Cadwallader, Lynn (1979). Nathaniel Topliff Allen, Early Professional and 19th Century Risk Taker. Nathaniel T. Allen's life (1823-1903) offers insights into 19th century professionalization of education in the United States. His independent political views set him apart as a strong-willed and dauntless supporter of equal education opportunity. Appointed by Horace Mann as principal of a model school connected with the first public normal school in the United States, Allen later ran his own school for 50 years. He attracted students from throughout the world and promoted racial integration, coeducation, kindergarten, nature studies, and physical education. As an agent of Henry Barnard, he studied European education. Correspondence with Mann, Frederick Douglass, Booker T. Washington, Lucy Stone, Wendall Phillips, and various students portray Allen as an educational pioneer who opposed typical 19th century apolitical entrepreneurship among educators and administrators. Allen's work was summed up by the Massachusetts Schoolmasters Club which referred to his school in 1903 as the best…

Gallagher, Joan; Wood, Robert J. (1974). Constitutional Law–Elective. The elective unit on Constitutional Law is intended for 11th and 12th grade students. The unit is designed around major course goals which are to develop those concepts whereby students recognize and understand the following three topic areas: 1) Role of the Federal Judicial Branch of Government, 2) Supreme Court Cases Involving the Three Branches of Government, and 3) Supreme Court Cases that Relate to Civil Liberties. Teaching strategies used are questioning techniques to stimulate classroom discussion. Under each topic are statements of which the student is to gain an understanding, suggested questions related to the understanding, and answers to the questions. To successfully use this unit, the students and teachers must have access to resource materials mentioned in the course. (Author/RM)… [PDF]

Stedman, Donald J., Ed. (1972). Current Issues in Mental Retardation and Human Development. Presented are four papers from a conference on mental retardation and families (1971). In the first paper, research is cited to show that current educational programs do not adequately exploit children's potential, and that child centered programs which ignore family/community influence do not significantly influence children's adjustment and achievement. Recommended among supports for families is establishment of a National Institute on the Family, which might compile research, foster advocacy groups, or lobby for family agencies and programs. Described next is a language research/demonstration training program, in which training of 40 retarded children, 16- to 36-months-old, begins with primitive and moves in stages to complex language use, and parents are taught to train their children. In the third paper, the author uses the Pennsylvania and other court cases to describe use of litigation for achieving access to education for all retarded children, for creating new forums, for… [PDF]

Deming, Stuart H. (1997). Drugs: The Unstated Draconian Costs. Update on Law-Related Education, v21 n2 p11-12 Spr. Outlines the dramatic changes in the laws covering drug activity over the last 20 years. Federal sentencing guidelines now mandate much longer prison terms depending on the drug and type of activity. Simultaneously, courts have expanded legal definitions and approaches involving prosecution. Discusses the controversy over these developments. (MJP)…

McKinney-Browning, Mabel (1997). Protecting Offenders' Rights. Teaching Strategy. Update on Law-Related Education, v21 n2 p39-41 Spr. Presents a lesson plan that requires students to analyze an upcoming Supreme Court case concerning the constitutional rights of a convicted offender. Student handouts include a case study worksheet and an overview of the case. Students complete the worksheet, conduct small group discussions, and arrive at their own decisions. (MJP)…

Leeman, William P. (1999). American History Websites for Use in Secondary Schools. Social Education, v63 n3 p144-51 Apr. Provides a list of U.S. history Internet sites for secondary school social studies teachers that are suitable for students. Explains that the websites are categorized by time period and includes brief descriptions of their features. Gives a general list of U.S. history websites and a list of questions for website evaluation. (CMK)…

