laws have impacted engineering disciplines and require reasonable accommodations and accessible design of buildings, information, and technologies. However, accessible design principles are not fully incorporated into most engineering education programs.
This document summarizes key topics related to exceptional students and special education. It defines exceptional students as those with disabilities or who are gifted/talented who may require special education services. It outlines major legislation that has established and expanded the rights of students with disabilities to a public education, including the Brown v. Board of Education decision, Section 504, and the Individuals with Disabilities Education Act (IDEA). The document also discusses views of disability in society, inclusion of exceptional students, and concerns about disproportionate representation of certain groups in special education.
The Americans with Disabilities Act (ADA) was signed into law in 1990. It aims to remove barriers that prevent people with disabilities from fully participating in society through protections against discrimination across five titles covering employment, public services, public accommodations, telecommunications, and miscellaneous areas. The ADA defines disability as a physical or mental impairment that limits major life activities and requires employers to provide reasonable accommodations to qualified individuals with disabilities.
This document summarizes and reviews China's special education laws and their impact on individuals with disabilities. It begins by providing statistics on the prevalence of different types of disabilities in China. It then discusses several key Chinese laws, including the Compulsory Education Law, that have aimed to safeguard the rights of individuals with disabilities to education, vocation, and community life. The document compares these Chinese laws to major principles of the US Individuals with Disabilities Education Act, such as free appropriate public education, least restrictive environment, and due process. While Chinese laws have improved protections, the document notes ongoing challenges including a lack of funding and full parental and student involvement in decision making.
This document provides a summary of disability laws in the United States, including the Americans with Disabilities Act (ADA), Rehabilitation Act, and Individuals with Disabilities Education Act. It defines key terms like disability, major life activities, and protections for those with a record of or regarded as having an impairment. Over 50 million Americans have a disability under these laws. The document also provides background on the ADA Amendments Act and recommends additional resources for more information.
Il program director's training no multimediaJason Wheeler
Powerpoint slides from the disability inclusion training held in Springfield, IL on April 21, 2011.
It was great to work with all of you! If you have any questions, please email me at erin.gannon@umb.edu.
Best,
Erin
This document provides a summary of information about disabilities, disability law, and career options for individuals with disabilities. It discusses that individuals with disabilities are protected under Section 504 and the ADA. Reasonable accommodations must be provided by employers and schools. Example accommodations include speech-to-text software or revised work schedules. The document also summarizes the AmeriCorps program, which allows individuals to gain work experience in exchange for education awards. Hireds.com is also mentioned as a job board that focuses on opportunities for individuals with disabilities.
ADA Workplace Presentation: Dealing with the Americans With Disabilities ActArthur L. Finkle
The document discusses several key federal laws related to accessibility for people with disabilities, including the Americans with Disabilities Act (ADA). The ADA is a major civil rights law that prohibits discrimination based on disability. It covers areas like employment (Title I), public services (Title II), and public accommodations (Title III). The ADA and other laws have impacted engineering disciplines and require reasonable accommodations and accessible design of buildings, information, and technologies. However, accessible design principles are not fully incorporated into most engineering education programs.
This document summarizes key topics related to exceptional students and special education. It defines exceptional students as those with disabilities or who are gifted/talented who may require special education services. It outlines major legislation that has established and expanded the rights of students with disabilities to a public education, including the Brown v. Board of Education decision, Section 504, and the Individuals with Disabilities Education Act (IDEA). The document also discusses views of disability in society, inclusion of exceptional students, and concerns about disproportionate representation of certain groups in special education.
The Americans with Disabilities Act (ADA) was signed into law in 1990. It aims to remove barriers that prevent people with disabilities from fully participating in society through protections against discrimination across five titles covering employment, public services, public accommodations, telecommunications, and miscellaneous areas. The ADA defines disability as a physical or mental impairment that limits major life activities and requires employers to provide reasonable accommodations to qualified individuals with disabilities.
This document summarizes and reviews China's special education laws and their impact on individuals with disabilities. It begins by providing statistics on the prevalence of different types of disabilities in China. It then discusses several key Chinese laws, including the Compulsory Education Law, that have aimed to safeguard the rights of individuals with disabilities to education, vocation, and community life. The document compares these Chinese laws to major principles of the US Individuals with Disabilities Education Act, such as free appropriate public education, least restrictive environment, and due process. While Chinese laws have improved protections, the document notes ongoing challenges including a lack of funding and full parental and student involvement in decision making.
