Otis-Wilborn, Amy K.; And Others (1991). Preparing Students with Disabilities as Special Educators. Teaching Education, v4 n1 p89-101 Sum-Fall. Identifies issues in educating students with disabilities who enter postsecondary programs intending to teach individuals with disabilities. The article discusses legal issues guaranteeing equal educational access, questions assumptions about teacher preparation, and mentions contributions to educational quality made by people with disabilities. (SM)…

Elgqvist-Saltzman, Inga (1992). Straight Roads and Winding Tracks: Swedish Educational Policy from a Gender Equality Perspective. Gender and Education, v4 n1-2 p41-56. Discusses Swedish educational reforms, policies, and research. Considers whether Sweden's gender-equality goal supports research that develops more gender-sensitive methodologies and concepts to upgrade women's knowledge, experiences, and values. Sweden's goal of giving men and women the same responsibilities for work, parenthood, and civil duties is far from being realized. (RLC)…

Brown, Elsa Barkley (1993). Constructing a Life and a Community: A Partial Story of Maggie Lena Walker. OAH Magazine of History, v7 n4 p28-31 Sum. Relates the accomplishments of Maggie Lena Walker, an African-American social activist in Richmond, Virginia, during the late 1800s and early 1900s. Describes how Walker used education, religion, and community organizations to further her goals of improving economic and social conditions for blacks. (CFR)…

(1997). The Bill of Rights: Constitution of the Republic of South Africa, 1996. Chapter 2. Social Education, v61 n7 p404-05 Nov-Dec. Reprints the Bill of Rights as instituted in the 1996 Constitution of the Republic of South Africa. Most of the provisions have been summarized but the basic rights (which cannot be rescinded in even in a state of emergency) are reprinted in their entirety. Includes topics for discussion and research. (MJP)…

Gallagher, Suzanne J.; Rocco, Tonette S. (2004). Discriminative Justice: Can Discrimination Be Just?. New Directions for Adult and Continuing Education, n101 p29-41 Spr. Educators of urban adults should attempt to deconstruct the dynamics in the classroom that replicate the social, political, and economic discourse of the dominant group. We must work to surface the complexity of diverse experiences represented by multiple oppressed groups…. [Direct]

Gregory, Dennis E.; Hendrickson, Robert M. (1984). Higher Education. Decisions made by federal and state courts during 1983 concerning higher education are reported in this chapter. Issues of employment and the treatment of students underlay the bulk of the litigation. Specific topics addressed in these and other cases included federal authority to enforce regulations against age discrimination and to revoke an institution's tax-exempt status; the application of laws against discrimination in employment; actions affecting the status or pay of nontenured and tenured faculty members; collective bargaining rights of the faculty; the termination of administrators and other personnel; discrimination in student admissions; the assessment of nonresident tuition; student financial aid; students' first amendment rights; the dismissal of students for disciplinary and academic reasons; the provision of transportation to disabled students; the application of athletic association regulations; liability claims involving personal injury, workers' compensation and…

Monroe, Mark; Reyer, Carolyn, Ed. (1994). An Indian in White America. In his autobiography, Mark Monroe relates his life experiences as a Lakota Sioux Indian in White America. The book begins with Monroe reminiscing about his happy childhood on the Rosebud Reservation in South Dakota. In 1941 his family moved to Alliance, Nebraska, and his father Dakota. In 1941 his family moved to Alliance, Nebraska, and his father got a job picking potatoes on a farm. It was here that Monroe felt the first sting of White America's racism from signs outside local businesses that read "No Indians or dogs allowed." For many years, his family lived in poverty. When he became of age, Monroe enlisted in the military, and for the first time in his life he experienced acceptance and respect. Upon his return to the United States, he worked as a baker. During this same time, Monroe fell into a life of alcoholism, begun years earlier with social drinking. Eventually, he became physically ill and was unable to keep his job. Following rehabilitation, he ran for Police…

