Taymans, Juliana M.; West, Lynda L. (2001). Selecting a College for Students with Learning Disabilities or Attention Deficit Hyperactivity Disorder (ADHD). ERIC Digest. This digest discusses how secondary students with learning disabilities or attention deficit hyperactivity disorder can investigate postsecondary programs and find the right college to meet their needs. It begins by exploring when students should begin their college planning and the role of transition plans in determining student goals and vision for life as an adult. Students should understand their own learning needs to identify the accommodations they will require in postsecondary programs. The legal rights of students with disabilities after high school are outlined, as well as areas students should evaluate in determining the desirability of a college. The final section presents strategies for becoming informed about college programs, including: (1) participate in orientation programs to become familiar with campus life and ask questions about classes, faculty, resources, and services; (2) don't procrastinate about gathering information about courses and professors; (3) talk to… [PDF]

Stevens, Ed (1999). Due Process and Higher Education: A Systemic Approach to Fair Decision Making. ASHE-ERIC Higher Education Report, Volume 27, Number 2. ERIC Clearinghouse on Higher Education Due process has become an important principle in higher education as a result of many new legal issues, including dismissals of students from campus, firings of staff members, faculty tenure and promotion, sexual harassment, discrimination, and substance abuse. This volume defines due process; explains when due process procedures are required; reviews expectations of the courts with respect to due process in higher education; examines how legal requirements for fair decision making differ for publicly-supported and private institutions; and analyzes the difference between the systemic approach to due process and other methods of due process in higher education. The introduction and the first section of the volume provide an overview of due process in higher education (literature, historical development, fundamental concepts, academic and disciplinary sanctions, and constitutional competence). The next section presents a systemic approach to due process in higher education; the…

French, David A. (2002). FIRE's Guide to Religious Liberty on Campus. FIRE's Guides to Student Rights on Campus. Foundation for Individual Rights in Education (NJ1) Students should know their rights and liberties, and they need to be better informed and better equipped about how to assert and defend these precious things. The protectors of students' rights and liberties–those faculty, administrators, parents, alumni, friends, citizens, advisers, and attorneys who care about such vital matters–should understand the threats to freedom and legal equality on campuses, the moral and legal means of combating those threats, and the acquired experience of recent years. To that end, the Foundation for Individual Rights in Education (FIRE) offers this \Guide to Religious Liberty on Campus,\ part of a series of such guides designed to restore individual rights and the values of a free society to the nation's colleges and universities. These guides also should remind those who write, revise, and enforce campus policies of the legal and moral constraints that restrict their authority. The sooner that colleges and universities understand their legal and… [PDF]

Jacobs, George M. (2003). Cooperative Learning to Promote Human Rights. Online Submission When people think about how education at the primary, secondary, and tertiary levels can promote human rights, most people think about the content. For example, they think about lessons on topics such as overcoming discrimination or the right to a fair trial. However, teaching for human rights is not only about the "what," the content of teaching. It also concerns the "how," the methods of teaching. The how of teaching involves what is sometimes called the "hidden curriculum" of education. Bigelow (1999, p. 243) defines hidden curriculum as "the values, habits, and beliefs that are imparted to students through the ways schools are structured and through the routines of school life." For instance, students may study about democracy in their textbooks, but if all the decisions in the school are made at the top–by the principal for the whole school and by the teacher for the whole class–and the people below are supposed to blindly obey, the… [PDF]

Leonard, Donald E. (1992). Your Court. How the Rhode Island Judiciary System Works. First Edition and Teacher's Resource Book. The first part of this document, designed for middle school students, describes the Rhode Island court system. A history of the court in Rhode Island, an explanation of courts and their jurisdictions, the jury, appointment and duties of judges, court personnel, and sentencing are explained. An appendix outlines the rights of crime victims, the accused and defendants, and those found guilty. The second part of the document is designed for middle school teachers and contains a collection of sample lessons, graphics, and class activities for use with the student text, "Your Court." It includes a glossary of legal terms, activities to help students learn about the Rhode Island courts, and suggestions for additional resources. (RJC)… [PDF]