This document provides a summary of disability laws in the United States, including the Americans with Disabilities Act (ADA), Rehabilitation Act, and Individuals with Disabilities Education Act. It defines key terms like disability, major life activities, and protections for those with a record of or regarded as having an impairment. Over 50 million Americans have a disability under these laws. The document also provides background on the ADA Amendments Act and recommends additional resources for more information.
Il program director's training no multimediaJason Wheeler
Powerpoint slides from the disability inclusion training held in Springfield, IL on April 21, 2011.
It was great to work with all of you! If you have any questions, please email me at erin.gannon@umb.edu.
Best,
Erin
The document summarizes the Florida Consent Decree, which provides a framework for compliance with federal and state laws regarding the education of English learners. The decree has six parts that address identification and assessment of ELs, equal access to appropriate programming and support services, personnel qualifications, monitoring by the state department of education, and outcome measures to evaluate program effectiveness. It was established in 1990 by a lawsuit and modified in 2003 to further support ELs in Florida public schools.
Hear how the passing of the Dream Act impacts our students in Illinois, Updates on FAFSA from ISAC as well as what fast track applications are all about.
Aliza Gilbert, Counselor – Highland Park High School; Co-Developer of the College Advising Guide for Undocumented Students
Sam Nelson – ISAC
Americans With Disabilities Act Training Presentation (ADA)Jackie Xicara
Training presentation was created for an Employee and Labor Relations school course assignment. This presentation discusses ADA compliance requirements for employers.
The document provides the legislative platform of the Florida College System Student Government Association (FCSSGA). It outlines several policy positions the FCSSGA will support or oppose. The FCSSGA will:
- Oppose bills allowing concealed weapons on Florida college campuses.
- Support bills forgiving loans for Florida college students who teach in STEM fields.
- Support bills requiring Florida colleges to have lower student loan default rates than the national average.
- Support extending Bright Future eligibility for students unable to enroll immediately after high school.
- Support requiring body camera data storage and review policies for law enforcement.
- Support prohibiting discrimination based on sexual orientation or gender identity.
- Support providing free tuition for
This paper explores the impact of the ADA’s enactment. The ADA ensured equal treatment and access for those with disabilities to public facilities and employment, and growing numbers are now participating in the workforce and community. Although the ADA transformed the rights of individuals with disabilities in the civic environment and workplace, there are still matters these people and their families face due to their disability. An analysis of research brings to light the issues of unequal income, elusive disability classifications as a result of broad language, and biased views from others as unsolved problems. By spreading awareness and encouraging the elimination of physical and social barriers, the inclusion of all individuals, regardless of ability, will progress.
Legal Issues in Student Confidentiality and CyberSpeechmdalgarn
This document discusses legal issues related to student confidentiality and cyber speech. It summarizes key provisions of FERPA and HIPAA related to student records, including what constitutes an "education record" and the rights of parents. It also discusses exceptions to obtaining parental consent before disclosing student records and applies these concepts to student confidentiality in California schools. The presentation agenda indicates later sections will cover cyberbullying laws, threats and student free speech protection.
The document summarizes resources available for military families with special needs children through Military OneSource (MOS). MOS provides consultations with specialists to assess families' needs and locate resources, as well as articles and information on their website. They can help families navigate education, medical care, support groups, and relocation benefits. MOS consultations can be accessed by calling their phone number. The document also provides updates on TRICARE benefits and resources available through other organizations that support military families with special needs.
This document provides information about undocumented students and guidance for counselors advising them. It begins with an introduction of the presenter and his background. It then discusses the importance of serving undocumented students, explaining their numbers and challenges obtaining legal status or financial aid. The document outlines counseling approaches for building trust and encouraging students. It provides updates on the DREAM Act and other policies, as well as resources for counselors and students.
The article discusses the role of parents in closing the academic achievement gap between minority and disadvantaged students and their white and Asian counterparts. It argues that while legislation like No Child Left Behind aims to address this gap, it neglects to hold parents specifically accountable for their level of involvement in their children's education. The article highlights how proven strategies for parental involvement could be implemented under NCLB's framework, with a focus on parental responsibility. It offers suggestions for mechanisms to make parents accountable for their children's school success.
Pupils at several Catholic schools in the UK celebrated young people and raised funds for CAFOD through various activities. Students at Our Lady's Catholic High School ate a reduced lunch menu on Family Fast Day to show solidarity. Staff at St. Mary's Catholic College waxed their legs to raise money for Pakistan relief. Members of Loreto High School's Justice and Peace Group baked and sold cakes to support CAFOD's work. Year 11 pupils at Blessed Edward Jones Catholic High School met with a CAFOD director and signed a flag with solidarity messages after learning about struggles of young people in Colombia.
