In our country so many acts passed by The Central and Stated Government.Here we will know about most important disability acts which are enacted by the Indian parliament, such as RCI 1992, PwDs Act 1995 and National trust Act 1999. which are very important to all professionals.
In our country so many acts passed by The Central and Stated Government.Here we will know about most important disability acts which are enacted by the Indian parliament, such as RCI 1992, PwDs Act 1995 and National trust Act 1999. which are very important to all professionals.
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.
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
School Law - Dr. William Allan Kritsonis
Dr. William Allan Kritsonis Inducted into the William H. Parker Leadership Academy Hall of Honor (HBCU)
Remarks by Angela Stevens McNeil
July 26th 2008
Good Morning. My name is Angela Stevens McNeil and I have the privilege of introducing the next Hall of Honor Inductee, Dr. William Allan Kritsonis. Dr. Kritsonis was chosen because of his dedication to the educational advancement of Prairie View A&M University students. He earned a Bachelor’s degree in 1969 from Central Washington University in Ellensburg, Washington. In 1971, he earned his Master’s in Education from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa.
Dr. Kritsonis has served and blessed the field of education as a teacher, principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. He has also earned tenure as a professor at the highest academic rank at two major universities.
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing through the Realms of Meaning.
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies.
Dr. William Kritsonis is a well respected author of more than 500 articles in professional journals and several books. In 1983, Dr. Kritsonis founded the NATIONAL FORUM JOURNALS. These publications represent a group of highly respected scholarly academic periodicals. In 2004, he established the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. Over 300 articles have been published by doctorate and master’s degree students and most are indexed in ERIC.
Currently, Dr. Kritsonis is a Professor in the PhD Program in Educational Leadership here at Prairie View A&M University.
Dr. William Kritsonis has dedicated himself to the advancement of educational leadership and to the education of students at all levels. It is my honor to bring him to the stage at this time as a William H. Parker Leadership Academy Hall of Honor Inductee.
Dr. William Allan Kritsonis, Students Rights, Student Freedom of Speech, Student Expression, Pickering and other cases, Censsorship of Student Publications, Due Process, Discrimination, Diversity, Multicultural Issues, Personnel Administration
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.
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
School Law - Dr. William Allan Kritsonis
Dr. William Allan Kritsonis Inducted into the William H. Parker Leadership Academy Hall of Honor (HBCU)
Remarks by Angela Stevens McNeil
July 26th 2008
Good Morning. My name is Angela Stevens McNeil and I have the privilege of introducing the next Hall of Honor Inductee, Dr. William Allan Kritsonis. Dr. Kritsonis was chosen because of his dedication to the educational advancement of Prairie View A&M University students. He earned a Bachelor’s degree in 1969 from Central Washington University in Ellensburg, Washington. In 1971, he earned his Master’s in Education from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa.
Dr. Kritsonis has served and blessed the field of education as a teacher, principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. He has also earned tenure as a professor at the highest academic rank at two major universities.
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing through the Realms of Meaning.
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies.
Dr. William Kritsonis is a well respected author of more than 500 articles in professional journals and several books. In 1983, Dr. Kritsonis founded the NATIONAL FORUM JOURNALS. These publications represent a group of highly respected scholarly academic periodicals. In 2004, he established the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. Over 300 articles have been published by doctorate and master’s degree students and most are indexed in ERIC.
Currently, Dr. Kritsonis is a Professor in the PhD Program in Educational Leadership here at Prairie View A&M University.
Dr. William Kritsonis has dedicated himself to the advancement of educational leadership and to the education of students at all levels. It is my honor to bring him to the stage at this time as a William H. Parker Leadership Academy Hall of Honor Inductee.