(1995). Highlights from the First World Congress of Education International. The papers in this volume reflect the general theme of the congress, "Educators United, Ready for Change." A theme that emerged during the conference concerned the need to fight structural adjustment programs, imposed by the World Bank or the International Monetary Fund, which were destroying the educational and social infrastructure of many countries in the developing world, as well as in Central and Eastern Europe, and imposing "solutions" which did enormous harm to public education and to the work and living standards of teachers. A number of key debates and resolutions condemned this trend and demanded that Education International (EI) develop its own alternative strategies to build economic and social policies at the national and international levels, incorporating a strong commitment to public education. Another major theme that emerged was the issue of human and trade union rights, which engendered debates on a range of issues including women's rights, the…

Galloway, Margaret E. (1987). The Rhetoric of Prejudice and Public Policy Regarding the American Indian. This paper presents a review of written information concerning the American Indian that reveals stereotypes, prejudicial statements, and misrepresentation. While manifest destiny was the policy of the government during the late 1800s, social prejudice was used to develop a perception of the American Indians that justified removing them from their lands. Once the tribes became relatively subdued and restricted to tribal lands, social prejudice was expanded to reduce any influence Indians might possess. Older written documents, as well as contemporary literature, have maintained stereotypes of the Indians which depict them in a negative way and deny them the opportunity to excel. While many American Indians have won considerable acclaim in the fine arts, literature, crafts, and sports, prejudice remains. American Indians choosing to remain among their people on tribal lands are viewed as outcasts by society. Organizations representing the government to business groups have appointed…

Kannarr, Tina L.; Kinsler, Waren S.; Rainey, Susan J.; Reaves, Asa E. (1995). Hate Speech and the First Amendment. This document is comprised of California state statutes, federal legislation, and court litigation pertaining to hate speech and the First Amendment. The document provides an overview of California education code sections relating to the regulation of speech; basic principles of the First Amendment; government efforts to regulate hate speech, which have generally been unsuccessful; Supreme Court tests to determine the free speech rights of public employees; court decisions regarding clubs, student activities, and the Equal Access Act; and the legal definitions of a hostile environment and harassment (sexual and racial). (LMI)… [PDF]

Dahl, Robert A. (1996). Equality Versus Inequality. PS: Political Science and Politics, v29 n4 p639-48 Dec. Argues that political equality and democracy are attainable only through the distribution of access to political resources and the willingness to use them. Discusses the broad philosophical and sociological components that contribute to a system marked by advantage and inequalities, as well as opportunities for opposition and resistance. (MJP)…

Farrell, John S. (1997). Maintaining Order–and the Rights of Citizens. Update on Law-Related Education, v21 n2 p13-17 Spr. Discusses the constitutional protection of individual rights, particularly how they relate to the conduct of law enforcement. Summarizes a number of Supreme Court decisions and the legal precedents they established. Considers the various jurisdictions and duties of federal, state, and local law enforcement agencies. (MJP)…

Mock, Karen R. (1995). Focus on Human Rights. Canadian Social Studies, v29 n4 p2-4 Sum. Maintains that educators have been at the forefront in the quest for equal opportunity. Asserts, however, that there is resistance to recognizing and removing bias from the curriculum and instructional materials. Discusses challenges in implementing inclusive education in Canadian schools. (CFR)…

Parsons, William S.; Totten, Samuel (1991). Teaching and Learning about Genocide: Questions of Content, Rationale, and Methodology. Social Education, v55 n2 p84-90 Feb. Points out there has been an increase in curricular materials for the study of genocide. Maintains that teachers need a rationale for teaching about genocide to help them select appropriate content. Provides examples of rationales from leading educators and delineates three teaching models. Includes curricular resources and an eight-item bibliography. (SLM)…