This document discusses a symposium on vitamin D insufficiency as a risk factor for chronic diseases. It reviews studies from North America that examine the prevalence of vitamin D insufficiency, defined as a serum level below 40 nmol/L. The studies also look at evidence that vitamin D insufficiency may be linked to specific biomarkers for certain diseases.
Staff educational levels, ethnicity, professional status, and experience were related to perceptions of leadership effectiveness and school focus in alternative schools. Higher educational levels were associated with more positive perceptions of leadership effectiveness. Ethnicity influenced perceptions of school focus, with some ethnic groups viewing schools as more academically or behaviorally focused. Professional status and experience impacted views of organizational culture. Leadership effectiveness and culture were also related, as were leadership effectiveness, culture, school focus, and job satisfaction.
This document provides information about a short module on encountering the New Testament held on November 1st and 22nd, 2014. It outlines the module aims, content, learning outcomes, teaching methods, contact hours, assessment, and reading list. The module will introduce students to methods of reading and interpreting the Bible, focusing on understanding biblical texts in their original contexts. Students will learn about historical perspectives, exegetical skills, and biblical criticism to aid their interpretation. The summative assessment is a 2,500 word essay analyzing a biblical theme or method of criticism.
The document discusses several key aspects of instructional theory:
1. Effective instruction requires assessing student readiness through evaluating their existing knowledge, skills, and abilities.
2. Instructors must clearly define the learning objectives, procedures for achieving the objectives, and criteria for success.
3. Providing feedback through evaluation and remediation is important for students to diagnose their performance and improve. Frequent evaluation and quick remediation enhances learning.
4. Instructional strategies like repetition, clarity of communication, smaller student-teacher ratios, and reminders can boost academic achievement.
1) A school principal reported a teacher to Child Protective Services for allegedly hitting a student with a chair based on interviews with the student and others. The teacher sued the principal for defamation and conspiracy.
2) The court found that the principal was entitled to immunity for reports made in good faith to child protective services. The principal provided affidavits demonstrating her reasonable belief that reporting was required, while the teacher provided no evidence that no reasonable principal would have believed reporting was necessary.
3) The court reversed the trial court's denial of summary judgment for the principal, finding that she was entitled to immunity as her report was made in good faith.
The document provides an agenda for a week-long summer academy focused on the C4 model of learning. The schedule outlines the daily activities and workshops on topics like Google apps, creative commons, photoshop, flip cameras, and reading/writing groups. The document also includes revisions to the schedule with suggestions for rearranging some of the sessions and incorporating more time for discussion.
This document summarizes Andrew Clay Shafer's talk "Making OpenStack Work: An Authentic Critique" given at the Open Business Conference on May 6th 2014. The talk discusses issues with OpenStack including a long feedback cycle with weak signals, the proliferation of projects with no foundation, and metrics that don't reflect real contributions or usage. Shafer suggests focusing on quality instead of timed releases, learning distributed systems principles, and handling dissent within communities.
The document summarizes the Florida Consent Decree, which provides a framework for compliance with federal and state laws regarding the education of English learners. The decree has six parts that address identification and assessment of ELs, equal access to appropriate programming and support services, personnel qualifications, monitoring by the state department of education, and outcome measures to evaluate program effectiveness. It was established in 1990 by a lawsuit and modified in 2003 to further support ELs in Florida public schools.
Hear how the passing of the Dream Act impacts our students in Illinois, Updates on FAFSA from ISAC as well as what fast track applications are all about.
Aliza Gilbert, Counselor – Highland Park High School; Co-Developer of the College Advising Guide for Undocumented Students
Sam Nelson – ISAC
Americans With Disabilities Act Training Presentation (ADA)Jackie Xicara
Training presentation was created for an Employee and Labor Relations school course assignment. This presentation discusses ADA compliance requirements for employers.
The document provides the legislative platform of the Florida College System Student Government Association (FCSSGA). It outlines several policy positions the FCSSGA will support or oppose. The FCSSGA will:
- Oppose bills allowing concealed weapons on Florida college campuses.
- Support bills forgiving loans for Florida college students who teach in STEM fields.
- Support bills requiring Florida colleges to have lower student loan default rates than the national average.
- Support extending Bright Future eligibility for students unable to enroll immediately after high school.
- Support requiring body camera data storage and review policies for law enforcement.
- Support prohibiting discrimination based on sexual orientation or gender identity.
