Morgan, Joyce Vining (2006). Yves: Hope against the Odds. Journal of College Admission, n192 p6-9 Sum. This article relates the story of Jean-Yves Ngabonziza, a full-need international student. During his senior year, on Rwandan National Mourning Day, April 6, 19-year-old Yves spoke to the entire school community for the first time about his past and the past of his native country. He began with the history of central Africa, introduced the factions of the Rwandan conflict, described the genocide ("a civil war that erupted into genocide"), told how it played out and resolved. It was a remarkably professional presentation, in Yves' fourth language. Yves' education was made possible by the efforts of a Chicago-based Congolese man intent upon establishing a foundation for young Central Africans to be educated in the United States. With the assurance that his organization would provide for Yves' postsecondary education, Yves received a full scholarship package and stipend. The author contends that if individual philanthropists and foundations could match a college offer of a… [PDF]

(2008). Government Performance and Results Act Annual Report to the President and Congress–Fiscal Year 2007. National Council on Disability This report compares actual performance with the projected levels of performance set out in the National Council on Disability's (NCD's) annual performance plan. The findings of this report show a positive link between the allocated resources and NCD's performance. NCD's assessment review showed that it was successful in meeting its goals and achieving its intended results. NCD has applied taxpayer resources efficiently in a manner that maximizes the effectiveness of Government programs in serving the American people. NCD's FY 2007 activities promoted the full participation of people with disabilities in all areas of society by increasing access to assistive and universally designed technologies, expanding educational and employment opportunities, and promoting increased access into daily community life-the core of your New Freedom Initiative. These efforts were based on NCD's strategic goals: (1) Make evidence-based public policy recommendations that can enhance the lives of people… [PDF]

Boylan, Ellen (2004). Student Discipline Rights and Procedures: A Guide for Advocates. Education Law Center To be both fair and effective, student discipline law and policy must balance two separate rights of students: the constitutional right to a public education, and the right to a safe and orderly learning environment. Procedures and laws to protect students from arbitrary and wrongful discipline are necessary, as are procedures and laws to allow schools to discipline disruptive and dangerous students. The New Jersey Department of Education has recognized that there are problems with state policy and law on student discipline and has begun the process of developing a new student discipline code. This manual is designed to help parents and advocates represent students in discipline cases. It sets forth the current state of New Jersey law and policy governing student discipline, and points out the areas in which reform is needed. The manual is divided into two parts: Part I sets forth the law and procedures that apply to all students involved in a discipline case; Part II sets forth the… [PDF]

Margolis, Peppy; And Others (1990). Caring Makes a Difference: Responding to Prejudice, Genocide, and The Holocaust: A K-8 Curriculum. The goal of this teaching guide is to help students develop a positive self-image, behave as responsible individuals, and accept differences in order to have the tools to challenge the forms of prejudice and discrimination that confront society. The Holocaust and continuing genocides are prejudice in its most extreme form. The Holocaust raises the most serious questions and concerns about the nature of human behavior; the role of the perpetrator; the bystander; and the victim. The goals of the lessons and activities are to raise the level of awareness, critical thinking skills, and problem solving techniques through dilemmas, readings, and discussions. Teachers can decide which lessons to use based on the level of maturity of the students. The guide consists of lesson plans and activities, professional resource materials, and suggested resources for obtaining additional materials. The units are developed by grade levels and topics and include: (1) Grades K-2: "Learning How to… [PDF]

MacGregor, Molly Murphy (1992). Women and the Constitution. Curriculum Unit. The purpose of this curriculum unit is to give students a better understanding of the history of the relationship between women and constitutional issues. The study of women and the United States Constitution is an important reminder of the complexity of a democracy. In the United States, even today, the ideology of freedom and justice is often blocked by traditionally held sexist and racist ideas that limit women's full participation as citizens. The content and activities in this unit can be integrated into a chronological study of U.S. history or they can be used exclusively to promote a more comprehensive understanding of women and the Constitution. In addition to narrative sections providing historic overviews of issues most important to women, the unit contains a chronology of women's legal and political history (1769-1987); a list defining the key concepts that have been part of the ongoing debate about rights; biographical sketches on the lives of the women mentioned in the…

Jacobsen, Gene S. (1974). Teachers and Other School Employees. During 1973, the broad issues characterizing the majority of court decisions concerning school employees were the constitutional and statutory rights of teachers and the relationship between these rights and the authority of the employer to act. Due process, both procedural and substantive, continues to receive extensive court consideration along with tenure disputes. This chapter reviews and discusses cases involving discrimination, dismissal and discipline, seniority, due process, compensation, leaves of absence, retirement, collective bargaining, and union activity. (Author/DW)…