Moreland, Kevin L. (1995). Use of a Statement of Test Taker Rights in Employment Testing. Professionals often seem to view guidelines, standards, and the like, not to mention legal mandates, as adding to their work load. It is argued that a widely promulgated set of test taker rights would actually make the work of personnel selection professionals easier. The California court case Soroka v. Dayton-Hudson Corporation, in which test takers sued because of some questions pertaining to religion on the employment test, illustrates some of the pitfalls of personnel selection tests as they are generally administered. A 12-point \Rights of Test Takers\ is proposed that clarifies that test takers have rights that include courteous and fair treatment, explanations about test purposes and use, clear explanations of test results and their consequences, review of records, and confidentiality as allowed by law. Well-prepared proctors will be able to deal with the questions posed because test takers are aware of their rights. Presenting a list of rights and answering questions might… [PDF]

(1994). Women's Educational Equity Act. A Review of Program Goals and Strategies Needed. Report to Congressional Requesters. This report reviews the U.S. Department of Education's Women's Educational Equity Act (WEEA) Program. First authorized by Public Law 93-380, the Education Amendments of 1974, this program awards grants and contracts to eligible recipients for interventions to: (1) provide educational equity for women; (2) help educational institutions meet the requirements of Title IX of the Education amendments of 1972 prohibiting sex discrimination in all educational institutions receiving federal funds; and (3) provide educational equity for women and girls who suffer multiple discrimination based on sex and on race, ethnic origin, disability, or age. There are four basic questions addressed in the report: (1) What interventions were implemented, by whom, for what audiences, and at what costs, and did these activities continue beyond the grant period?; (2) Did these activities hold promise of promoting educational equity for women, and did they reflect the requirements of the legislation?; (3)… [PDF]

(1993). Foundation Level Training. Module Two: Changing Times. Participant's Manual. This participant's manual covers "Changing Times", the second module of a four-module training program for all individuals employed in programs funded by Oklahoma's Developmental Disabilities Services Division. This includes van drivers, recreation workers, residential staff, administrators, case managers, secretarial/clerical staff, vocational staff, advocates, physicians, psychologists, and others. The primary objective of the module is to have the participant understand and apply the principle of normalization to the concepts of rights and values of people with developmental disabilities. Secondary objectives focus on perceptions of individuals with developmental disabilities through various periods of history, congregate settings, legislative rights and other rights, types of abuse and neglect, values of individuals with developmental disabilities, the importance of the principle of normalization for improving public images for people with developmental disabilities as… [PDF]

(1996). Conversations with Leaders in the Law. Law Day 1996: The U.S. Constitution, the Original American Dream. Designed to extend Law Day's impact, this program gives lawyers, judges, and other community leaders the opportunity to teach important lessons about the United States Constitution and the federal government. It is intended to stimulate opportunities for students to reflect on the country's constitutional heritage and gain appreciation for the value of an informed, active citizenry for a constitutional democracy. Through the Conversations program, prominent legal leaders are brought together with students in grades 6-12. The program encourages lively, informative exchanges between students and those vested to uphold the Constitution and protect the guarantees that the framers intended. The guide includes: a description of the program; tips on selecting conversation leaders; a description of formats for the conversations; tips on successful presentations; ideas on three conversation topics (voting rights, freedom of expression, amending the constitution); resources on the… [PDF]

Shekleton, James F. (1996). Campus Life and Government Investigations. This paper discusses the proper way to conduct official government investigations on college campuses within the framework of the Fourth Amendment to the United States Constitution which protects against unreasonable searches and seizures. The article emphasizes that this amendment lays the groundwork for the limitations on the exercise of governmental power to inspect the property or to detain members of the populace. After discussing various facets of this application of the Fourth Amendment to search and seizure on college campuses, the article argues that, as a practical matter, universities should review their search policies to assure that they will remain within the special needs doctrine and to devise procedures that fit the contours of special needs jurisprudence. The article refers to various court decisions in the course of the discussion to buttress the author's arguments. The author further argues that university policy should carefully limit the scope of warrantless… [PDF]