- Support providing free tuition for
This paper explores the impact of the ADA’s enactment. The ADA ensured equal treatment and access for those with disabilities to public facilities and employment, and growing numbers are now participating in the workforce and community. Although the ADA transformed the rights of individuals with disabilities in the civic environment and workplace, there are still matters these people and their families face due to their disability. An analysis of research brings to light the issues of unequal income, elusive disability classifications as a result of broad language, and biased views from others as unsolved problems. By spreading awareness and encouraging the elimination of physical and social barriers, the inclusion of all individuals, regardless of ability, will progress.
Legal Issues in Student Confidentiality and CyberSpeechmdalgarn
This document discusses legal issues related to student confidentiality and cyber speech. It summarizes key provisions of FERPA and HIPAA related to student records, including what constitutes an "education record" and the rights of parents. It also discusses exceptions to obtaining parental consent before disclosing student records and applies these concepts to student confidentiality in California schools. The presentation agenda indicates later sections will cover cyberbullying laws, threats and student free speech protection.
The document summarizes resources available for military families with special needs children through Military OneSource (MOS). MOS provides consultations with specialists to assess families' needs and locate resources, as well as articles and information on their website. They can help families navigate education, medical care, support groups, and relocation benefits. MOS consultations can be accessed by calling their phone number. The document also provides updates on TRICARE benefits and resources available through other organizations that support military families with special needs.
This document provides information about undocumented students and guidance for counselors advising them. It begins with an introduction of the presenter and his background. It then discusses the importance of serving undocumented students, explaining their numbers and challenges obtaining legal status or financial aid. The document outlines counseling approaches for building trust and encouraging students. It provides updates on the DREAM Act and other policies, as well as resources for counselors and students.
The article discusses the role of parents in closing the academic achievement gap between minority and disadvantaged students and their white and Asian counterparts. It argues that while legislation like No Child Left Behind aims to address this gap, it neglects to hold parents specifically accountable for their level of involvement in their children's education. The article highlights how proven strategies for parental involvement could be implemented under NCLB's framework, with a focus on parental responsibility. It offers suggestions for mechanisms to make parents accountable for their children's school success.
Pupils at several Catholic schools in the UK celebrated young people and raised funds for CAFOD through various activities. Students at Our Lady's Catholic High School ate a reduced lunch menu on Family Fast Day to show solidarity. Staff at St. Mary's Catholic College waxed their legs to raise money for Pakistan relief. Members of Loreto High School's Justice and Peace Group baked and sold cakes to support CAFOD's work. Year 11 pupils at Blessed Edward Jones Catholic High School met with a CAFOD director and signed a flag with solidarity messages after learning about struggles of young people in Colombia.
This document discusses a symposium on vitamin D insufficiency as a risk factor for chronic diseases. It reviews studies from North America that examine the prevalence of vitamin D insufficiency, defined as a serum level below 40 nmol/L. The studies also look at evidence that vitamin D insufficiency may be linked to specific biomarkers for certain diseases.
Staff educational levels, ethnicity, professional status, and experience were related to perceptions of leadership effectiveness and school focus in alternative schools. Higher educational levels were associated with more positive perceptions of leadership effectiveness. Ethnicity influenced perceptions of school focus, with some ethnic groups viewing schools as more academically or behaviorally focused. Professional status and experience impacted views of organizational culture. Leadership effectiveness and culture were also related, as were leadership effectiveness, culture, school focus, and job satisfaction.
This document provides information about a short module on encountering the New Testament held on November 1st and 22nd, 2014. It outlines the module aims, content, learning outcomes, teaching methods, contact hours, assessment, and reading list. The module will introduce students to methods of reading and interpreting the Bible, focusing on understanding biblical texts in their original contexts. Students will learn about historical perspectives, exegetical skills, and biblical criticism to aid their interpretation. The summative assessment is a 2,500 word essay analyzing a biblical theme or method of criticism.
The document discusses several key aspects of instructional theory:
1. Effective instruction requires assessing student readiness through evaluating their existing knowledge, skills, and abilities.
2. Instructors must clearly define the learning objectives, procedures for achieving the objectives, and criteria for success.
3. Providing feedback through evaluation and remediation is important for students to diagnose their performance and improve. Frequent evaluation and quick remediation enhances learning.
4. Instructional strategies like repetition, clarity of communication, smaller student-teacher ratios, and reminders can boost academic achievement.
1) A school principal reported a teacher to Child Protective Services for allegedly hitting a student with a chair based on interviews with the student and others. The teacher sued the principal for defamation and conspiracy.
2) The court found that the principal was entitled to immunity for reports made in good faith to child protective services. The principal provided affidavits demonstrating her reasonable belief that reporting was required, while the teacher provided no evidence that no reasonable principal would have believed reporting was necessary.
3) The court reversed the trial court's denial of summary judgment for the principal, finding that she was entitled to immunity as her report was made in good faith.