(1996). Cognitive Impairments and the Application of Title I of the Americans with Disabilities Act. This report provides an analysis of those portions of the Americans with Disabilities Act (ADA) and related legislation relevant to the career preparation and employment status of individuals with cognitive impairments. It reviews government-sponsored evaluations and professional research in specific areas of labor and education and reports on a national survey of 73 program providers about individualization practices in transition and supported employment programs. The report's general findings are as follows: (1) educational and employment preparation program outcomes for individuals with disabilities in the United States are not promising; (2) efforts regarding compliance with reasonable accommodation requirements of the ADA Title I have focused on architectural modifications rather than other work site modifications (e.g., programmatic); (3) a well-articulated process of individualization and a bank of useful accommodation practices exist and can be used for employees with… [PDF]

Phillips, S. E. (1995). All Students, Same Test, Same Standards: What the New Title I Legislation Will Mean for the Educational Assessment of Special Education Students. This policy paper outlines the impact that recent Title I legislation, which requires states to hold all students to the "same expectations," will have on state and local district evaluation plans, especially as regards students with disabilities. It notes the conflict between two educational goals: that of full inclusion of students with disabilities in all educational opportunities and that of the need to maintain educational standards. Issues in documenting cognitive (rather than physical) disabilities are raised and the possibilities that accommodations can grant unfair advantages to students so classified are considered. Relevant court decisions are reviewed as are requirements of the Americans with Disabilities Act and the Individuals with Disabilities Education Act. Policy implications suggest that requests for testing accommodations may not be automatically denied but must be evaluated carefully, and procedural safeguards must be followed at every step. The value… [PDF]

Gregory, Martha Wille, Ed. (1993). The Job Search: Creating Employment Opportunities. This training module was designed to assist career and vocational counselors to help students with disabilities develop job search skills. The module includes workshop content (with side notes to the trainer in italics), overheads, and many handouts. Preliminary information includes module purpose and overall learning objectives, a module outline, a list of materials needed for the workshop, and suggested adaptations for individuals with disabilities. A section on statistics notes the numbers of people with disabilities and their underemployment and unemployment. A section on legislation explains Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA), including its purpose and its various titles, focusing specifically on Title 1 on employment. The next section defines terms used in the ADA: "disability,""otherwise qualified,""job functions,""reasonable accommodations," and "undue hardship." The section… [PDF]

(1993). Affirmative Action Regulations: Guidelines with Questions and Answers. Developed for faculty and staff of the California Community Colleges (CCC), this report serves as a comprehensive, quick reference to revisions of the Affirmative Action Staff Diversity Regulations of Title V of the California Education Code. The report provides separate explanations of each of the 29 sections of the legislation, presents detailed answers to 17 commonly asked questions, and contains a copy of the actual legislation. The opening sections list issues addressed in the regulations in addition to hiring procedures and briefly review 13 selected sections of the Title V regulations. The next section reviews the 29 sections of the legislation, which are entitled Affirmative Action; Scope and Intent; Definitions; Policy Statement; District Plan; District Evaluation and Report to Chancellor; Advisory Committee; Responsibility, Delegation of Authority, Complaints; Recruitment; Job Announcements and Required Qualifications; Applicant Pool; Screening or Selection Procedures;… [PDF]

Andrews, Jean F.; Franklin, Thomas C. (1997). Why Hire Deaf Teachers?. This paper reviews the role of deaf teachers in the education of deaf children and urges the hiring of such teachers, especially in Texas. Part 1 presents current data on deaf teachers in Texas and the nation, reviews the history of deaf teachers, considers the modern day preparation of deaf teachers and some court cases supporting deaf teachers under the Americans with Disabilities Act. It finds that barriers such as standardized testing, lack of support services, discrimination, and lack of awareness of deafness among principals in hiring positions are keeping deaf professionals out of schools. Part 2 discusses curriculum, staffing, and strategies that universities can use to train deaf teachers in schools and programs with deaf children. It emphasizes the need for additional deaf teachers and administrators as well as deaf professionals who represent ethnic minority groups and urges a curriculum containing courses on: deaf children with additional disabilities, legal issues and… [PDF]