Brody, Richard A. (1994). Secondary Education and Political Attitudes: Examining the Effects on Political Tolerance of the "We the People…" Curriculum. Based on a 1993 survey of 1,351 high school students from across the United States, this report demonstrates that students in high school civics, government, and U.S. history classes display more "political tolerance" than the average citizen. The study also establishes that students in classes using all or part of the Center for Civic Education's "We the People…" curriculum are more tolerant than students following other curricula. The We the People… program fosters increased tolerance, the report states, because it promotes higher levels of self-confidence and the perception of fewer limits on students' own political freedom. The higher the level of participation in the "We the People…" stimulated congressional hearing competition, the greater the likelihood of students' opposition to limits on free assembly, due process rights, and freedom of speech, press, and religion. (Contains 24 references.) (LH)… [PDF]

Mertz, Gayle (1997). Juveniles and the Law. Teaching Strategy. Update on Law-Related Education, v21 n2 p9-10 Spr. Presents a lesson plan that teaches students to analyze the goals and effectiveness of the juvenile justice system. Instructional materials include handouts describing three criminal situations involving teenagers and copies of an article on the juvenile justice system. Activities include small group discussions followed by a class discussion. (MJP)…

Galie, Peter (1993). Teaching Civil Liberties: The Missing Dimension. Perspectives on Political Science, v22 n3 p116-23 Sum. Contends that, although civil liberties are part of the higher education and secondary curriculum, the development of constitutional liberty by state supreme courts and state constitutions is almost totally ignored. Reviews 11 college-level textbooks and analyzes their treatment of civil liberties related to state laws and courts. (CFR)…

Wolf, Alvin (1990). The Fate of Teaching Constitutional Principles to Middle School Students. Social Studies Review, v30 n1 p15-26 Fall. Advocates teaching constitutional history and principles to middle school students in accordance with the 1988 California History-Social Science Framework. Reports findings of a survey of 118 California middle school and high school teachers that revealed a need for improved teacher knowledge about the U.S. Constitution. Recommends steps to ensure content mastery of this field. (NL)…

Gold, Julia Ann (1990). The Final Right. Update on Law-Related Education, v14 n3 p34-37 Fall. Presents a classroom teaching unit based on the Supreme Court case, "Cruzan v. Missouri Department of Health." Students extract and prioritize the arguments from the lower court decisions, write position papers, and conduct a moot court simulation. Discusses individual and states' rights and quality of life concerns. Includes six handouts to help prepare for the moot court. (NL)…

Robey, Elaine, Ed. (1992). Opening the Doors: Using Technology To Improve Education for Students with Disabilities. A federally sponsored project explored educational practices, originating in diverse communities, in which teachers used educational technology in innovative ways to meet the needs of children with disabilities. This booklet describes projects at 11 sites around the United States. It presents a model for technology integration, emphasizes the need for creating a climate for change and a clearly defined mission, examines ways to find resources, notes the need in some districts for a dedicated position to deliver teacher training, and discusses what technology means to students. An appendix describes the conceptual model of the processes in technology innovation and integration. The booklet concludes with paragraph-length descriptions of the 11 programs and a list of 22 suggested readings. (JDD)… [PDF]

Goodman, Gay (2006). Preparing Teachers for Culturally and Cognitively Diverse Classrooms: What Would Dewey Say?. Teacher Education and Practice, v19 n4 p513-534 Fall. Educational and legislative reforms occurring in the last half of the 20th century appear to have been initiated in response to the writings of John Dewey. The field of teacher education has responded to these reforms by adopting many new models of teacher preparation, technologies, and innovative best practices. Many of these changes were designed to meet the perceived needs of at-risk students and thus improve their chances for school success. Presumably, Dewey would be pleased with these reforms. Nevertheless, schools continue to be inhospitable for many members of minority and disability groups who cannot compete favorably with peers. This article examines educational, societal, and legislative barriers that preclude the possibility of educational reform's significantly increasing democracy in education. It discusses the futility of teacher education's striving for reform and its promoting a measurable level of educational democracy in the absence of broader social discourse…. [Direct]

