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.
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.
James C. Raines
- Published in print:
- 2019
- Published Online:
- August 2019
- ISBN:
- 9780190886578
- eISBN:
- 9780190943851
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190886578.003.0001
- Subject:
- Social Work, Children and Families, Health and Mental Health
Approximately 10–20% of students experience a mental health problem during their school-age years. The Every Student Succeeds Act (ESSA) assumes school-based mental health providers will serve these ...
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Approximately 10–20% of students experience a mental health problem during their school-age years. The Every Student Succeeds Act (ESSA) assumes school-based mental health providers will serve these students in schools. The DSM-5 made five significant changes from previous editions. Enabling students with mental disorders to be eligible for school-based services requires familiarity with the assessment requirements of the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. School counseling can be provided using a multitiered system of supports ranging from universal prevention to intensive intervention. The best way to serve students is to collaborate with teachers, parents, community providers, and even school administrators. Finally, students’ progress toward general education goals should be monitored regularly so that they can graduate on time, become employed, and be engaged citizens.Less
Approximately 10–20% of students experience a mental health problem during their school-age years. The Every Student Succeeds Act (ESSA) assumes school-based mental health providers will serve these students in schools. The DSM-5 made five significant changes from previous editions. Enabling students with mental disorders to be eligible for school-based services requires familiarity with the assessment requirements of the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. School counseling can be provided using a multitiered system of supports ranging from universal prevention to intensive intervention. The best way to serve students is to collaborate with teachers, parents, community providers, and even school administrators. Finally, students’ progress toward general education goals should be monitored regularly so that they can graduate on time, become employed, and be engaged citizens.
Shantel D. Crosby, Andy J. Frey, Gary Zornes, and Kristian Jones
- Published in print:
- 2019
- Published Online:
- August 2019
- ISBN:
- 9780190886578
- eISBN:
- 9780190943851
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190886578.003.0013
- Subject:
- Social Work, Children and Families, Health and Mental Health
Students who meet criteria for disruptive, impulse control, and conduct disorders generally present with a wide range of challenging behaviors that impede their ability to function appropriately at ...
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Students who meet criteria for disruptive, impulse control, and conduct disorders generally present with a wide range of challenging behaviors that impede their ability to function appropriately at school and at home. Understanding the differential diagnosis and comorbid manifestations of these disorders—particularly the two most common disruptive disorders (i.e., oppositional defiant disorder and conduct disorder)—can assist school practitioners in addressing students’ behavior and socioemotional well-being in school. It is also important that school practitioners are knowledgeable about Individuals with Disabilities Education Act (IDEA) categories for which students exhibiting the symptoms of these disorders are most likely to qualify for school-based services. This chapter provides resources to assist schools and school-based practitioners in implementing universal screening, progress monitoring, and rapid assessment of students, as well as evidence-based psychosocial interventions to meet the needs of students with disruptive, impulse control, and conduct disorders.Less
Students who meet criteria for disruptive, impulse control, and conduct disorders generally present with a wide range of challenging behaviors that impede their ability to function appropriately at school and at home. Understanding the differential diagnosis and comorbid manifestations of these disorders—particularly the two most common disruptive disorders (i.e., oppositional defiant disorder and conduct disorder)—can assist school practitioners in addressing students’ behavior and socioemotional well-being in school. It is also important that school practitioners are knowledgeable about Individuals with Disabilities Education Act (IDEA) categories for which students exhibiting the symptoms of these disorders are most likely to qualify for school-based services. This chapter provides resources to assist schools and school-based practitioners in implementing universal screening, progress monitoring, and rapid assessment of students, as well as evidence-based psychosocial interventions to meet the needs of students with disruptive, impulse control, and conduct disorders.
Christina Murray, Eric Alston, and Micha Wiebusch
- Published in print:
- 2019
- Published Online:
- August 2019
- ISBN:
- 9780198837404
- eISBN:
- 9780191874109
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198837404.003.0027
- Subject:
- Political Science, American Politics
Proposed changes to presidential term limits are almost always highly contested and have attracted international and regional attention. A central question that faces the external actors is the ...
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Proposed changes to presidential term limits are almost always highly contested and have attracted international and regional attention. A central question that faces the external actors is the extent to which it is legitimate to take a position in presidential term limit debates. This chapter considers the policy concerning presidential term limits of three major IGOs, the UN, the AU, and the OAS. It further discusses the way in which IDEA, an IGO with a softer mandate, has responded to the debate on term limits, as well as the role of the Venice Commission, ECOWAS, DRI, the Carter Center, and the West African Civil Society Forum (WACSOF). This review suggests an increasing international consensus that, in countries with a history of authoritarianism and weak democratic institutions, presidential term limits can play an important role in strengthening democratic processes and reducing the likelihood of conflict.Less
Proposed changes to presidential term limits are almost always highly contested and have attracted international and regional attention. A central question that faces the external actors is the extent to which it is legitimate to take a position in presidential term limit debates. This chapter considers the policy concerning presidential term limits of three major IGOs, the UN, the AU, and the OAS. It further discusses the way in which IDEA, an IGO with a softer mandate, has responded to the debate on term limits, as well as the role of the Venice Commission, ECOWAS, DRI, the Carter Center, and the West African Civil Society Forum (WACSOF). This review suggests an increasing international consensus that, in countries with a history of authoritarianism and weak democratic institutions, presidential term limits can play an important role in strengthening democratic processes and reducing the likelihood of conflict.
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.