Leming, Robert S.; And Others (1992). State of Indiana v. Jamie L. Curtis: "The Case of the Questionable Book Bag Search.". These materials include the script for a mock trial in which students are asked to role play the participants in a case based on the facts of New Jersey v. T.L.O., 469 U.S. 325 (1985). The case raised questions involving a students' rights to protection against unreasonable searches and seizures under the Fourth Amendment and schools' needs to maintain an environment free of illegal drugs. In addition to the script for the trial, the materials include background information on the facts of the case and on the development of the law under the Fourth Amendment. (DB)… [PDF]

Thompson, Anne R.; And Others (1993). Employment Guide for College Students with Disabilities. The Career Development Project. Developed for college graduates with disabilities, this guide offers guidance for the job search process in the context of job applicants' rights under the Americans with Disabilities Act (ADA). First, basic facts about the ADA are explained, including a clause by clause explanation of the Act's definition of a disability. Next, the impact of the ADA is outlined for the application phase, the job interview, the employment decision, on the job, and job accommodations. Adjustment to a disability and deciding where, when, and how to disclose a disability to a potential employer are covered next. Specific job search skills are considered in sections on appearance and body language in the job interview; assessment of work abilities, interests, and values; completing application forms; preparing a cover letter; preparing a resume; interview skills; the job search plan; and job leads. Other sections address job retention, vocational rehabilitation services, benefits, and facts about… [PDF]

Hall, Colette, Ed. (1989). Toward a More Inclusive Curriculum: The Integration of Gender, Race, and Class. Selected Proceedings from a Regional Conference [Held at] Ursinus College (Collegeville, Pennsylvania, October 21, 1988). Ephemera, Volume I, No. 1. The conference proceedings contains 27 papers or summaries concerned with integration of gender, race, and class in the college curriculum. After an introductory paper on the Ursinus model (Colette Hall), remarks concerning New Jersey projects (Connie Murray and Verdelle Freeman) and the keynote address (Margaret Andersen), the first set of workshop papers are grouped into the following categories: literature; history, history of art, and the classics; exercise and sports studies; science and technology; and social sciences. Many of these papers include course syllabi and extensive subject bibliographies. The second group of workshop papers look at strategies for change in three sections concerned with: enlisting administrative and faculty support; women's ways of knowing; and how to sustain a project. An appendix presents a proposal for a further phase of Project Quill at Ursinus College. Also provided are lists of conference participants, conference moderators and presentors, and…

Thayer, Donald, Ed. (1989). Annual Report of the Rehabilitation Services Administration to the President and to the Congress on Federal Activities Related to the Rehabilitation Act of 1973, as Amended. Fiscal Year 1989. This report describes fiscal year 1989 activities of the Rehabilitation Services Administration (RSA) and other federal agencies in meeting the legislative mandates of the Rehabilitation Act of 1973. The first section of the report covers general provisions relating to the Office of the Commissioner, "American Rehabilitation" (RSA's quarterly magazine, the RSA task forces, the information clearinghouse and the evaluating procedures mandated under the Act. Ensuing sections cover: the Vocational Rehabilitation Services program; Client Assistance Program; American Indian Rehabilitation Services Projects; National Institute of Disability and Rehabilitation Research; rehabilitation training; the National Council on Disability; employment of handicapped individuals; architectural and transportation barriers; nondiscrimination under Federal grants and programs; the Interagency Coordinating Council; projects with industry; supported employment services; and independent living… [PDF]

(1983). Perspectives on Racial Minority and Women School Administrators. This report provides results from a survey of school districts headed by racial/ethnic minority and by women superintendents. The document contains three sections. Section 1, \Profiles of School Districts Headed by Women and Racial-Ethnic Minority Superintendents,\ outlines survey methods and identification of respondents. Characteristics of districts headed by women and minority superintendents are described. Trends concerning women superintendents and their districts include: (1) districts were larger in 1982-83 than previously; (2) women head fewer unified districts relative to the nationwide percentage; and (3) women tend to head small districts in suburban areas. Conclusions about minority superintendents and their districts include: (1) districts are larger than those headed by women; (2) a larger proportion of minority than women superintendents head unified districts; and (3) locations are urban and suburban. Section 2, \A State by State Look at Women and Minorities in…