Carrera, John Willshire (1992). Immigrant Students, Their Legal Right of Access to Public Schools. A Guide for Advocates and Educators. Revised. This updated version of a 1989 document of the same title represents a guide to the immigrant student's legal right of access to public schools based on the 1982 United States Supreme Court ruling in "Plyler v. Doe." Following an introduction, the first of three sections, "School Practices," addresses everyday school practices by outlining prohibited and recommended practices concerning registration, documentation, verification, relations with the Immigration and Naturalization Service, staff training, the need for regulations and rumor control, along with recommended actions for state and local education agencies. The second section, "The Right of Access," addresses the Plyler ruling itself, and the legal reasoning behind it. The third section, "Parents and Advocates," addresses the role of parents and community members in ensuring that schools abide by and respect Plyler and other educational rights of immigrant students. This section…

Lacroix, Anne Laurence; Schonveld, Ben; Shoenberg, Cheryl (1996). Rights of the Child in Nigeria. This report to the United Nations Committee on the Rights of the Child contains observations of the World Organisation Against Torture (OMCT) concerning the application of the U.N. Convention on the Rights of the Child by the Federation of Nigeria. The report's introduction asserts that the rule by decree of Nigeria's present military regime has serious implications for human rights, and that the most fundamental recommendation of any report seeking to further the interests of the rights of Nigerian children must be a return to democratic civilian rule. The report then presents observations and recommendations in the following areas: (1) the definition of a child; (2) criminal responsibility; (3) the practice of torture; (4) the use of corporal punishment as a punitive measure; (5) physical chastisement of the child in the home; (6) punishment on a gender discriminatory basis; (7) death penalty and life imprisonment; (8) summary execution; (9) arrest and detention; (10) special… [PDF]

Gregory, Gwendolyn H. (1987). Supreme Court Update. Supreme Court decisions made during the previous and present terms as well as some that will be rendered next term are discussed. Among the cases, the following are of particular relevance to school board members. In "Memphis Community Schools v. Stachura" the Court declared that damages based on the "value" of constitutional rights are not truly compensatory. The Court has agreed to hear, under the Education for All Handicapped Children Act, "Honig v. Doe" on the subject of discipline of handicapped children. In "Meritor Savings Bank v. Vinson" the Court ruled that employers are not always automatically liable for sexual harassment by their supervisory employees. In the case of "Ansonia Board of Education v. Philbrook" the Court ruled that an employer need only offer "a reasonable accommodation" to an employee's religious belief to meet its obligation under Title VII. In "Wygant v. Jackson Board of Education" the…

Arbetman, Lee; Perry, Michelle (1997). Search and Seizure: The Meaning of the Fourth Amendment Today. Social Education, v61 n5 p273-78 Sep. Traces the application of the constitutional protection from "unreasonable searches and seizures" as it has evolved in response to public attitudes and changes in technology. Includes a synopsis of relevant cases and two lesson plans. The cases concern a police search through trash bags and drug testing for athletes. (MJP)…

Runyan, M. Kay; Smith, Joseph F., Jr. (1991). Identifying and Accommodating Learning Disabled Law School Students. Journal of Legal Education, v41 n3-4 p317-49 Sep-Dec. This article explains the nature of learning disabilities and suggests accommodations (e.g., test modifications, course modifications, academic support services) that law schools can make in the light of federal law and litigation protecting the rights of disabled students. Interviews with two learning-disabled attorneys, a glossary, and student questionnaires are included. (Author/DB)…

Bradt, Patricia T. (2006). Darwin versus Intelligent Design in US Courts: Does Teaching Intelligent Design in Biology Classes Violate the US Constitution?. Forum on Public Policy Online, v2006 n1 Fall. Darwinian evolution is accepted by the great majority of scientists as the method by which the diversity of earth's organisms, including humans, evolved. Current research continues to expand our knowledge of evolutionary mechanisms. However, certain religious groups, supporting teaching the creation of earth's species as outlined in Genesis ("Creationism"), challenge in US courts teaching only Darwinian evolution in biology classes. The Courts must decide whether teaching creationism violates the Constitution's First Amendment prohibiting government "establishment of religion". In a 2005 challenge (US District Court, Pennsylvania), a local school board mandated a disclaimer be read to biology classes stating there were gaps in Darwin's theory and that "Intelligent Design" (ID), propounded as science, provided a different explanation of life's origins. ID proposes that many living structures exhibit "irreducible complexity", could not have… [PDF]

