Menacker, Julius (1998). Teaching Strategy: Rights, Teens, and Society. Update on Law-Related Education, v22 n3 p47-49 Fall. Describes a lesson for secondary students where they identify the most positive and negative features of current law governing the status of minors and the relationship of adults to children. Provides a sample of court cases and a list of issues affecting teen-age rights and protections. (CMK)…

Hartell, C. G.; Maile, S. (2004). HIV/AIDS and Education: A Study on How a Selection of School Governing Bodies in Mpumalanga Understand, Respond to and Implement Legislation and Policies on HIV/AIDS. International Journal of Educational Development, v24 n2 p183-199 Mar. Very little research has been done in South Africa on HIV/AIDS and education. This article is a small attempt to plug the gap. The purpose of the research is to investigate the legal and policy provisions and implications regarding HIV/AIDS for rural and township schools in the Mpumalanga district of South Africa. It seeks to answer three questions: (1) What is the status of policy and legislation on HIV/AIDS and Education in South Africa? (2) How do schools understand, respond to and manage issues of law and policy regarding HIV/AIDS? (3) What are the possible areas of conflict between legal and policy provisions and educational practices and behaviours? After examining the different laws relating to HIV/AIDS and education in South Africa a case study approach is used to explore the research questions in a number of rural and township schools. The findings highlighted a general ignorance of basic human rights issues, the right to confidentiality, the right to security from… [Direct]

Bainbridge, D.; Cooper, S.-A.; Davis, R.; Fujiura, G.; Heller, T.; Holland, A.; Kerr, M.; Krahn, G.; Lennox, N.; Meaney, J.; O'Hara, D.; Scheepers, M.; Wehmeyer, M. (2005). Reducing Health Disparity in People with Intellectual Disabilities: A Report from Health Issues Special Interest Research Group of the International Association for the Scientific Study of Intellectual Disabilities. Journal of Policy and Practice in Intellectual Disabilities, v2 n3-4 p249-255 Sep. Disparities in the health status and care experienced by people with intellectual disabilities are increasingly being recognized. This special report presents the results of an international expert consensus workshop held under the auspices of the Health Issues Special Interest Research Group of the International Association for the Scientific Study of Intellectual Disabilities. The workshop's presentations were designed to identify domains of health disparity and identify examples of evidence-based or good practice and from them define statements and recommendations that would form the basis of an agenda for change. The report recognizes the breadth of domains that impact on disparity in health among people with intellectual disabilities by highlighting the importance of classification and the direct recognition of the increased morbidity and reduced life expectancy that these people experience. The report also considers population-based causes of disparity relating to social… [Direct]

Bigirindavyi, Jean-Paul (2004). Youth Intervention for Peace Project: Burundi Case Study. New Directions for Youth Development, n102 p81-94 Sum. The experience of Rwanda's genocide in 1994 shocked the world into disbelief as Western media finally focused their attention on the region's ongoing conflict. Yet little is being done today to prevent the reproduction of a parallel disaster in its twin country, Burundi, where similar conflict patterns may spark another intensely violent civil dispute. The death count has already reached an estimated 300,000 since 1993. While efforts for peace focus on higher levels of diplomacy and negotiation, the situation of community interethnic violence in Burundi and, in particular, the fundamental role of youth in it, have largely been ignored. Despite the encouraging developments of a peace process and cease-fire agreement, Burundi's civil society and community structure remains divided along the lines of its two major ethnic groups: Hutu and Tutsi. Without a social infrastructure to support peace and withstand violence at the community level, Burundi's chance for sustained peace is… [Direct]

Monyatsi, Pedzani Perci (2005). Transforming Schools into Democratic Organisations: The Case of the Secondary Schools Management Development Project in Botswana. International Education Journal, v6 n3 p354-366 Jul. As a democratic country which aims at nurturing and sustaining its envied democracy, organisations in Botswana are expected and encouraged to build and maintain democratic structures and principles. In September 1993, the Ministry of Education of the Republic of Botswana and the then British Overseas Development Agency (ODA) launched an ambitious joint venture, the Secondary Schools Management Development Project (SSMDP) whose main objective was to raise management standards in secondary schools through the democratisation of the structures which had hitherto been authoritarian. This paper is based on a quantitative study undertaken in a number of randomly selected secondary schools from all over the country after a decade of the launch. The paper evaluates the extent to which the SSMDP was effective in transforming the management of secondary schools in Botswana since 1993. However, it first gives a background by reviewing relevant literature in an attempt to showcase the nature of… [PDF] [Direct]