Kohl, Herbert (1993). The Myth of "Rosa Parks the Tired." Teaching about Rosa Parks and the Montgomery Bus Boycott. Multicultural Education, v1 n2 p6-10 Fall. Retells the story of Rosa Parks and the Montgomery (Alabama) bus boycott to reflect more accurately the cultural and historical background of the boycott and the conscious decision made by Mrs. Parks. Accurate examination of the story actually enhances a child's ability to identify with the issues and the protagonists. (SLD)…

Goncalves, Wande Knox (1997). The Underground Railroad: Developing a Literary Track to Slave Narrative. This paper offers a method of bringing to third-grade students an understanding of African-American contributions to the United States, the experience of slavery, and the struggle for freedom on the secretive Underground Railroad. The paper contains a list of eight primary sources to be used. Its lessons focus specifically on the skills necessary for a slave to successfully run to freedom, the inner workings of the Underground Railroad, the specialized knowledge of the runaways, and the major conductors along the line. The paper suggests 7 days as the number of class periods for the lessons. It gives a brief description of the activities, day by day, which include outside homework projects, the reading of specific stories, and student research and written recording of narratives collected. The paper also suggests extended enrichment activities. Contains 11 references. (CR)… [PDF]

(1996). Welcome to the United States. A Guidebook for Refugees. First Edition. This guidebook provides refugees being resettled in the United States with general information about what they will encounter and the services they can receive in their first months in the country. Available in several languages, the book is distributed to overseas processing agencies and refugees overseas who have been approved for U.S. admission. It is also distributed to service providers. Refugees are advised that most Americans value self-reliance and individual responsibility, but that in general people respect those who ask questions about the new culture they are entering. All refugees are assigned to a relocation agency as they enter the country, and housing is made available for the first month. The following topics are addressed: (1) pre-arrival processing; (2) the role of the resettlement agency; (3) community services; (4) housing; (5) transportation; (6) employment; (7) education; (8) health; (9) managing your money; (10) rights and responsibilities of refugees; and… [PDF]

Miller, Barbara; Parisi, Lynn (1992). Individual Rights in International Perspective: Lessons on Canada, Mexico, Japan, and Nigeria. The role of the U.S. Constitution as a model for an influence on the establishment of governments in other nations offers an effective vehicle for expanding education about this nation's civic values, rights, and responsibilities. By studying how the ideas and principles of the U.S. Constitution and the Bill of Rights have been adopted, adapted, and integrated into the political and social systems of other nations, under what circumstances these ideas have been transported and adopted successfully, and under what circumstances they have failed, students can gain insight into the Constitution and Bill of Rights, thereby developing a fuller appreciation of their own democratic tradition, and of the rights and responsibilities of U.S. citizenship. This work consists of a series of 31 lesson plans with handouts. The section dealing with Canada focuses not on the obvious similarities between Canada and the United States, but with the differences. The section on Mexico emphasizes that an… [PDF]

Jain, Harish C. (1988). Employment Discrimination against Visible Minorities and Employment Equity = Discrimination dans L'emploi a L'egard des Minorites Visibles et Equite en Matiere D'emploi. Canada has become a multiracial, multireligious, and multicultural society, but non-whites, the "visible minorities (VMs)," face pay and employment discrimination in both the public and the private sector. Lack of statistical data by race and by region about job segregation, income levels, and promotions make it difficult to determine the extent of discrimination against any one group. However, a number of studies indicate that VMs are underrepresented in the workforce and are being denied full participation in public institutions. Affirmative action and contract compliance programs may provide a solution. The Employment Equity Act of 1986 promotes affirmative action at the federal level and applies to contractors supplying goods and services to the federal government. Voluntary affirmative action programs are legal in all Canadian jurisdictions, under the Canadian Charter of Rights and Freedoms. The Supreme Courts of both Canada and the United States have upheld the…