(2006). TN Part C State Annual Performance Report. State of Tennessee Department of Education, Division of Special Education Annual Performance Plan, 2005-2006. Tennessee Department of Education Part C, IDEA State Performance Plan (SPP) for Tennessee was developed in conjunction with and approved by the state's Interagency Coordinating Council. The public will be made aware of the status of each Early Intervention Service Program's performance as it relates to the Targets outlined in Tennessee's SPP. The public will also be made aware of the status of each Early Intervention Service Program's performance as related to the targets designated by the SPP. Fourteen indicators are reported: (1) Timeliness of Services; (2) Natural Environments; (3) Child Outcomes; (4) Family Outcomes; (5) Birth to One Comparison Data; (6) Birth through Two Comparison Data; (7) Timeliness of IFSPs; (8) Timeliness of Transitions; (9) Statewide Monitoring of Corrections and Noncompliance; (10) Timeliness of Written Complaints; (11) Timeliness of Due Process Hearings; (12) Resolution Sessions; (13) Mediation Agreements; and (14) Timeliness and Accuracy of State Reported Data. Attachments include: (1)… [PDF]

David, Miriam E.; Langa Rosado, Delia (2006). "A Massive University or a University for the Masses?": Continuity and Change in Higher Education in Spain and England. Journal of Education Policy, v21 n3 p343-365 May. This paper discusses whether the massification of higher education (HE) in the majority of developed countries over the last few decades has led to changes in the form of involvement in universities for the masses, or massive universities for the expanding middle classes. Situating our argument with the evidence of massive expansion of HE in England and Spain, and using Bourdieu's theoretical framework, we compare two studies that looked at whether these changes led to a revised structuring of educational opportunities by social class and to universities accessible to the masses or merely massive universities. The English study considered the choices, and the Spanish study, the experiences of students and how they felt about being students. Our conclusions stress the relation between the social construction of the category "youth" or young people in relation to HE, and the different structures of economic rights and duties of different social classes. While upper and middle… [Direct]

Fitch, Nancy Elizabeth (1988). Expressions of Liberty. The concept of liberty has been in the forefront of the minds of African Americans ever since the beginning of slavery, and its importance continues to the present. To cope with the inability to achieve complete freedom, and with the oppressive state created by a lack of liberty, they developed ways to express their feelings about the elusiveness of freedom. The African American vision of liberty was born in the experiences of capture, the "Middle Passage" across the Atlantic, and slavery in the Americas. The creation of the black church was one of the most important efforts to achieve a semblance of freedom and independence. The members of the African Methodist Episcopal (A.M.E.) Church and the African Methodist Episcopal Zion (A.M.E.Z.) Church have a tradition of taking leadership roles in the black community that goes back to the African priest-warriors. Preaching and oratory also compensated for proscriptions against teaching slaves to read and write. The many written,… [PDF]

Patrick, John J. (1987). The U.S. Constitution. A Teacher's Guide. Six 30-Minute Video Programs for Junior High and High School Students. This teacher's guide was designed to accompany six 30-minute video programs on the fundamental constitutional principles that form this nation's foundation. Each lesson in the guide contains an introduction to the main ideas of the program, a program summary, and suggested activities to carry out before and after the program. The topics emphasized in the series are: (1) limited government and the rule of law; (2) federalism; (3) separation of powers with checks and balances; (4) freedom of expression; (5) equal protection of the laws; and (6) the U.S. Constitution and the economy. Under the principles of limited government and rule of law, government officials cannot behave arbitrarily when enforcing law nor are they above the law. The national and state governments exercise powers separately and within constitutional limits under the principle of federalism. The system of checks and balances ensures a government with powers sufficient to act effectively and limitations sufficient… [PDF]

Dow, Ruth McNabb (1976). Changing Societal Roles and Teaching. This handbook for home economics teachers as well as those teaching social studies and consumer education is designed to provide content and numerous student activities that explore the nature and effects of changing roles in society, particularly sex-related roles. The handbook begins with a brief section containing ten short single paragraph case situations involving sexually biased attitudes and practices; and content on the effects of socialization and sex role stereotyping, coping as a single person, employability at any age, and sharing roles. The remainder of this booklet covers seven topics, with each including specific content, numerous suggested classroom activities (some involve the use of the ten aforementioned case situations), and teaching objectives and evaluative techniques for some of the activities. The seven topics and some of their subdivisions follow: recognizing and breaking the stereotype mold, socializing males and females (remaining single, later marriage,…

Barlow, Andrew (1991). The Student Movement of the 1960s and the Politics of Race. Journal of Ethnic Studies, v19 n3 p1-22 Fall. Student activists of the 1960s participated in different student movements with distinct racial and national identities. The causes and consequences of racial segmentation that made white students and students of color behave differently are examined. Even the abrupt decline of campus movements in the 1970s reflects profound racial segmentation. (SLD)…