Cunningham, Denis (2003). The \Federation Internationale des Professeurs de Langues Vivantes (FIPLV)\ and Language Rights. Current Issues in Language Planning, v4 n2 p161-171 Apr. This paper outlines work undertaken by FIPLV as an affiliate of UNESCO in the development of a document outlining linguistic human rights. The paper examines how subsequent drafts have been modified and identifies some of the difficulties experienced in developing the drafts. After more than two decades of work, the process is still incomplete. (Contains 1 note.)… [Direct]

Haavelsrud, Magnus (2004). Target: Disarmament Education. Journal of Peace Education, v1 n1 p37-57 Mar. Departing from UNESCO disarmament education guidelines, a conceptual framework is presented in which disarmament is seen in relation to the overall question of peace, which also includes problems of development and human rights. The need for disarmament is based on arguments related not only to disarmament \per se\, but also to the need for development and the realization of human rights. As a consequence, the violence and causes of militarism are seen not only in the perspective of direct violence, but also in the perspective of structural violence. Thus, the violence and causes of militarism include the problems of development and human rights at all levels. In addition to these two components, it is argued that the need for disarmament must also be determined in relation to its opposite, namely visions of disarmament and the transformation process at all levels towards such visions. Thus, the substance to be dealt with in disarmament education needs to be related to all of these… [Direct]

Graham, Richard D.; Hall, Richard F.; Hoover, Gail A. (2004). Sexual Harassment in Higher Education: A Victim's Remedies and a Private University's Liability. Education and the Law, v16 n1 p33-45 Mar. Sexual harassment is a pervasive problem in education. With victims of harassment pursuing administrative and judicial redress, an awareness of and a program for response to the sexual harassment issue are good risk management strategies for a private university and its staff, employees, and students. This article examines, first, the two types of sexual harassment recognized by law; second, the situations in which harassment in the educational context may occur; and, third, avenues of recourse for the victim of sexual harassment and the responsibility and liability of the private university when the harassment is reported or discovered. It is designed to inform and educate the faculty and administrators of private universities about the legal implications of their response to notice of sexual harassment…. [Direct]

Suoranta, Juha (2002). From Gothenburg to Everywhere: Bonfires of Revolutionary Learning. Review of Education, Pedagogy & Cultural Studies, v24 n1-2 p29-47 Jan. Living social reality is always faster than any attempt to document it. Documentation will always remain inevitably partial. Critical leaders and teachers need to keep themselves sensible to those incidents which demand close attention in terms of social justice as well as emancipatory and revolutionary learning. "Revolutionary learning" refers to an important remark by Peter McLaren, who writes about such power/knowledge relations which critically reflect their own internal contradictions and give birth "not to an epistemological resolution at a higher level but rather to a provisional glimpse of a new society freed from the bondage of the past, a vision in which the past reverberates in the present, standing at once outside the world and beside the world, in a place of insight where the subject recognizes she is in a world and subject to it, yet moving through it with the power to name it extopically so that hidden meanings can be revealed in the accidental… [Direct]

Williamson, Joy Ann (2004). \Brown\, Black, and Yellow: Desegregation in a Multi-Ethnic Context. History of Education Quarterly, v44 n1 p109-112 Spr. The Brown decisions have become part of the collective American memory. Students know that the 1954 decision ended legalized segregation in elementary and secondary schools and rightly understand it as a benchmark in educational history. However, when pressed for information on the decisions, few have ever read the original court documents and even fewer realize there were two separate decisions, that four states and the District of Columbia were involved, and that the South fought aggressively for years to nullify their effect on school attendance. This article discusses the Brown decisions by focusing on the Education for Liberation class. The primary purpose of the class is to trace and understand the location of education in the struggle for equal rights and liberation. (Contains 7 resources.)… [Direct]