The document provides an agenda for a week-long summer academy focused on the C4 model of learning. The schedule outlines the daily activities and workshops on topics like Google apps, creative commons, photoshop, flip cameras, and reading/writing groups. The document also includes revisions to the schedule with suggestions for rearranging some of the sessions and incorporating more time for discussion.
This document summarizes Andrew Clay Shafer's talk "Making OpenStack Work: An Authentic Critique" given at the Open Business Conference on May 6th 2014. The talk discusses issues with OpenStack including a long feedback cycle with weak signals, the proliferation of projects with no foundation, and metrics that don't reflect real contributions or usage. Shafer suggests focusing on quality instead of timed releases, learning distributed systems principles, and handling dissent within communities.
Dr. William Allan Kritsonis, Public School Law, American With Disabilities Action, Due Process, Discrimination, Bill of Rights, Least Restrictive Environment
Music Business Talk at the Electronic Music Conference and Audio Expo Manila 2013.
Mad props to Gerd Leonhard and Seth Godin, two thought leaders whose work inspires me.
This document provides a comparison of higher education institutions in Poland and Canada. It uses an information technology framework of participation, feedback, and partnership. Key points of comparison include differences in governance structures, funding models, types of institutions, and partnerships between schools in Poland, Canada, and other countries. The goal is to better understand how these systems have adapted to changes in information technology and learning theory.
Blackbourn,two unique organizational communication systems blackbourn-done focusWilliam Kritsonis
This article outlines two unique organizational communication systems - the "Who has the Dean's Ear?" suggestion box at a university school of education, and the "Express to the Top" employee feedback program at a local business. Both systems were designed to facilitate feedback and suggestions from internal stakeholders. Over four years, the suggestion box received an average of 60 entries per month and led to improvements. The business program encouraged employees to provide feedback and suggestions to improve various processes, which generated enthusiasm across the organization. The two systems show how novel approaches can effectively engage stakeholders in continuous organizational improvement.
Lunenburg, fred c[1]. the interview as a selection device ijsaid v12 n1 2010William Kritsonis
The document summarizes research on the interview process used for hiring. It discusses that interviews are commonly used but have problems as a selection tool. Specifically, interviews often rely on biases, inconsistent structure, and focus too much on negatives. However, interviews can be improved through techniques like using a standardized format, training interviewers, and supplementing interviews with other assessments. The ideal interview gathers maximum information from the applicant to inform selection decisions.
Indigenous groups in Cambodia are facing threats to their land and culture from logging, mining, and plantation companies. A local organization trained young indigenous people in photography to document and share their traditions and advocate for land rights. This helps preserve their culture and educate younger generations in traditional practices, as well as give the communities a voice to highlight issues important to them and demand legal protection of their ancestral lands and way of life.
The document describes the C4 program, which provides professional development for educators on collaboration, creativity, communication, and content embedded with technology. The program received funding from a federal stimulus grant distributed by the Minnesota Department of Education. Educators who participate in the program learn tools to assist them in aligning their teaching with educational technology standards and reflect on intentionally improving their practice through online tasks and a portfolio.
Section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA) both provide protections for students with disabilities but have important differences. Section 504 is a federal civil rights law that prohibits disability discrimination in programs receiving federal funds, while IDEA is an entitlement program that ensures students with disabilities receive specialized instruction and related services. Under Section 504, students must have a disability that substantially limits a major life activity and need accommodations, while IDEA has stronger eligibility criteria and procedural safeguards. Both laws require schools to provide appropriate services to eligible students, but IDEA mandates a formal individualized education program (IEP) while Section 504 uses informal plans like 504 plans or accommodation plans.
The document outlines several key laws related to disability rights in the United States including the Americans with Disabilities Act, Equal Employment Opportunity Commission, Fair Labor Standards Act, Sections of the Vocational Rehabilitation Act of 1973, Individuals with Disabilities Education Act, Vocational Rehabilitation's Individualized Plan of Employment, Carl Perkins Act, Person-centered planning, and the Family Educational Rights and Privacy Act. These laws prohibit discrimination based on disability and provide rights to individuals with disabilities in employment, education, healthcare, and other services.
This document provides an overview of Section 504 of the Rehabilitation Act of 1973. It discusses the history and relationship between Section 504 and the Individuals with Disabilities Education Act. Key aspects of Section 504 covered include eligibility, qualifications for being considered disabled, protections from discrimination and harassment, and best practices for school procedures including evaluations, accommodation plans, and periodic reviews. The resources aim to help schools understand and comply with their legal obligations to students with disabilities under Section 504.