Foster, Jan; Simonds, Betty (1995). Vocational Education Assessment Kit. Revised. This assessment kit has been designed to assist local school districts in Michigan in evaluating their vocational education programs for compliance with Title IX. The information that is collected and tabulated can be used by the districts in planning efforts to achieve Title IX compliance and sex equity in vocational education. The assessment kit includes worksheets, checklists, and surveys that will gather information in the following areas: (1) high school and area center student vocational education enrollments by sex, by class, and by program area; (2) staffing patterns–districtwide, at the middle school and high school, and within the vocational education department; (3) vocational education program requirements; (4) potential barriers in the physical facility; (5) resources and materials that support recruitment or retention of nontraditional students in vocational education; (6) other recruitment and retention efforts; (7) student perceptions and concerns regarding… [PDF]

(1996). Bienvenido a los Estados Unidos. Una Guia para Refugiados (Welcome to the United States. A Guide for Refugees). First Edition. This guidebook provides Spanish-speaking 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. This is the Spanish version, and is available in several other languages. The book is distributed to overseas processing agencies, refugees overseas who have been approved for U.S. admission, and 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 arrive in the United States, 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)…

(1992). Communication and the ADA (Effective Communication and Accessibility). This brief fact sheet addresses the following concerns about effective communication and accessibility under the Americans with Disabilities Act (ADA): requirements under the ADA for achieving effective communication (e.g., provision of necessary auxiliary communication aids and services); identification of necessary communication aids and services (e.g., expressed preference of the individual); strategies for achieving effective communication; examples of communication aids and services; examples of communication barriers; requirements for communication accessibility under the ADA; examples of readily achievable structural barrier removal strategies; signage and symbols of communication accessibility; discriminatory policies and practices which must be modified; and ways to ensure cost effective ADA compliance. (DB)… [PDF]

Kloss, Heinz (1998). The American Bilingual Tradition. Language in Education: Theory and Practice No. 88. The history of language policy in the United States is explored, focusing on the rights of language minorities. The first chapter presents constitutional and ethnolinguistic background information and gives an overview of the main categories of language rights. Chapter two describes the extent to which the federal government has or has not made use of and promoted languages other than English. The third chapter outlines American achievements in toleration-oriented minority rights, and the fourth examines minority rights extended to promote language use among post-independence immigrant groups. Chapters five through eight describe the promotive language rights granted in various geographic areas, including mainland United States (large old- settler groups and smaller groups of original settlers), outlying areas that became states, and overseas possessions that did not attain statehood. Contents are indexed. (Contains 694 references.) (MSE)… [PDF]

Russo, Charles J., Ed. (1997). The Yearbook of Education Law 1997. An overview of how legal decisions involving education are handed down is provided. Organized into 10 parts, part 1, \Employees,\ (Ralph D. Mawdley) focuses on court actions that addressed school board compliance with district and state policies regarding dismissal, nonrenewal, demotion, and discipline. Part 2, \School Governance,\ (Donald F. Uerling) examines cases involving state boards, commissioners, and departments of education. Part 3, \Pupils\ (William E. Camp) looks at complex issues concerning how to balance the rights of students, the interests of parents, and the duty of the schools to maintain an orderly learning environment. Part 4, \Bargaining,\ (Julie F. Mead) addresses cases involving collective bargaining and labor relations in elementary and secondary schools. Part 5, \Students with Disabilities,\ (Allan G. Osborne, Jr.) deals with legal action that involves students with disabilities including placement, discipline, state laws, and the Americans with Disabilities…

Rullman, Loren J. (1991). A Legal History: University Recognition of Homosexual Organizations. ACU-I Bulletin, v59 n2 p4-9 Mar. This paper discusses the legal precedents that have supported the official recognition of homosexual organizations by universities and colleges. Among the court cases that are reviewed are the following: (1) Brandenburg v. Ohio (1969), which ruled that expressions not inciting unlawful behavior may not be subject to government restraint; (2) Healy v. James (1972) and Wood v. Davison (1972), which ruled that First Amendment rights of freedom of association applied to students, and as a result, official university recognition was necessary to protect that right; (3) Gay Students Organization of the University of New Hampshire v. Bonner (1974), which ruled that mere speculation of future illegal activity was an insufficient reason for regulation by the university; and (4) Gay Rights Coalition of Georgetown University (1981, 1983) and Gay Rights Coalition v. Georgetown University (1987), a nearly decade long struggle which culminated in the decision that the Catholic university had… [PDF]