Schoeman, Sonja (2006). A Blueprint for Democratic Citizenship Education in South African Public Schools: African Teachers' Perceptions of Good Citizenship. South African Journal of Education, v26 n1 p129-142. The notion that South African public schools have a distinctively civic mission is recognised in all national education policy documents published since the first democratic election in 1994. The teaching of democratic citizenship education in public schools is a newcomer to South Africa. The purpose in this article is to summarise scholars' views on the attributes of a good citizen and the role of the school in this regard and to report the outcomes of a research project on African teachers' perceptions on the factors contributing to good citizenship. Ascertaining what scholars and African teachers thought would provide a reasonable starting point for addressing the issue of education for democratic citizenship in South African public schools…. [PDF]

Williams, Mary Louise (1997). Human Rights–The Answer to Peace? Teaching Strategy. Update on Law-Related Education, v21 n1 p9-11 Win. Presents a lesson plan teaching students to analyze and evaluate the effectiveness and importance of human rights to world peace. Instructional handouts form the basis for student discussion on the history, need, and future of human rights. Debriefing serves as a check to determine whether students understand the material. (MJP)…

(2007). 27th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2005. Volume 2. US Department of Education This 2005 Annual Report to Congress has two volumes. This volume consists of tables that also were compiled from data provided by the states. Such data are required under the law. In fact, collection and analysis of these data are the primary means by which the Office of Special Education Programs (OSEP) monitors activities under the "Individuals with Disabilities Education Act" ("IDEA"), thereby helping to ensure the free appropriate public education of all children with disabilities. Data tables in Volume 2 cover a multitude of topics regarding states' implementation of "IDEA," Parts B and C. In the analysis of data presented in Volume 1, there are frequent references to specific tables in Volume 2 as sources. In that sense, Volume 2 can be used as an appendix to Volume 1. However, the tables in Volume 2 provide much more extensive data than are referenced in Volume 1. As such, they may be used by anyone interested in doing further analysis of state… [PDF]

Anderson, Winifred; And Others (1997). Negotiating the Special Education Maze: A Guide for Parents & Teachers. Third Edition. Designed to assist parents and teachers in understanding the complex procedures of special education, this book describes the process for obtaining school services for children with disabilities. An introduction reviews six major provisions of the Individuals with Disabilities Education Act (IDEA) that relate to children's rights to a free, appropriate public education and parent involvement in decision-making. The following chapters address: (1) the special education planning cycle and key people in the process; (2) ways for parents to develop and provide critical information to professionals working with their child; (3) referral and evaluation; (4) school records and reports; (5) eligibility decisions; (6) Individualized Education Programs (IEPs); (7) IEP meetings; (8) early intervention; (9) transition from school; (10) due process procedures, with examples of conflicts resolved in due process hearings provided; (11) nondiscrimination protection; and (12) monitoring the services…

Russo, Charles J.; Thomas, Stephen B. (1995). Special Education Law: Issues & Implications for the '90s. The "Declaration of Independence" guarantees Americans the right to life, liberty, and the pursuit of happiness. However, these rights have not been uniformly available to all citizens. Individuals with disabilities, for example, have received unequal treatment and have been victims of both intentional and unintentional discrimination. This book reviews issues in special educational law and describes the legal responsibilities of schools in relation to students with disabilities. Chapter 1 describes changes in laws offering broad-based protection to students with disabilities. The second chapter describes concerns related to the provision of a free appropriate education (FAPE) in the least restrictive environment (LRE) for all eligible children with disabilities. Chapter 3 discusses issues of related services, some of which include: transportation; medical, health, and psychological services; assistive technology devices and services; sign-language interpreter; speech,…

Turnbull, H. Rutherford, III (1993). Free Appropriate Public Education: The Law and Children with Disabilities. Fourth Edition. This book examines schools' legal responsibility for providing equal educational opportunities for children with disabilities. It analyzes the six principles of special education law: (1) zero reject, or the right of every child to be included in a free appropriate publicly supported educational system; (2) nondiscriminatory classification; (3) individualized and appropriate education; (4) least restrictive placement; (5) due process; and (6) parent participation. Methods of enforcing the law, through case law techniques and statutory techniques, are then discussed. The book also presents common objections to the six legal principles, and attempts to answer those objections on two major grounds: the beliefs that support the principles, and the system of values that undergirds the principles. The book discusses the 1990 amendments to the Individuals with Disabilities Education Act (IDEA–formerly known as the Education of the Handicapped Act) and the Americans with Disabilities Act….