Fear-Fenn, Marcia; And Others (1986). Sex Equity in Vocational Education. Monograph. Volume 1, Number 3. The goal of sex equity in education is to provide unrestricted opportunities for all students. As a result of upbringing, most people have a different set of expectations, behavior standards, rewards, and punishments for females and males. This way of responding differently to each sex is called bias. Sex bias leads to sex discrimination, which has widespread effects on all persons. The three areas of bias most related to curriculum are textbook bias, language bias, and behavioral bias. Sex stereotypes are widespread in all these areas. Stereotyping denies the diversity, complexity, and variation that exists in any group of individuals. Even teachers with a strong orientation toward equity can act on stereotypes. The three steps necessary to eliminate sex stereotyping are awareness, understanding, and action. Teachers should evaluate their classroom environment to check for bias, include students in these activities, and take steps to make the classroom sex-fair. Students should be…

Piele, Philip K., Ed. (1980). The Yearbook of School Law 1980. In its thirtieth year of publication, this volume is a comprehensive reference to state appellate and federal court decisions affecting the operation and governance of public elementary and secondary schools in the United States. This edition includes all cases relevant to public schools decided during the 1979 calendar year and reported in West's \General Digest,\ up to and including the February 1980 issue, as well as any 1978 cases not reported in last year's \yearbook.\ These decisions–whether they concern employees, collective bargaining, pupils, or finance–should be instructive and useful to administrators, attorneys, school board members, and others who deal with similar matters in their own schools. Separate chapters deal with governance, employees, bargaining, pupils, torts, finance, and property. (Author/JM)…

Ford, Elinor R. (1977). The Role and Significance of Nonpublic Education in New York State. Occasional Paper No. 25. The nonpublic schools of New York State spare the taxpayers the cost of educating, at public school rates, 15.5% of the state's elementary and secondary school population. The future looks good for these schools in that enrollment trend data indicates a stable enrollment with some possible increases. However, a stabilized enrollment means increasing numbers of state parents agitated about being financially penalized for exercising their free choice in education. The number of groups organized to promote nonpublic education is growing and pressing to change this country's status as the only major free world nation that does not subsidize parental educational choice. Nonpublic schools provide quality education and preserve diversity of educational opportunity. These schools enable the varied heritages and ethnic values of a pluralistic citizenry to be maintained. The "whole" student is developed, morally and spiritually as well as physically and mentally. These schools have…

Political Education Competencies K-12. Cognitive and behavioral objectives of a K-12 political education program are outlined. Four major categories of competencies are presented: (1) understanding the essential roles of government in any society; (2) knowledge of the structure and functioning of the American government at the national, state, and local levels; (3) understanding the political process and civic participation; and (4) commitment to human rights. Within each category, competencies are suggested for primary level, intermediate level, and secondary level. Examples of primary level competencies are that students will be able to list rules observed in their families, schools, and peer groups; recognize that all governments maintain peace and order and provide services; and demonstrate willingness to cooperate and share responsibility when working in a group. Examples of intermediate level competencies are that students will be able to demonstrate the ability to locate a variety of sources of information…

Aquila, Frank, Ed.; Stoehr, Jane, Ed. (1978). School Desegregation: A Model at Work. This volume presents a series of papers by educators involved with the issues of race, sex, and national origin desegregation. The focus is on provision of equal educational opportunities and the development of quality integrated education. The papers included are: (1) "Advocating Change in the White Male Club" by Bruce Gibb and Robert Terry; (2) "Education: Integration, Welfare and Achievement" by Barbara A. Sizemore; (3) "Cultural and Academic Stress Imposed on Afro Americans: Implications for Educational Change" by William C. Parker; (4) "Toward the Development of Minimal Specifications for Lau-Related Language Assessments" by Josue M. Gonzalez and Ricardo Fernandez; (5) "Impact of Desegregation: A Historical and Legal Analysis" by J. John Harris, III; (6) "Warmest Personal Regards" (anonymous); (7) "New Directions in Desegregation Litigation" by Martha M. McCarthy; (8) "The Burger Court and School… [PDF]