Understand the history of IDEA and the reasons f.docxmarilucorr
Understand the history of IDEA and the reasons for the federal government’s call for national intervention into special educationIdentify and describe the six principles of IDEA.
Review objectives with participants
Understand the effects of personal cultural biases.Discuss confidentiality, privacy and current issues.Identify resources for teachers, parents and students.
Review objectives with participants
So who exactly is served in special education?
Exceptional Children
Physical or learning abilities of these children are either above or below the norm and require a specialized program to meet their needsDisability/Impairment
Reduced function or loss of a particular body part or organ
A child with a physical disability is not handicapped unless it impairs educational, personal, social, vocational issues
Handicap
A problem a person with a disability or impairment encounters interacting with the environmentAt-Risk
A child that is not currently identified as having a disability, are considered to have a greater than usual chance of developing a disability.
Also, refers to students who are experiencing learning problems in the regular classroom
People First Language simply means that we should ALWAYS put the person first in our descriptions.IDEA supports People First Language. The term handicapped is replaced with disability.Examples:
Children with disabilities
Students in special education
Students with learning differences, and
Students with autism.
This is an important concept because there is an expectation that we do not categorize students by their disability.
MustUseStudentInstead ofCategory
A child evaluated as having. . .
A specific learning disability (LD)
An emotional disturbance (ED)
Intellectual Disability(ID)
A speech or language impairment (SI)
A visual impairment including blindness (VI)
A hearing impairment including deafness (AI)
An orthopedic impairment (OI)
These are the official labeling categories used for a student with a disability and included next to the category is the acronym used for each of the disability categories.
traumatic brain injury (TBI)
Autism (AI)
other health impairment (OHI)
multiple disability (MI)
deaf-blindness (DB)
non-categorical early childhood (NCEC)
may used for children ages 3 through 5
These are the official labeling categories used for a student with a disability and included next to the category is the acronym used for each of the disability categories. In Texas Students are labeled by the time they have completed their fifth year; however in other states in the country they are labeled developmentally delayed but not given a specific disability category until nine years of age.
NCEC: suspected of meeting eligibility criteria for:
autism
emotional disturbance
learning disability
Intellectual Disability
Use of the NCEC code is a local district decision
NCEC students must be suspected of meeting the following criteria in order to be considered ...
This document provides a summary of 8 major events in the history of special education in the United States:
1) Brown v. Board of Education in 1954 ruled that segregation of public schools was unconstitutional.
2) Mills v. Board of Education and Pennsylvania Assoc. for Retarded Children established that all children have a right to public education.
3) The Rehabilitation Act of 1973 prohibited disability discrimination in federal programs and employment.
4) Public Law 94-142, passed in 1975, guaranteed free appropriate public education to all children with disabilities.
5) The Americans with Disabilities Act of 1990 prohibited discrimination against people with disabilities.
6) Final federal regulations were issued governing special education.
Dr. William Allan Kritsonis - American Disability Act - Equity in Education f...William Kritsonis
This document discusses the history and key cases related to laws protecting individuals with disabilities. It begins with early cases establishing the right to education for individuals with disabilities. It then outlines the passage and purpose of major laws like Section 504 of the Rehabilitation Act of 1973, the Education for All Handicapped Children Act (later IDEA), and the Americans with Disabilities Act of 1990. The document also summarizes requirements and protections provided by these laws, as well as important cases that set legal precedents, such as Pennsylvania Assoc. for Retarded Children v. Commonwealth of PA and Mills v. Board of Education.
William Allan Kritsonis, PhD - PPT. American Disability ActWilliam Kritsonis
This document discusses key aspects of Section 504 and the Americans with Disabilities Act (ADA) as they relate to providing accommodations and protections for students with disabilities in schools. It notes that Section 504 and the ADA prohibit discrimination against students with disabilities and require schools that receive federal funding to provide reasonable accommodations so that students can fully participate in all school programs and activities. The document outlines evaluation procedures, eligibility determinations, developing accommodation plans, and implementing accommodations to ensure students receive equal access to education.
This document provides information on Section 504 and accessibility for students with disabilities in postsecondary education. It begins by defining key terms related to disability services like Section 504, ADA, IDEA, IEP, and FAPE. It then explains that Section 504 focuses on access to education, while IDEA determines eligibility for specific special education services. Differences between Section 504, ADA, and IDEA are outlined. The document also discusses requirements for services and accommodations under Section 504 like individual accommodation plans and examples of appropriate modifications to policies, programs, and procedures that increase accessibility. It concludes with case studies demonstrating proper responses to requests for accommodation from postsecondary students with disabilities.
