Lisa A. Fontes and Kathleen Coulborn Faller
- Published in print:
- 2007
- Published Online:
- January 2009
- ISBN:
- 9780195311778
- eISBN:
- 9780199865055
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195311778.003.0012
- Subject:
- Social Work, Children and Families, Crime and Justice
Professionals who interview children for possible sexual abuse tend to be white and middle class. At the same time, children and families who require assessment for sexual abuse are increasingly from ...
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Professionals who interview children for possible sexual abuse tend to be white and middle class. At the same time, children and families who require assessment for sexual abuse are increasingly from diverse backgrounds. Professionals need to develop special skills to interview cross-culturally. This chapter describes the need for interviewers to take into account race, class, culture, subculture, religious, and language differences when interviewing children. How these differences can pose barriers for evaluators and strategies for enhancing agency and professional cultural competence are covered.Less
Professionals who interview children for possible sexual abuse tend to be white and middle class. At the same time, children and families who require assessment for sexual abuse are increasingly from diverse backgrounds. Professionals need to develop special skills to interview cross-culturally. This chapter describes the need for interviewers to take into account race, class, culture, subculture, religious, and language differences when interviewing children. How these differences can pose barriers for evaluators and strategies for enhancing agency and professional cultural competence are covered.
Ruth Colker
- Published in print:
- 2013
- Published Online:
- March 2016
- ISBN:
- 9780814708101
- eISBN:
- 9780814708002
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814708101.003.0001
- Subject:
- Education, Early Childhood and Elementary Education
This book presents a critical analysis of the Individuals with Disabilities Education Act (IDEA), originally enacted in 1975 as the Education for All Handicapped Children Act to improve educational ...
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This book presents a critical analysis of the Individuals with Disabilities Education Act (IDEA), originally enacted in 1975 as the Education for All Handicapped Children Act to improve educational equity by providing children with disabilities the right to a free and appropriate public education. Drawing on the author's personal experience in which she embarked on a legal battle to persuade her son's school to accommodate his hearing impairment, the book argues that the IDEA contains flaws that limit its effectiveness for poor and minority children. It examines the skewed special education classification system as well as a system of services that seem to serve African Americans and other racial minorities so poorly. It also discusses Congress's attempts to amend the IDEA over the years and looks at some of the leading Supreme Court cases involving children whose parents filed suits on their behalf after the statute was broadly amended.Less
This book presents a critical analysis of the Individuals with Disabilities Education Act (IDEA), originally enacted in 1975 as the Education for All Handicapped Children Act to improve educational equity by providing children with disabilities the right to a free and appropriate public education. Drawing on the author's personal experience in which she embarked on a legal battle to persuade her son's school to accommodate his hearing impairment, the book argues that the IDEA contains flaws that limit its effectiveness for poor and minority children. It examines the skewed special education classification system as well as a system of services that seem to serve African Americans and other racial minorities so poorly. It also discusses Congress's attempts to amend the IDEA over the years and looks at some of the leading Supreme Court cases involving children whose parents filed suits on their behalf after the statute was broadly amended.
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.
Sandra Fredman, Meghan Campbell, and Helen Taylor (eds)
- Published in print:
- 2018
- Published Online:
- January 2019
- ISBN:
- 9781447337638
- eISBN:
- 9781447337676
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447337638.001.0001
- Subject:
- Education, Educational Policy and Politics
Thousands of children from minority and disadvantaged groups will never cross the threshold of a classroom. What can human rights contribute to the struggle to ensure that every learner is able to ...
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Thousands of children from minority and disadvantaged groups will never cross the threshold of a classroom. What can human rights contribute to the struggle to ensure that every learner is able to access high-quality education? This book explores how a human rights perspective offers new insights and tools into the current obstacles to education. It examines the role of private actors, the need to hold states to account for the quality of education, how to strike a balance between religion, culture and education, the innovative responses needed to guarantee girls' right to education and the role of courts. The book draws together contributors who have been deeply involved in this field from both developing and developed countries which enriches the understanding and remedial approaches to tackle current obstacles to universal education.Less
Thousands of children from minority and disadvantaged groups will never cross the threshold of a classroom. What can human rights contribute to the struggle to ensure that every learner is able to access high-quality education? This book explores how a human rights perspective offers new insights and tools into the current obstacles to education. It examines the role of private actors, the need to hold states to account for the quality of education, how to strike a balance between religion, culture and education, the innovative responses needed to guarantee girls' right to education and the role of courts. The book draws together contributors who have been deeply involved in this field from both developing and developed countries which enriches the understanding and remedial approaches to tackle current obstacles to universal education.
David L. Kirp
- Published in print:
- 2013
- Published Online:
- May 2013
- ISBN:
- 9780199987498
- eISBN:
- 9780199333356
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199987498.003.0003
- Subject:
- Sociology, Education
This chapter provides a glimpse of how students are taught at George Washington Elementary School in Union City, New Jersey. It presents observations from Room 210, one of five third-grade classrooms ...
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This chapter provides a glimpse of how students are taught at George Washington Elementary School in Union City, New Jersey. It presents observations from Room 210, one of five third-grade classrooms at Washington Elementary. Half of the fourteen students here will start the year learning entirely in Spanish, and the rest have only recently begun reading and writing in English. Three of them just arrived in the United States and for them Room 210 marks their introduction to life in an American school. For seven hours a day over the course of the next nine months, kids will be in the hands of their teacher, Alina Bossbaly. Union City has pioneered in bringing immigrant youngsters, many of whom come to school unable to write a sentence in Spanish, into the education mainstream. Elsewhere, these new arrivals might be handed the educational equivalent of a death sentence—inadequately taught, they never catch up, and they quit or get pushed out as soon as the law permits. But in Union City, after only a few years you cannot distinguish the students whose first days in an American school are spent in a class like Alina's from those who have spent their entire lives in the United States.Less
This chapter provides a glimpse of how students are taught at George Washington Elementary School in Union City, New Jersey. It presents observations from Room 210, one of five third-grade classrooms at Washington Elementary. Half of the fourteen students here will start the year learning entirely in Spanish, and the rest have only recently begun reading and writing in English. Three of them just arrived in the United States and for them Room 210 marks their introduction to life in an American school. For seven hours a day over the course of the next nine months, kids will be in the hands of their teacher, Alina Bossbaly. Union City has pioneered in bringing immigrant youngsters, many of whom come to school unable to write a sentence in Spanish, into the education mainstream. Elsewhere, these new arrivals might be handed the educational equivalent of a death sentence—inadequately taught, they never catch up, and they quit or get pushed out as soon as the law permits. But in Union City, after only a few years you cannot distinguish the students whose first days in an American school are spent in a class like Alina's from those who have spent their entire lives in the United States.