(1980). Expanding Career Options. A Manual for Expanding Careers in Postsecondary Vocational Education Programs. This manual is designed to provide information and suggestions to help in increasing the number of nontraditional students who are recruited, trained, and placed on jobs. Following an introductory section, chapter 2, The Context of Equity in Work, reviews key facts on women's status in the work force, on minority women in the workforce, on racial and ethnic minorities in the work force, and on the handicapped in the workforce. Focusing on the legal context of equity, chapter 3 reviews recent federal legislation. In the fourth chapter, equity assessment instruments are presented. Recruitment and orientation strategies are given in chapter 5 followed by a discussion of counseling/retention strategies for nontraditional students in chapter 6. The final chapter focuses on strategies for the placement and followup of nontraditional students. Specific topics addressed include what employers do to attract nontraditional employees, creating nontraditional job opportunities. student…

HILTON, MARY N.; And Others (1966). HANDBOOK ON WOMEN WORKERS, 1965. FACTUAL INFORMATION COVERS THE PARTICIPATION AND CHARACTERISTICS OF WOMEN IN THE LABOR FORCE, THE PATTERNS OF THEIR EMPLOYMENT, THEIR OCCUPATIONS, THEIR INCOME AND EARNINGS, THEIR EDUCATION AND TRAINING, AND THE FEDERAL AND STATE LAWS AFFECTING THE EMPLOYMENT AND THE CIVIL AND POLITICAL STATUS OF WOMEN. IN 1965, ABOUT 26 MILLION WOMEN, 37 PERCENT OF ALL WOMEN OF WORKING AGE, COMPRISED 35 PERCENT OF THE LABOR FORCE. ABOUT 32 PERCENT OF ALL EMPLOYED WOMEN WERE CLERICAL WORKERS, 16 PERCENT WERE SERVICE WORKERS, 15 PERCENT WERE OPERATIVES, AND ALMOST 14 PERCENT WERE PROFESSIONAL AND TECHNICAL WORKERS. A MEDIAN INCOME OF $3,710 WAS RECEIVED BY YEAR-ROUND FULL-TIME WOMEN WORKERS IN 1964. ALMOST 15 MILLION WOMEN WORKERS WERE AT LEAST HIGH SCHOOL GRADUATES, AND 4.9 MILLION OF THESE HAD SOME COLLEGE EDUCATION. ALMOST THREE-FIFTHS OF COLLEGE GRADUATES, BUT LESS THAN ONE-THIRD OF WOMEN WHO HAVE COMPLETED GRADE SCHOOL ONLY, WERE IN THE LABOR FORCE. THIRTY-FOUR STATES, THE DISTRICT OF COLUMBIA,… [PDF]

Keniston, Kenneth (1975). Do Americans Really Like Children? Draft — Position Paper. This position paper explores American under-development in the area of policy formation concerning children and families. Three pressing problems believed to be faced by American children and their parents are presented and discussed. These are: (1) the depopulation of the family, said to be largely attributable to the changes, assumptions, and newly generated demands for consumption, and not to the faults of individual parents; (2) the intellectualization of the child, said to originate in the nature of the American economic system and its influence on the school systems — quantifying, measuring, and using these measurements to perpetuate the relative positions of existing groups in the society; and, (3) the problem of perpetuation of exclusion, siad to affect children characterized by the four factors of race, poverty, handicap, and parents overwhelmed by life. This last problem is discussed and explained in terms of the economic system. A final section on individual uplift and… [PDF]