The document discusses several laws that protect and provide for the rights of students with disabilities:
- The Individuals with Disabilities Education Act (IDEA) requires schools to provide free and appropriate education for students with disabilities and create Individualized Education Plans.
- Section 504 of the Rehabilitation Act prohibits disability discrimination in schools and requires accommodating students' needs.
- The Americans with Disabilities Act (ADA) is a civil rights law prohibiting disability discrimination in all public settings including schools.
- The Every Student Succeeds Act (ESSA) replaced No Child Left Behind and modified standardized testing requirements while maintaining accountability and support for disadvantaged students.
The document summarizes key aspects of the IDEA and Section 504 laws regarding who is protected and eligible for special education services. It explains that the IDEA protects students ages 3-21 with disabilities who need special education, while Section 504 protects students with disabilities regardless of need for special education. It provides examples of accommodations under Section 504 and discusses other topics like private school students, incarcerated juveniles, and students with learning disabilities.
SPE/513 Learning Team C IDEA (2004) PresentationKaitlin Smoot
This presentation covers:
-The connection between theory and decision making
-The impact of legislation on special educators and their practices
-How this legislation positively or negatively impacts families of students with exceptional learning needs
-Common terminology and acronyms used in special education
Concurrent session at the TxDLA 2016 Conference. This is the first time, I've offered a professional development session for Section 504 Coordinators that's focused on accessibility in online learning. I expect this will look different in future offerings, if there are other offerings.
This presentation addresses the following in the field of Special Education:
1. The connection between theory and decision making
2. The impact of legislation on special educators and their practices
3. How this legislation positively or negatively impacts families of students with exceptional learning needs
4. Common terminology and acronyms used in special education
This document discusses legal issues related to education in the United States. It begins by explaining that the 10th Amendment gives states responsibility for public education. Key court cases are discussed, including those related to separation of church and state, desegregation, students' rights, and teachers' rights. The rights of teachers can differ slightly from other citizens, as schools have an interest in maintaining order, but teachers are generally afforded due process protections.
Ch. 5 Legal Issues in American Schooling - Dr. William Allan KritsonisWilliam Kritsonis
1. The document discusses several key legal issues in American schooling, including the constitutional basis of education and the separation of church and state.
2. It outlines that the Tenth Amendment gives states responsibility for public education and that state constitutions provide for this. Local boards of education derive their power from state governments.
3. Courts have largely upheld the separation of church and state in schools, prohibiting organized religious activities but allowing voluntary student participation outside of school. Students' and teachers' rights are also addressed.
The document discusses several important laws pertaining to equal protection and legal protections for diverse populations of learners. It summarizes key aspects of the 14th Amendment, Brown v. Board of Education, Title IX, the McKinney-Vento Act, IDEA, Section 504 of the Rehabilitation Act, and bullying/harassment laws. It explains that these laws prohibit discrimination based on characteristics like race, gender, religion, national origin, and disability. The laws also establish rights for homeless, immigrant, LGBT, and special needs students to ensure equal access to public education.
This document provides guidance for faculty at Houston Community College on complying with disability laws and assisting students with disabilities. It discusses the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, defining disability, the college's responsibilities to provide reasonable accommodations, and the process for students to receive accommodations through the college's Ability Services offices. Faculty are instructed on referring students to Ability Services, not validating medical documentation, including information in syllabi, and providing approved accommodations to students who present accommodation letters.
https://www.sec.gov/Archives/edgar/data/354950/000035495016000060/hd-1312016x10xk.htm#sBECE5E2981BF5607AC55B06C71A3916E
GS 420: Disability & Society: 2/1
Class session 3Assignment #1 due 2/8 by 11:59 p.m.
Be sure to self-score your rubric cover sheet, complete student profile, and include your picture along with your biography.
Assignment #2 due 2/22
What are your plans for community service?
Next week: Bring an Orange to Class
*
Next week….Bring an orange to class for a diversity activity…
Why Community Service is important….
“The best way to find yourself
is to lose yourself
in the service of others.”
Mahatma Gandhi
Community Service: Check Blackboard for more info!Opportunities added weekly…
Go to Assignment #6: Community service linkTherapeutic Recreation Services (TRS) Join SAN/SAB , ASL Club, and Project Puzzle! ASL ClubSpecial OlympicsSDSU Fitness ClinicEpilepsy WalkGreen Mile (St. Madeleine Sophie) El Cajon
Welcome Daniel KimpelSan Diego Park & Recreation
Therapeutic Recreation Services
List of opportunities under the “community service” link on blackboard
Daniel can be reached by phone and email (see blackboard)
Lots of February events available!