Dale, Michael; And Others (1982). Your Rights: A Handbook for Native American Youth in Arizona. A handbook for Arizona Native Americans under 18 years old explains rights and responsibilities as young people, Native Americans, tribal members, and residents of Arizona. Rights are defined, ways of protecting rights outlined, and the fact that young people's rights are changing noted. Rights as a family member are discussed, as well as changes in family structure, adoptions, step-parents, and leaving home. A section on education covers rights as a student, Bureau of Indian Affairs boarding schools, special education, school discipline, suspension, expulsion, and constitutional rights. "Youth and the Criminal Justice System" outlines legal rights of juveniles, arrest procedures, and hearings and appeals. Health care rights and the Indian Health Service are discussed. Employment rights of young people are explained, including minimum wages, hours and kinds of work, exceptions to child labor laws, job discrimination, rights to wages, workmen's compensation, unemployment… [PDF]

Ballard, Joseph; And Others (1987). Public Law 94-142, Section 504, and Public Law 99-457: Understanding What They Are and Are Not. Revised. In a question-and-answer format, this guide discusses the provisions of three federal laws as they relate to educational services for the handicapped: Public Law 94-142, Public Law 99-457 and Section 504 of Public Law 93-112. The guide outlines: (1) who is eligible for services; (2) legal definitions of such terms as handicapped, learning-disabled, special education, related services, and least restrictive environment; (3) development of the individualized education program; (4) procedural safeguards; (5) assessment of students; (6) confidentiality of information; (7) rights of handicapped children in private schools; (8) fiscal issues concerning payment of the costs of these educational services and application of the federal funding formula; (9) management responsibilities as documented in the state plan and the local education agency applications; (10) enforcement of the legislation and sanctions for failure to comply; (11) architectural barriers; and (12) preschool and early…

Greenberg, Cory (1978). How to Start a High School Underground Newspaper. Fifth Edition. Stressing the diversity which characterizes the high school underground press movement, the pamphlet presents case histories of several papers, an overview of the first ten years of the high school underground press, and technical information necessary for starting a paper. The first wave of high school underground newspapers appeared in major urban areas during the 1965-66 school year. By 1971 the underground press had reached its peak, but there is current evidence of renewed interest in such newspapers. Issues generally focus on conditions students want changed: dress codes, smoking regulations, study halls, cafeteria food, racism and sexism, and teacher hiring and firing. In this pamphlet, separate sections discuss printing methods, layout, editing procedures, staff organization, and legal rights. Although the First Amendment exempts student publications from censorship, it does not protect obscenity, defamation, or disruption of school activities. In order to establish…

(2005). Special Education in the Baltimore City High Schools: Perspectives, Challenges, Recommendations. The Abell Report. Volume 18, No.5. Abell Foundation Special education in Baltimore City–the educational program for students with certain mental, emotional, or physical disabilities–has been a nagging, intractable, and very public problem for at least 25 years. Community leaders have been mindful of the inequities that undermine the education of students with disabilities and continue to address the problem. Many solutions have been tried, and some are still in the introductory stages. This article provides a picture of special education in Baltimore City's high schools and compares Baltimore's efforts and outcomes with those of other cities. It also introduces the perspectives of those involved in special education and makes recommendations. To the students and their parents, special education is a right–a claim on civic resources for an equal education under the law; to the community, it is an obligation to ensure fairness and an opportunity to level the playing field so that more and more students with disabilities can join… [PDF]

Nankivell, R.; And Others (1990). Court Briefs. Update on Law-Related Education, v14 n3 p39-45 Fall. Presents court briefs for three separate constitutional issues: the individual right to die as tested in the "Cruzan v. Missouri Department of Health" case; constitutional rights and drunk driving; and student religious clubs' right to meet at public schools in accordance with the Equal Access Act of 1984. Analyzes court opinions and explains significance of each case. (CH)…