(1991). Oversight Hearing on the Equal Employment Opportunity Commission's Implementation of the Americans with Disabilities Act (Title I on Employment and Title V Covering Miscellaneous Provisions). Hearing before the Subcommittee on Employment Opportunities of the Committee on Education and Labor, House of Representatives, One Hundred Second Congress, First Session (October 30, 1991). This hearing transcript presents testimony, a prepared statement, and supplemental materials provided by Evan J. Kemp, Jr., Chairman of the Equal Employment Opportunities Commission (EEOC), specifically related to implementation of the Americans with Disabilities Act (ADA). The hearing deals with EEOC enforcement strategies for implementing Title I of the ADA, including the development of clear and concise regulations, policies, and procedures. The hearing specifically addresses: (1) plans for meeting the growing demands by the public and by business entities for information and guidance; (2) plans to handle the potential flood of cases; (3) the concept of reasonable accommodation; (4) training of EEOC employees in disability law; (5) technical assistance to employers and individuals with disabilities; (6) implementation of the Charge Data System and the ADA Tracking System; (7) budget and staffing; and (8) state and local fair employment practices agencies. Supplemental materials… [PDF]

(1988). Testimony on Segregation and Housing Discrimination in the Hispanic Community, before Subcommittee on Housing and Community Development, Committee on Banking, Finance, and Urban Affairs, United States House of Representatives. In this testimony before the House Subcommittee on Housing and Community Development, the Director of Policy Analysis for the National Council of La Raza discusses the segregation and housing discrimination faced by Hispanic Americans. He contends that housing conditions for much of the Hispanic community are inadequate, due largely to low income and family size. Findings are presented on housing discrimination affecting Hispanics in Dallas (Texas), Denver (Colorado), Boston (Massachusetts), and other urban areas. Residential and school segregation for Hispanic Americans is indicated to have increased steadily in recent years. It is argued that increasing the effectiveness of fair housing laws in protecting the rights of Hispanics requires two major policy initiatives. First, the laws must be strengthened to provide expanded coverage of the handicapped and families with children and the establishment of more effective enforcement mechanisms to resolve complaints. Timely passage of…

Rist, Ray C. (1976). School Integration and Minority Student Tokenism. Integrated Education, 14, 1, 18-20, Jan-Feb 76. Suggests that school systems refrain from policies of token dispersal unless black parents specifically request such a program, and proposes that a small number of predominantly white schools allow integration with larger percentages of minority students. (Author/AM)…

Deutsch, Morton (1975). Equity, Equality, and Need: What Determines Which Value Will be Used as the Basis of Distributive Justice. Journal of Social Issues, 31, 3, 137-150, Sum 75. Suggests that equity is only one of many possible principles of distributive justice and outlines some of the issues relating to a broader conception of distributive justice, discussing the question of which of several basic principles of distributive justice will be employed by a group. (Author/AM)…

Steele, James (1975). Black Youth: What Does the Bicentennial Offer?. Freedomways, 15, 3, 171-177, Sum 75. The present generation of black youth is noted to be entering adulthood precisely at a moment when U.S. society has reached a deeper stage of general crisis and decadence. Unity, mass action, and militant movements directed to specific conditions oppressing black youth today are urged. (Author/AM)…

Harding, Vincent (1975). The Black Wedge in America: Struggle, Crisis and Hope, 1955-1975. Black Scholar, 7, 4, 28-46, Dec 75. A discussion by the Director of the Institute of the Black World in Atlanta, who has nearly completed the first two parts of a multi-volume history of the black struggle for freedom in America, this essay is stated to be an anticipation of the discussion of the modern freedom movement in his forth coming history. (Author/JM)…

Weinberger, Caspar W. (1975). Some Thoughts on the Twentieth Anniversary of Brown v. Board of Education. Journal of Law and Education, 4, 1, 33-35, Jan 75. Traces school integration progress and emphasizes the role of pride and community spirit in building good schools. (DW)…

Smith, Arthur B., Jr. (1975). The Impact on Collective Bargaining of Equal Employment Opportunity. Industrial and Labor Relations Review, 28, 3, 376-94, Apr 75. …