Assignment #2: History of
Dis/AbilityRead the directions for Assignment 2 on blackboardChoose one of the “Parallels in Time” website and review the sections listedA minimum 500 word summary is required for at least 3 or more of the sections – (ONE SUMMARY that includes the 3 sections)An additional one page personal reaction to the informationTwo questions you ask about the information readHow does this information relate to our course?
Assignment 2Self score the cover sheet (rubric)Upload on blackboard – due on 2/22, Wednesday at 11:59 p.m. LATE papers will lose points.Use person-first language in your write up, even though the information in PIT does not do so…Or, use quotation marks for labels and terms that are not current and correct…..
Welcome Zachary York
Welcome Kelvin Crosby and Jesus Montoya
A global perspective of the disability experience…..
http://www.ilo.org/public/english/disability/countusin/main.html
Legislation for Diversity
“The great law of culture is: Let each become all that he was created capable of being; expand, if possible, to his full growth; resisting all impediments. . . and show himself at length in his own shape and stature, be these what they may.”
Thomas Carlyle, scholar
*
Legislation
Interest in promoting the rights
of all people in general
leads to attention to the rights of specific groups1930’s - labor movements - improved quality of working environment of children1950’s & 1960’s - Civil Rights -social changes needed for African Americans Civil rights movement expanded to guarantee rights to allLegislation protects civil rights through enforcement and provision of services
Laws of Human Diversity.Age: Older Americans Act of 1965; Age Discrimination in Employment Act of 1978Communication: Bill of R ...
GS 420 Disability & Society 21Class session 3Assign.docxwhittemorelucilla
GS 420: Disability & Society: 2/1
Class session 3Assignment #1 due 2/8 by 11:59 p.m.
Be sure to self-score your rubric cover sheet, complete student profile, and include your picture along with your biography.
Assignment #2 due 2/22
What are your plans for community service?
Next week: Bring an Orange to Class
*
Next week….Bring an orange to class for a diversity activity…
Why Community Service is important….
“The best way to find yourself
is to lose yourself
in the service of others.”
Mahatma Gandhi
Community Service: Check Blackboard for more info!Opportunities added weekly…
Go to Assignment #6: Community service linkTherapeutic Recreation Services (TRS) Join SAN/SAB , ASL Club, and Project Puzzle! ASL ClubSpecial OlympicsSDSU Fitness ClinicEpilepsy WalkGreen Mile (St. Madeleine Sophie) El Cajon
Welcome Daniel KimpelSan Diego Park & Recreation
Therapeutic Recreation Services
List of opportunities under the “community service” link on blackboard
Daniel can be reached by phone and email (see blackboard)
Lots of February events available!
Assignment #2: History of
Dis/AbilityRead the directions for Assignment 2 on blackboardChoose one of the “Parallels in Time” website and review the sections listedA minimum 500 word summary is required for at least 3 or more of the sections – (ONE SUMMARY that includes the 3 sections)An additional one page personal reaction to the informationTwo questions you ask about the information readHow does this information relate to our course?
Assignment 2Self score the cover sheet (rubric)Upload on blackboard – due on 2/22, Wednesday at 11:59 p.m. LATE papers will lose points.Use person-first language in your write up, even though the information in PIT does not do so…Or, use quotation marks for labels and terms that are not current and correct…..
Welcome Zachary York
Welcome Kelvin Crosby and Jesus Montoya
A global perspective of the disability experience…..
http://www.ilo.org/public/english/disability/countusin/main.html
Legislation for Diversity
“The great law of culture is: Let each become all that he was created capable of being; expand, if possible, to his full growth; resisting all impediments. . . and show himself at length in his own shape and stature, be these what they may.”
Thomas Carlyle, scholar
*
Legislation
Interest in promoting the rights
of all people in general
leads to attention to the rights of specific groups1930’s - labor movements - improved quality of working environment of children1950’s & 1960’s - Civil Rights -social changes needed for African Americans Civil rights movement expanded to guarantee rights to allLegislation protects civil rights through enforcement and provision of services
Laws of Human Diversity.Age: Older Americans Act of 1965; Age Discrimination in Employment Act of 1978Communication: Bill of Rights, Article 1; Equal Educational Opportunities Act of 1974Culture: Universal Declaration of Human RightsGender: Title VII ...
The Stigma Must Be Broken For Disabled Students to Succeed.docxajakil1
An essay about the college experience with a disabillity. How we live with limited resources and schools are uneducated on this topic. It is intended to raise awareness to teachers and other college students.
Similar to 504 Law PPT. - William Allan Kritsonis, PhD (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)