James C. Raines and Nic T. Dibble
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199735853
- eISBN:
- 9780199863457
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199735853.003.0003
- Subject:
- Social Work, Children and Families
There are three kinds of consultation that practitioners should seek prior to making an ethical decision. Ethical consultation occurs best as part of a regularly scheduled, on-going relationship ...
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There are three kinds of consultation that practitioners should seek prior to making an ethical decision. Ethical consultation occurs best as part of a regularly scheduled, on-going relationship aimed at the growth of the consultee. Clinical consultation is important to determine deficient clinical skills; help with complex client problems; find more effective interventions; support the practitioner threatened with job loss, malpractice suit, or revocation of licensure; and manage clinical concerns such as cultural sensitivity or developmental issues. Legal consultation is important when considering a breach in confidentiality, complying with a subpoena, or determining the legal rights of minors. Legal consultants should be knowledgeable about constitutional law; federal statutes such as FERPA, IDEA, and NCLB; state statutes, administrative regulations, and relevant case law. Finally, pupil services providers should know the guidelines for civil disobedience when ethical obligations and legal duties conflict.Less
There are three kinds of consultation that practitioners should seek prior to making an ethical decision. Ethical consultation occurs best as part of a regularly scheduled, on-going relationship aimed at the growth of the consultee. Clinical consultation is important to determine deficient clinical skills; help with complex client problems; find more effective interventions; support the practitioner threatened with job loss, malpractice suit, or revocation of licensure; and manage clinical concerns such as cultural sensitivity or developmental issues. Legal consultation is important when considering a breach in confidentiality, complying with a subpoena, or determining the legal rights of minors. Legal consultants should be knowledgeable about constitutional law; federal statutes such as FERPA, IDEA, and NCLB; state statutes, administrative regulations, and relevant case law. Finally, pupil services providers should know the guidelines for civil disobedience when ethical obligations and legal duties conflict.
Ruth Colker
- Published in print:
- 2013
- Published Online:
- March 2016
- ISBN:
- 9780814708101
- eISBN:
- 9780814708002
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814708101.001.0001
- Subject:
- Education, Early Childhood and Elementary Education
Enacted in 1975, the Education for All Handicapped Children Act—now called the Individuals with Disabilities Education Act (IDEA)—provides all children with the right to a free and appropriate public ...
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Enacted in 1975, the Education for All Handicapped Children Act—now called the Individuals with Disabilities Education Act (IDEA)—provides all children with the right to a free and appropriate public education. On the face of it, the IDEA is a shining example of law's democratizing impulse. But is that really the case? This book digs beneath the IDEA's surface and reveals that the IDEA contains flaws that were evident at the time of its enactment that limit its effectiveness for poor and minority children. Both an expert in disability law and the mother of a child with a hearing impairment, the author learned first-hand of the Act's limitations when she embarked on a legal battle to persuade her son's school to accommodate his impairment. Her experience led her to investigate other cases, which confirmed her suspicions that the IDEA best serves those with the resources to advocate strongly for their children. The IDEA also works only as well as the rest of the system does: struggling schools that serve primarily poor students of color rarely have the funds to provide appropriate special education and related services to their students with disabilities. Through a close examination of the historical evolution of the IDEA, the actual experiences of children who fought for their education in court, and social science literature on the meaning of “learning disability” the book reveals the IDEA's shortcomings, but also suggests ways in which resources might be allocated more evenly along class lines.Less
Enacted in 1975, the Education for All Handicapped Children Act—now called the Individuals with Disabilities Education Act (IDEA)—provides all children with the right to a free and appropriate public education. On the face of it, the IDEA is a shining example of law's democratizing impulse. But is that really the case? This book digs beneath the IDEA's surface and reveals that the IDEA contains flaws that were evident at the time of its enactment that limit its effectiveness for poor and minority children. Both an expert in disability law and the mother of a child with a hearing impairment, the author learned first-hand of the Act's limitations when she embarked on a legal battle to persuade her son's school to accommodate his impairment. Her experience led her to investigate other cases, which confirmed her suspicions that the IDEA best serves those with the resources to advocate strongly for their children. The IDEA also works only as well as the rest of the system does: struggling schools that serve primarily poor students of color rarely have the funds to provide appropriate special education and related services to their students with disabilities. Through a close examination of the historical evolution of the IDEA, the actual experiences of children who fought for their education in court, and social science literature on the meaning of “learning disability” the book reveals the IDEA's shortcomings, but also suggests ways in which resources might be allocated more evenly along class lines.