Emiliani, Francesca; Melotti, Giannino; Molinari, Luisa (2002). Children's Rights in Educational Relationships. European Journal of Psychology of Education, v17 n2 p139-155 Jun. The aim of this study is that of reaching a better comprehension of the topic of children's rights within educational relationships. In a first stage, we analysed the representational field of children's rights produced through free associations by the two partners who are in conflict in everyday life, namely adults (n=267) and adolescents (n=143). In a second stage, we chose a sample of 690 adult subjects that were all parents, half of whom were also teachers; through a structured questionnaire we investigated the role of several aspects (responsibility, respect, values, conditions influencing children's growth and sense of justice) in the organisation of social representations of children's rights. The results outlined different contrasts in the organisation of the representational scenario. The first opposes adults and adolescents, in the sense that adults emphasise their duties of offering protection and care, while the youngsters describe rights in terms of autonomous field of… [Direct]

Baugh, John (2006). Linguistic Considerations Pertaining to "Brown v. Board": Exposing Racial Fallacies in the New Millennium. Yearbook of the National Society for the Study of Education, v105 n2 p90-103 Oct. "Brown v. Board of Education" reminds this author, a linguist, of the linguistic diversity among black Americans, be they descendants of enslaved Africans–as he is proud to be–or Africans who escaped slavery. There is as much linguistic diversity among their race as among any other racial or ethnic group in the United States. When the Supreme Court handed down its landmark decision, "Brown" was hailed as the case that would lead to educational equality for all African Americans. That vision, however, has yet to be realized. In part, that is because, since "Brown," they have come to understand that racial segregation was only one obstacle standing in their way. This paper seeks to introduce some neglected linguistic dimensions into this realm, with particular attention to the "Brown" ruling and the growing linguistic diversity of black America. (Contains 1 figure.)… [Direct]

Mawdsley, Ralph D. (1995). Legal Problems of Religious and Private Schools. Third Edition. NOLPE Monograph Series, No. 53. The almost universal doctrine of charitable immunity was traditionally justified at one time because of the altruistic nature of charities. The reasons for abolition of charitable immunity in most states have generally been two-fold: (1) charities are no longer low-budget, marginal operations; (2) the risk of crippling verdicts can be minimized and controlled through the purchase of liability insurance. This book presents pertinent case information about the legal problems encountered by religious and private schools in the United States. Six chapters cover the following topics in detail: (1) tort liability (charitable immunity, field trips, invasion of privacy); (2) constitutional and contractual considerations of institutional, student, and faculty relationships; (3) governing board responsibilities and liability (fiduciary relationship, standard of care; closing a school); (4) governmental regulation of nonpublic schools (basis for state regulation; schools with and without a…

Abramowitz, Jack (1989). Readings in American History (In Their Own Words), Book IV. The United States in the Twentieth Century and Teacher's Guide. This skills-text is one of four books in the series \Readings in American History.\ The materials allow opportunities to improve reading and comprehension skills in a subject matter context by using certain primary sources related to the topic. Book 4 covers the period from World War I through the Reagan years. Each lesson includes short readings with exercises and questions to allow students to explore the topic. The volume includes: (1) \The United States and the First World War\; (2) \Votes for Women\; (3) \The Prosperity Decade\; (4) \'Wall St. Lays an Egg' in 1929\; (5) \Depression Times\; (6) \Franklin D. Roosevelt and the New Deal\; (7) \'Infamy' at Pearl Harbor\; (8) \'D-Day' in France\; (9) \Atomic Horror at Hiroshima\; (10) \The Cold War, the Truman Doctrine, and the Marshall Plan\; (11) \John F. Kennedy and a Dream of 'Camelot'\; (12) \The 'Black Revolution'\; (13) \The Vietnam Experience\; (14) \Crisis at Watergate\; (15) \The Women's Revolution\; and (16) \The Reagan…