Dr. William Allan Kritsonis, Students Rights, Student Freedom of Speech, Student Expression, Pickering and other cases, Censsorship of Student Publications, Due Process, Discrimination, Diversity, Multicultural Issues, Personnel Administration
EDUL 8003 - Dissertation, Dr. William Allan KritsonisWilliam Kritsonis
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; Wright State University, Dayton, Ohio; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA). In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
A N O V E R V I E W O F E D U C A T I O N L A W, T E X A S S C H O O L ...William Kritsonis
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis, Students Rights, Student Freedom of Speech, Student Expression, Pickering and other cases, Censsorship of Student Publications, Due Process, Discrimination, Diversity, Multicultural Issues, Personnel Administration
Grace Thomas Nickerson, PhD Dissertation Proposal Defense, Dr. William Allan ...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Grace Thomas Nickerson, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
The Parental Rights Amendment, which contains wording to ensure that parental rights are protected for all, including those with a disability. Section 4 of the Amendment states, "The parental rights guaranteed by this article shall not be denied or abridged on account of disability."
Parenting with a Disability: Know Your Rights Toolkit, put together by the Christopher & Dana Reeve Foundation and the National Council on Disability. We hope you find the information it contains helpful.
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 ...
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
Lesson 4 Mental Health Policy and the Law ReadingsNOTE All.docxSHIVA101531
Lesson 4: Mental Health Policy and the Law
Readings
NOTE: All articles except those with links are on E-Reserves.
Required
Frank, R.G., & Glied, S.A. ( 2006). Better but not well: Mental health policy in the United
States since 1950. Baltimore: Johns Hopkins Press. Chapter 6.
Petrila, J., & Douglas, K. S. (2002). Legal issues in maximum security institutions for people with mental illness: Liberty, security, and administrative discretion. Behavioral Sciences & the Law, 20(5), 463-480. doi:10.1002/bsl.505. Read 463-471.
Levin, B., Hennessy, K.D., & Petrila, J. (2004). Mental Health Services: A public health perspective. Oxford: Oxford University Press. Chapter 3; especially pages 42-50.
Zubritsky, C., Mullahy, M., Allen, M., & Alfano, E. (2006). The State of the Olmstead Decision and the Impact of Consumer Participation in Planning. American Journal of Psychiatric Rehabilitation, 9(2), 131-143. doi:10.1080/15487760600876345.
Optional
Lombardo, P. (1985). Three generations, no imbeciles: New light on Buck v. Bell. 60 New
York Law Review, 60(1), 30-62.
Summary
This week’s lesson centers on some of the key legal decisions that have influenced mental health policy and practices in the United States. We encourage you to explore some of the cases in depth which will be briefly described below; the facts of the cases can be very interesting. Remember, you will be responsible for writing a paper related to mental health law that will be due October 4th.
Early Court Involvement in Mental Health Policy
Until the middle of the 20th century with the advent of the civil rights movement, there were few laws protecting the rights of people with mental illness. Decision-making regarding hospitalization and care was left to hospital directors and psychiatrists with no required consent of the individual. Persons with mental illness could be involuntarily committed to a mental institution and remain there indefinitely with no legal protections. They could be medicated and operated on without their consent. No protections existed to assure that they were treated humanely and that the facilities in which they were housed were sanitary. When lawsuits were brought to defend their rights, cases were very often dismissed or ruled against them One extreme example was Buck v. Bell (1924), where the U.S. Supreme Court ruled that the forced sterilization of a young woman with a developmental disability was not a violation of the Due Process clause of the 14th Amendment to the U.S. Constitution.
Protections that required medical professionals to obtain patient consent before performing a procedure were afforded in Schloendorff v Society of New York Hospital in 1914 but these protections did not applied to those patients who were not of “sound mind”. Only much more recently have medical professionals been required to extend these protections to those with mental illness (see Salgo v. Leland Stanford Jr. University Board of Trustees ...