Michael S. Kelly
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195343304
- eISBN:
- 9780199863945
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195343304.003.0006
- Subject:
- Social Work, Children and Families
This chapter reviews the Individuals with Disabilities Education Improvement Act (IDEA) reauthorization of 2004 that added RTI to the range of services and that supports school districts in ...
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This chapter reviews the Individuals with Disabilities Education Improvement Act (IDEA) reauthorization of 2004 that added RTI to the range of services and that supports school districts in developing innovative programs to address student academic and social/emotional problems prior to providing special education services. The three-tier process of RTI (and its implications for school social work practice), as well as a brief appraisal of the current evidence on RTI’s effectiveness in schools, are discussed.Less
This chapter reviews the Individuals with Disabilities Education Improvement Act (IDEA) reauthorization of 2004 that added RTI to the range of services and that supports school districts in developing innovative programs to address student academic and social/emotional problems prior to providing special education services. The three-tier process of RTI (and its implications for school social work practice), as well as a brief appraisal of the current evidence on RTI’s effectiveness in schools, are discussed.
Stephen Luckhurst, Jennifer Cooke, and Julia Buckingham
- Published in print:
- 2011
- Published Online:
- June 2013
- ISBN:
- 9781846316630
- eISBN:
- 9781846316777
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.5949/UPO9781846316777.015
- Subject:
- Society and Culture, Cultural Studies
This chapter explores the academic partnerships of the Imperial College of London with French universities. It first examines student exchanges and ‘study abroad’ programmes. It then discusses ...
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This chapter explores the academic partnerships of the Imperial College of London with French universities. It first examines student exchanges and ‘study abroad’ programmes. It then discusses Imperial's partnerships with French institutions, including the Climate Knowledge and Innovation Community (Climate-KIC), the IDEA League, and League of European Research Universities. The chapter concludes by considering Imperial's future partnerships with France.Less
This chapter explores the academic partnerships of the Imperial College of London with French universities. It first examines student exchanges and ‘study abroad’ programmes. It then discusses Imperial's partnerships with French institutions, including the Climate Knowledge and Innovation Community (Climate-KIC), the IDEA League, and League of European Research Universities. The chapter concludes by considering Imperial's future partnerships with France.
Mitchell L. Yell and Todd W. Busch
- Published in print:
- 2012
- Published Online:
- August 2015
- ISBN:
- 9780816679706
- eISBN:
- 9781452947631
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816679706.003.0004
- Subject:
- Education, Educational Policy and Politics
The Individuals with Disabilities Education Improvement Act’s (IDEA) free appropriate public education (FAPE) requirements compel school-based teams to develop Individualized Education Programs ...
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The Individuals with Disabilities Education Improvement Act’s (IDEA) free appropriate public education (FAPE) requirements compel school-based teams to develop Individualized Education Programs (IEPs) that meet the procedural and substantive requirements of the law. That is, IEP team members need a thorough understanding of the legal strictures that they must follow when developing a student’s IEP. This chapter examines how Curriculum-Based Measurement (CBM) can be used in developing, implementing, and monitoring students’ IEPs. It first considers the procedural and substantive aspects of IEP development. It then explains how CBM can be used when developing IEPs. It is argued that by using CBM as a basis to develop students’ IEPs, teachers and other members of the team can ensure that their IEPs are both educationally meaningful and legally sound. In fact, using CBM to develop students’ IEPs, monitor student progress, and react appropriately to the data, school-based teams will result in IEPs that are virtually legally unassailable.Less
The Individuals with Disabilities Education Improvement Act’s (IDEA) free appropriate public education (FAPE) requirements compel school-based teams to develop Individualized Education Programs (IEPs) that meet the procedural and substantive requirements of the law. That is, IEP team members need a thorough understanding of the legal strictures that they must follow when developing a student’s IEP. This chapter examines how Curriculum-Based Measurement (CBM) can be used in developing, implementing, and monitoring students’ IEPs. It first considers the procedural and substantive aspects of IEP development. It then explains how CBM can be used when developing IEPs. It is argued that by using CBM as a basis to develop students’ IEPs, teachers and other members of the team can ensure that their IEPs are both educationally meaningful and legally sound. In fact, using CBM to develop students’ IEPs, monitor student progress, and react appropriately to the data, school-based teams will result in IEPs that are virtually legally unassailable.