Roessler, Richard T.; And Others (1995). The Work Experience Survey (WES) Manual: A Structured Interview for Identifying Barriers to Career Maintenance. A Service Provider's Guide. This manual provides information on and instructions for administering the Work Experience Survey (WES), a 30- to 60-minute structured interview methodology to help individuals with disabilities direct their own accommodation planning. Section 1 describes the WES, which consists of six sections: (1) background information on the respondent, (2) an accessibility checklist, (3) essential job functions checklist, (4) job mastery survey, (5) job satisfaction survey, and (6) accommodation plan. Section 2 reports on a demonstration of the WES with employees with multiple sclerosis, resulting in identification of job barriers, barrier removal, and increased job mastery and satisfaction. Section 3 discusses reasonable accommodation strategies and resources based on requirements of the Americans with Disabilities Act such as the restructuring of existing facilities, modification of work schedules, modification of equipment, and flexible personal leave policies. Sources of information are… [PDF]

Archibald, J. (1994). The Pragmatics of Professionalism: Translation and Interpretation in Puerto Rico and Quebec. The impact of Puerto Rico's and Quebec's laws on official bilingualism of translation and interpreting services is examined. In the case of Puerto Rico, public policy concerning the use of Spanish and English since 1899 is reviewed, focusing on early laws and those passed since 1991. The status of the translation profession is discussed, and it is noted that translators and interpreters are being afforded a significant role in the social class responsible for economic development. This situation is couched in a linguistic context of popular resistance to learning English and legal responsibility to provide translation services for those who need them. The need for qualified translators is highlighted. A more accelerated movement toward professionalization of translation and interpretation is seen in Quebec, Canada. Parallels and differences in the situations are outlined, the primary differences being earlier official acceptance of bilingualism, official requirement that language… [PDF]

Sisemore, Pamela (1994). Elementary Teacher Attitudes and Beliefs Regarding Religion and Education Compared with the American Population as a Whole, and Related Legal Decisions. This paper proposes that U.S. teachers are mostly uninformed and misinformed about the appropriate place of religion on the school campus and in the classroom. Four critical questions are addressed; (1) What does the U.S. Constitution say about education and/or religion? (2) What are the current court decisions regarding specific religious teaching or activities in the school, and how informed are elementary teachers about these decisions? (3) Regarding religion and related curriculum, what do elementary teachers do/teach in the classroom? and (4) Do the basic beliefs and value systems of teachers match those of the general population? A 10-page written survey was distributed at random to approximately 100 public and parochial elementary school teachers in Hawaii and in California. Forty-eight (38 public and 10 parochial) were returned and evaluated. A literature search was used to gain additional data related to the topic. Charts and graphs accompany the text. The survey instrument… [PDF]

Kahn, Paul; Lash, Marilyn; Wolcott, Gary (1997). When Your Teenager Is Injured: Preparing for Work and Adulthood. Designed for parents of students with physical injuries, this guide provides information to help families plan for the transition from adolescence to adulthood. Chapter 1 discusses shifting goals and expectations, including getting work experience, having friends and dating, and becoming independent. Chapter 2 addresses job exploration and planning for the future. This chapter outlines possible transition goals for high school students, what should be included in Individualized Education Programs (IEP), and stresses the need for the students and parents to take an active role in the job exploration and planning process. Tips are provided for participating in the IEP team meetings. Chapters 3 and 4 explore getting a job, barriers for people with disabilities, and employment rights included under the Americans with Disabilities Act. Chapter 5 provides suggestions for securing competitive employment, sample application letters and resumes, and steps for preparing for a job interview…. [PDF]

(1993). Planning Accessible Conferences and Meetings: An ERIC/OSEP Information Brief for Conference Planners. The planning of conferences that are accessible to people with disabilities involves focusing on the accessibility of all aspects of the meeting, including choosing a site, promotion, registration, presentations, and handouts. Any meetings and facilities that are open to the public must comply with the provisions of the Americans with Disabilities Act of 1990, which calls for reasonable modifications to avoid discrimination in policies, practices, and procedures. Special site accessibility needs of individuals with mobility impairments, visual impairments, and hearing impairments should be considered. Promotional material should be available in formats other than print. Registration forms should ask whether any special assistance is needed. Conference presentations should be examined in terms of the needs of individuals with visual impairments, hearing impairments, or other disabilities. Techniques are outlined for accommodating participants in cases where accommodations necessary… [PDF]