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
Court Cases - Special Education - Dr. William Allan KritsonisWilliam Kritsonis
William Allan Kritsonis, PhD
PhD, The University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington, 1969
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Visiting Scholar, Stanford University, School of Education, Palo Alto, California, 1987
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University, 2008
Hall of Honor (2008)
William H. Parker Leadership Academy, Graduate School
Prairie View A&M University - The Texas A&M University System
Invited Visiting Lecturer (2005)
Oxford Round Table
Oriel College
University of Oxford
Oxford, England – United Kingdom
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional Studies
Ellensburg, Washington
Founder & Editor-in-Chief
NATIONAL FORUM JOURNALS
Founded 1983
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. “It is better for all the world, if instead of waiting to execute degenerate offspring for crime or to let them starve for their imbecility, society can prevent those who are manifestly unfit from continuing their kind . . . three generations of imbeciles are enough." Oliver Wendell Holmes Buck v. Bell, 274 U.S. 200 (1927), was the United States Supreme Court ruling that upheld a statute instituting compulsory sterilization of mentally retarded "for the protection and health of the state." It was largely seen as an endorsement of negative eugenics—the attempt to improve the human race by eliminating "defectives" from the gene pool.
3. Discriminatory Law Against The Disabled “No person who was diseased, maimed, mutilated, or in any way deformed so as to be unsightly or disgust object or improper person to be allowed in or in the public places in in this city shall therein or thereon expose himself to public view, under a penalty of not less than one dollar nor more than an fifty dollars for each offense.” (Chicago Law Repealed in 1974/Tennessee v. Lane, 2003 Brief for the United States, p. 19)
4. Beattie vs. Board of Education In this case, a student had a disability that caused him to drool, have involuntary facial contortions, and have speech problems. Although his disabilities were strictly physical, and his intellectual ability was not affected he was expelled from school because “ this condition nauseated the teachers and other students. This case went before the Wisconsin supreme court; court ruled that school officials could indeed exclude students with disabilities. and the court .
5.
6. Denise Karuth testified that the New York State Commission for the Blind would not sponsor her for a masters degree in rehabilitation counseling because "the State would not hire blind rehabilitation counselors."(6)
7. A professor of veterinary medicine at a state university was fired because he had AIDS.(7)
8.
9. Historical Origins of ADA Lead To… Strong desire of disabled individuals to fully participate in society giving rise to
10. Two Landmark Cases Pennsylvania Association for Retarded Children ( PARC) vs. Commonwealth of Pennsylvania Argued that students with mental retardation in Pennsylvania were Not receiving a publicly supported education. Court ruled that children in Pennsylvania between the ages of 6 and 21, who had mental retardation, must be provided a free public education. It was also determined that these children could benefit from being enrolled in a program that was most similar to the programs developed for their peers without disabilities Mills v. Board of Education Suit was brought forth by the parents and guardians of children who represented a wide range of disabilities in Washington DC. Plaintiffs argued that their children were excluded form school without due process of law (14th Adm.) Court ruled that all children with disabilities in the District f Columbia must be provided a publicly supported education. Case also responsible for gaining the right to due process safeguard for children with disabilities. Safe Guards include: Right to a hearing The right to appeal The right to have access to records Written notice requirements
11. Important Laws Protecting Individuals with Disabilities Education for All Handicapped Children Act of 1974 later changed to IDEA (Individuals with Disability Education Act) Rehabilitation Act of 1973 Section: 504 was passed as a civil rights law American Disability Act 1990
12.
13. Under IDEA students were to be placed in the least restrictive environment, which evolved into a "mainstreaming" philosophy.
14. The reform movement from "mainstreaming" to "inclusion" that began in the 1980s refocused attention on how students with disabilities were faring in the regular classroom.
15.
16. Purpose of 504 The purpose of Section 504 is to protect individuals with disabilities from discrimination for reasons related to their disabilities. ADA broadened the agencies and businesses that must comply with the non-discrimination and accessibility provisions of the law.