Edwards, Debra L.; Shoop, Robert J. (1994). How To Stop Sexual Harassment in Our Schools: A Handbook and Curriculum Guide for Administrators and Teachers. Some educators continue to believe that sexual harassment is not a serious problem for their students. This book presents evidence to the contrary, citing statistics from recent surveys in which four out of five students reported that they have been the target of some form of sexual harassment during school. Part 1, comprised of seven chapters, defines sexual harassment and examines its extent, causes, consequences, and legal aspects. They offer a framework for investigating a complaint, conducting a hearing, and implementing a sexual-harassment prevention program at the building and school-district levels. The programs seek to eradicate staff-to-student, student-to-student, and student-to-staff harassment. Part 2 contains detailed curriculum guides, specific class activities, and sample bibliographies for grades K-3, 4-6, and 7-12. Seven charts are included. Appendices contain sample policies and forms, a summary of Equal Opportunity Commission (EEOC) guidelines, a description of…

Hayden, Mary F., Ed.; And Others (1995). Institution Closures. IMPACT, v9 n1 Win 1995-96. This newsletter theme issue focuses on the need to accelerate the closing of institutions for people with mental retardation. Articles are by both current and former residents of institutions and by professionals, and include: \The Realities of Institutions\ (Tia Nelis); \I Cry Out So That I Won't Go Insane\ (Mary F. Hayden); \Trends in Institution Closure\ (K. Charlie Lakin and Robert Prouty); \Deinstitutionalization Litigation: Experiences and Outcomes\ (Judith A. Gran); \Thoughts and Impressions on Institutional Closure\ (Steve Taylor); \Inside and Out: Former Residents Reflect on Their Lives\ (Russell Daniels and Mark Samis); \Operation Close the Doors: Working for Freedom\ (Tia Nelis and Nancy Ward); \On the Outside Looking In\ (Ruthie-Marie Beckwith); \There Is a Hell: One Parent's Story\ (Kathy Hayduke); \Parental Attitudes toward Deinstitutionalization\ (Lynda Anderson and Sheryl A. Larson); \Voluntary Closure: The Homeward Bound' Experience\ (Donna Hoverman); \Community… [PDF]

Barton, Len; And Others (1992). Disability and the Necessity for a Socio-Political Perspective. Monograph #51. This monograph on international disability issues offers three main papers giving English, Australian, and New Zealand viewpoints. The first paper is by Len Barton from England and is titled "Disability and the Necessity for a Socio-Political Perspective." Barton attacks the medical model of disability and argues that people with disabilities ought to change the political discourse about disability to one involving rights and choices tied to political action. He urges them to develop a political and social movement to further their ends. Keith Ballard comments on Barton's paper in "A Socio-Political Perspective on Disability: A Comment from the New Zealand Context" and relates it to the mainstreaming debate in education. He compares the stigmatization of children with disabilities to that of the Maori minority in New Zealand and calls for a public discourse that includes the voices of all oppressed groups. In "Pigs' Tails and Peer Workers, the View from… [PDF]

(1990). Equity in World History: Women in World History. A Training Module. Equity in Education. The Alaska Project. This world history equity module was developed as a teacher training resource for use by Alaska local school districts. The manual is divided to facilitate the development of district professional development activities as well as to provide specific examples for inclusion of women in the curriculum. Alaska has one of the strongest state sex discrimination laws in the United States. This manual is an attempt to aid school districts in meeting the requirement for sex equity training and increasing awareness of sex bias. A training workshop agenda would focus on the following: (1) Introductions; (2) Women's World, Men's World; (3) Thirty-nine Guests at The Dinner Table; (4) Sharing Ideas for Women's World History; and (5) Closure: Does it Matter That We Don't Teach Women's History? Biographies of 39 notable women and activities are included for this 3-hour workshop. (EH)… [PDF]

Durham, Frank (1993). Ethos in Action: Public Relations at the Highlander Folk School, 1955-1956. An examination of Rosa Parks' relationship with the Highlander Folk School from the first encounter in 1955 through Labor Day of 1956 provides a new understanding of the school's public relations program that sought to end segregation in the Jim Crow South. Myles Horton founded Highlander in 1932 to provide an adult residential center in the South for the development of community leaders among school, church, civic, labor, and farm groups. By the time Parks first visited in 1955, Highlander had already compiled an impressive record of training Southern community leaders. Although Parks was not sent to Montgomery from Highlander to start a boycott, the city's black community was primed for the opportunity that her arrest presented. Personal circumstances combined to encourage Highlander to recruit Parks for their continuing efforts. The conscious development of feedback from participants such as Parks served to develop the school's activist agenda for the Freedom movement…. [PDF]