Dharmadhikari, Sarita (1989). The Official English Movement in New York and in the Nation. "English Only" and "Official English" are two terms that are used to describe the movement to declare English the official language of the United States. Sixteen states have laws declaring English their official language; 14 of these laws have been passed since 1981. This report decribes the effect of the movement in New York State (which does not have such laws) and nationally. The report includes an executive summary and six sections. Section 1, "A History of the Official English Movement," describes the evolution of "U.S. English" and other organizations to promote official language initiatives. Section 2, "State Summary," provides chronological and legislative data on states' Official English laws. Section 3, "New York State," records the opposition of Governor Mario Cuomo and New York City Mayor Edward Koch to Official English, and describes county and state attempts to legislate the language restriction. Section 4,…

Heslop, Yvonne, Ed. (1989). Strategies and Innovations for Nonformal Education for Women. ASPBAE Courier No. 46. ASPBAE Courier, n46 Jul. This document contains papers that were presented at a 1988 conference on nonformal education for women held in Guangzhow, China, and organized by the Asian South Pacific Bureau of Adult Education in association with the Chinese Federation for Women, the Guangzhou Adult Education Association, and Caritas Hong Kong. The following 12 papers are included: "The Prospects for Women's Adult Education in China" and "A Brief Account on Chinese Institute for Women Administrators" (China Institute for Women Administrators); "Educational Situation of Women in Thailand" (Skrobanek); "The Situation of Education for Women in the Philippines" (de Vera); "Problems and Solutions for Women's Education in China" (Min); "Non-formal Education for Women in Korea" (Cheong); "Women's Education in Singapore" (Lum); "Women in Sri Lanka: Current Status and Alternative Programs in Education" (Gunawardena); "Women in Hong… [PDF]

Allen, Julia M. (1989). Fictional Narrative as Resistant Argument in Early Twentieth-Century Feminist Writing. Helen Forbes, in her short story "The Hunky Woman," written in 1916 for "The Masses," an eclectic Socialist magazine, undermines particular categorical propositions. By using narration with a shifting of narrative voice, Forbes calls into question the validity of the traditional teaching of argumentation. Forbes demonstrates the danger in women's acceptance of the dominant ideology cast in the form of propositions. She also shows how these propositions, buttressed by money, power (in the form of the police), and the institution of marriage can, in effect, cause themselves to become partially true. Although the main conflict in the story seems to be whether one character, Mrs. Atwood, will accept her husband's oppressive general statements, in fact, the story is itself an argument, and the primary conflict is in the mind of the reader. (KEH)… [PDF]

(1989). 16-19: The Right to Further Education. CSIE Factsheet. This factsheet discusses England's 1988 Education Reform Act's position regarding the right of every student under 20 years of age to full-time education, regardless of disability or learning difficulty. Special emphasis is put on the responsibilities local education agencies face as a result. Summaries of other relevant legislation are also provided to help students and advocates make effective requests for education from 16 to 19 years of age. Such questions as school versus college, fees, grants and benefits, and training centers are also discussed briefly. (PB)…

Armendariz, Abe Lujan; Gonzales, Frank (1988). Federal Statutes & Directives Regarding Title IX Compliance. Technical Assistance Model. Federal statutes and directives regarding Title IX compliance is the subject of this technical assistance module. It Collaborative. It is a guide for trainers who seek to familiarize educational personnel with the legal aspects of sex discrimination under Title IX of the Education Amendments of 1972. Nine activities are described and materials, including five transparency masters, seven handouts, and a background reading for the presenter, are included within the module. Goals for the participants are the following: (1) to become familiar with the sex desegregation services available through Title IV Desegregation Assistance Centers; (2) to become familiar with the 11 areas of discrimination prohibited by Title IX; (3) to become familiar with the federal requirements for compliance with Title IX; and (4) to apply the information learned by resolving sex discrimination cases. The suggested time for completion of the module is 3 hours. Nine training modules and two more technical… [PDF]