17. Three Categories Protected under 504 Any person who has a physical or mental impairment that significantly limits one or more of his or her life activities Any person who has a record of such an impairment Any person who is regarded as having such an impairment
18. Employment Landmark Case Arline v. School Board of Nassau County (1987) Under 504 of Rehabilitation Act- an elementary school teacher was discharged due to continued recurrence of tuberculosis. The teacher brought suit under 504, but US district Court dismissed her claims. On appeal, the 11th Circuit court of appeals reversed the decision and held that persons with contagious diseases fall within 504 coverage. School Board appealed to the US Supreme Court. Supreme Court found that teacher was a person with a disability because tuberculosis affected the respiratory system and ability to work. Case was remanded to the district court to determine if the teacher was “otherwise qualified” if reasonable accommodation apply. Court relied on reasonable medical judgments, teacher reinstated
20. Section 504 The student has a physical or mental impairment that substantially limits one or more of a person’s major life activities. The impairment must impact the student’s education.
43. The Mandate The basic mandate of the ADA is that: “no qualified individual with a disability shall be excluded from participation in, or denied access to, programs or activities; denied benefits or services; or be subjected to discrimination by any public entity.”
44. Threshold ADA Requirement for School Districts Every school in the Nation receiving federal financial assistance directly or indirectly must adhere to the Rehabilitation Act
45. Who is Covered by ADA? The ADA defines an individual as disabled if the person: 1. has a physical or mental impairment that substantially limits one or more major life activities; (such as walking, hearing, seeing, speaking and breathing) 2. has a record of such impairment; (such as recovered cancer patients or those who are disfigured to such an extent that they having a substantially limiting impairment) 3. is regarded as having such impairment. 42 USC§ 121l2 (2)
46. Definition Issues Bragdon v. Abbott, 118 S. Ct. 2196 (1998) Plaintiff demonstrated that her HIV status, asymptomatic had substantially limited her in caring out major life function of reproduction. Supreme Court decided that reproduction is a major life activity, and that the plaintiff in the case was protected as substantially limited in that major life activity. Note: Court did not decide that all individuals HIV positive, but asymptomatic, are covered nor did it address whether individuals who are HIV positive are protected under the “regarded as” prong of the definition.
57. ADA Title II Title II: Public Services- prohibits discrimination in services, programs and activities provided by state and local governments and any of their instrumentalities regardless of whether the public entity receives federal financial assistance . All public school are covered by Title II. Applies to public transportation but not school transportation 42 USC 121411
58.
59.
60. DC Judge tells School to Accommodate! Washington Post October, 1999 “Judge Tells School to Fix Bathrooms, 9-year old Wheelchair User Had to Drag Himself to Toilet” –story of a boy at DC elementary school who, because of structural inaccessibility, was forced to crawl to the bathroom for almost two years. (Strauss, V. & Wilgoren, D., 1999)
61. ADA Title IV Title IV-Telecommunications- applies specifically to telecommunications provided by common carriers, including wire, radio, television and telephone. Included installation and use of TDD devices for wire, radio, telephone and closed-captioning services for television.
62.
63. Amends the Rehabilitation Act to exclude from the definition of “handicapped individual” someone who is a current user of illegal drugs. Recovering addict would be entitled to protection under ether Rehabilitation Act or ADA
88. Eligibility Points of Clarification Every person eligible for Section 504 will not necessarily be eligible for special education. Every person eligible for special education is also protected under Section 504.
89. Should Parents be involved in 504/ADA Process and Procedure? Absolutely, parents should be included in the 504/ADA process whenever possible.
90. Documentation It is important to document evaluation results, eligibility determination, services, and placement issues regarding each student. DOCUMENT-DOCUMENT-DOCUMENT!
91. Who can refer a student for 504/ADA? Referrals are accepted from parents, professional staff, students, and/or other staff members. The problem(s) and previous remedies are considered and reviewed.
92. Evaluation The school must evaluate all students with disabilities before making an initial placement or any significant change in placement.
93. Notification The school notifies the parents or guardians, in writing, of the schools’ reason and intent to conduct an evaluation. The notice should include a description of the evaluation and procedural safeguards. Parental consent would be considered best practice for all Section 504/ADA evaluations.