Moore, Donald R., Ed.; And Others (1969). Equal Educational Opportunity: The First Comprehensive Assault on the Tangle of Research and Policy Issues in the Present School Crisis. In this book, an expanded version of a 1968 special issue of the Harvard Educational Review, contributors discuss the definition of the concept of equal educational opportunity, educational research relevant to the concept, and the policy issues surrounding the achievement of equal opportunity. Included are such topics as the validity of the Coleman findings, the establishment of alternative school systems, and the relationship between equal educational opportunity and maximum individual development. James S. Coleman provides a brief summary of the report known by his name. (NH)…

Edelman, Marian W. (1974). Twenty Years After \Brown\: Where Are We Now?. In May 1954, the Supreme Court's decision in \Brown v. Board of Education\ seemed a great, transforming event. In the spring of 1964 the achievement of school desegregation seemed almost as far off as ever. We asked ourselves: When will the law be enforced? But without a clear understanding of what the law was–and without a solid political coalition to rally behand a clear view of the law–enforcement and obedience could only become more problematic. For 10 long years the Supreme Court did not decide even one major case to define just what school \desegregation\ meant. Between the years 1964 and 1974 the Supreme Court has spoken at last. Freedom-of-choice plans in the South have been swept aside, for example. And both busing and assignment on an explicitly integrative basis have been upheld as reasonable means to achieve that end. The present breakdown in enforcement and obdience to the law is tied–as it was in 1964–to a new and troubling uncertainty as to the substance of the… [PDF]

Palmer, James M. (1974). The Impact of Private Education on the Rural South. Since 1952, the South has experienced a remarkable growth in private schools. These new schools, because of their relationship to the desegregation of public schools, have often been dubbed "Segregation Academies". This phenomenon is quite extensive, and the evidence seems to indicate that it may well be continuing. There are 6 basic types of private (non-parochial) schools: schools for special groups; schools for the handicapped; college preparatory schools; Christian schools (non-denominational); community schools; and Segregation Academies. The Segregation Academies, predominant in the South, arose out of the desegregation movement in the early 1950's. They first played a dual role — acting as a safety valve to prevent possible racial violence while prolonging, if not heightening, racial tensions. Since that time, these schools have flourished and appeared to have become a permanent part of southern life. Discussing this issue, the paper concludes: (1) private… [PDF]

(1972). Afro-American Resource Center Audio-Visual Bibliography and Supplement, 1973. The annotated bibliography cites over 500 audio-visual materials in the Afro-American Resource Center of the Toledo Public Schools. Black history and culture are emphasized, although some of the materials treat other ethnic and minority groups. Some items cited were published in the 70's, but most date from the 60's. The publication is divided into sections, which group the audio-visuals by type of material, and include: 1) motion pictures; 2) filmstrips; 3) records; 4) cassettes; 5) games; 6) maps; 7) slides; 8) study kits; 9) transparencies; 10) visuals. Within each section, materials are listed alphabetically by title. Each annotation gives the classification number, a complete physical description, a brief synopsis of content, and grade level. Using the same format, the supplement lists materials not included in the original audio-visual bibliography. The supplement also contains a subject index, divided into twenty-seven subject areas. Within each individual subject area,… [PDF]

Menges, Constantine; And Others (1972). The Effectiveness of Compensatory Education: Summary and Review of the Evidence. Concerning The Equal Educational Opportunities Act of 1972, there is new Federal emphasis on compensatory education to help disadvantaged children. This report takes the position that compensatory education can be made to work, and that the application of concentrated compensatory resources (usually at higher dollar costs) in basic learning programs enhances the probability of success in compensatory education. To substantiate this claim, this report investigates whether one may conclude from existing compensatory education programs that reasonable numbers of disadvantaged children in these programs have learned more effectively. To this end, compensatory education programs in various States across the country are evaluated in light of State reports and large scale evaluations of several cities. The programs are evaluated in terms of educational resources, achievement gains, program strategy implications. [\The urgent need for experimentation,\ by John P. Gilbert and Frederick… [PDF]