94. Section 504/ADA Committee Meeting A best practice is to use the Student Assistance Team as the Section 504/ADA Committee. Typical members would include the following: The committee will study and analyze the evaluation data to determine if the student has a mental or physical disability that substantially limits a major life activity and influences the student’s educational program.
95. Eligibility and Accommodations/Services If the student is eligible under Section 504/ADA, the team determines accommodations and/or services that will enable the student to benefit from his/her education. This can be documented on an individual Section 504 plan.
96. Services The following factors are considered by a team knowledgeable about the student and the disability: Evaluation results Section 504/ADA eligibility The student’s unmet needs Services and/or accommodations based on eligibility Possible staff professional development Least Restrictive Environment (LRE)
97. Implementation The school staff makes the necessary accommodations to allow for the student’s disability. Parents should be consulted and given opportunities for input. The accommodations and/or services are then implemented.
98. Comparison Type Section 504/ADA—Civil Rights Law Special Education— Individuals with Disabilities Education Act
99. Free Appropriate Public Education (FAPE) Section 504/ADA Requires FAPE be provided to only those protected students who, because of a disability, need general education accommodations, or special education and related services. Defines FAPE as general or special education and related aids and services, to meet the needs of the individual student.
100. Comparison Section 504/ADA—General education accommodations and/or special education and/or related services. Special Education—Must be eligible and need special education; then related services can be added if they are necessary for the student to benefit from special education.
101. Common Accommodations Provide a structured learning environment. Repeat/simplify instructions regarding class assignments and homework. Supplement verbal instructions with visual ones. Use behavior management techniques. Adjust class schedules. Modify test delivery. Use tape recorders, CAI, and other audiovisual equipment. Select modified textbooks or workbooks. Tailor homework assignments. Tutor one-on-one.
102. Common Accommodations Use classroom aides and note takers. Modify nonacademic times (lunchroom, recess) and physical education. Change student seating. Change instructional pace. Change instructional methods. Change instructional materials. Provide peer tutoring. Implement behavioral/academic contracts. Use positive reinforcements (rewards). Use negative consequences (punishments). Use supplementary materials.
113. References Blanck, P., Hill, E., Siegal, C., Waterstone, M., (2004). Disability civil rights law and policy. West, St. Paul, MN. Kemerer, F., Walsh, J. , ( 2000) The educator’s guide to Texas school law 5thed., University of Texas Press, Austin ,TX. Rothstein, L., Rothstien, J., (2006). Disabilities and the law 2nd ed. West Group, Danvers, MA Americans With Disabilities Act 42 USC§ 12101 et seq. (1990) Individuals With Disabilities in Education Act 20 USCA§§1400-146129 (1973) Rehabilitation Act § 504 (1973) Strauss, V. , Wilgoren , E. (1999) October 20). Judge tells school to fix bathrooms, 9-year old wheelchair user had to drag himself to toilet. The Washington Post.
114. Cases Arline v. School Board of Nassau County (1987) US Court of Appeals Eleventh Circuit F. (1989) Beattie v. Board of Education 172 N. W. 153 (1919) Bragdon v. Abbott 163 3d 87 ( 1st Cir. 1998) Brown v. Board of Education Topeka 347 US 458 (1954) Buck v. Bell 274 US 200 (1927) Chalk v. United States District Court 832 F. 2d 1158 (9th Cir. 1987) Mills v Board of Education of District of Columbia 348 F. Supp 866 (1972) Pennsylvania Association of Retarded Children v. Commonwealth Of Pennsylvania., 343 F. supp 279 (1972) School Board v. Arline 480 U. S. 273 (1987)
115. The Americans with Disabilities Act has mandated that public schools become public. The Ivory Tower of Academia has been toppled and replaced with open and accessible institutions of learning opportunities for all children and adults including the disabled individual.