Smith, Melinda, Ed. (1982). Practical Law in New Mexico. This book was written for teachers and students as a New Mexico supplement to "Street Law: A Course in Practical Law" (West Publishing Company, 1980), a text used in many high school law classes. The book may also be used as a teacher and student resource for civics, government, and other courses in the high school curriculum, or lay people might find the book useful as a practical handbook on New Mexico law. The material is current as of January, 1982. The first seven chapters, each of which corresponds to a chapter in the "Street Law" text, deal with the following topics: introduction to law, criminal law, juvenile law, consumer law, family law, housing law, and individual rights law. An eighth chapter dealing with employment law in New Mexico is also included. (Author/RM)…

Flannery, J. Harold (1975). DeJure Desegregation: The Quest for Adequacy. Journal of Law and Education, 4, 1, 141-157, Jan 75. Examines theories developed since the Brown decisions that concern the remedial obligations of school systems found to be illegally segregated. (Author/DW)…

Phay, Robert E.; Rogister, George T., Jr. (1975). Student Distribution of Nonschool-Sponsored Literature. School Law Bulletin, 6, 2, 1-6, Apr 75. Court decisions show that school officials must protect the freedoms guaranteed students by the U. S. Constitution, including the right to distribute unpopular literature excluding material that is obscene or libelous, or that contains fighting words or promotes lawless action. (Available from the Institute of Government, University of North Carolina, Chapel Hill) (DW)…

Byman, Abigail (1990). Student v. Union: Colleges at Risk. ACU-I Bulletin, v58 n1 p4-8 Jan. College union administrators should be careful about the use of facilities, particularly in public schools, because of the potential for legal liability. Institutions of higher education today are vulnerable to being sued in regard to issues of free speech, trespass, and religion. Areas of potential liability include (1) serving alcoholic beverages, (2) certain potentially physically harmful activities, e.g., trampolining, (3) structural hazards such as holes in athletic fields and dangerous staircases (particularly a problem when students have become inebriated), and (4) violations of First Amendment rights. The First Amendment to the U.S. Constitution, although not strongly applying to private schools, is very applicable to public schools. Attempts to restrain, for example, the exercise of free speech during demonstrations, or the banning of activities of certain religious groups must be carefully considered. Additionally, in matters of student discipline, if the institution acts… [PDF]

(1986). Equity: The Critical Link in Southern Economic Development. Cross-Cutting Issue Report No. 2. This report presents a general overview of equity issues in the modern South. It discusses access to such needs as jobs and job opportunities, health, housing, education, government benefits, political power, resources, and protection. Six at-risk groups receive special focus: the poor; Blacks; Hispanics; women; older Southerners; and the handicapped. These major recommendations for increasing equity are offered: (1) dispel myths about the poor and minorities, and utilize their dignity and strengths; (2) educate the public to be aware of the interdependence of society, and to recognize that healthy development is equitable development; (3) involve community based organizations in planning and policy development; (4) coordinate planning in State and local government, and involve all relevant departments under strong gubernatorial leadership and commitment; (5) involve the private sector as a partner; (6) identify and adopt effective models for educational and economic development;…

(1983). The Legal Situation of Latin American and Caribbean Women as Defined according to the Resolutions and Mandates of the United Nations System. Volume II: File Sheets of Resolutions on the Legal Situation of Women. This document contains a systematized inventory of the measures relating to the legal and social status of women adopted in various regional and world forums. The inventory was used to study the legal situation of Latin American and Caribbean women, defined according to the resolutions and mandates of the United Nations system. Organized by forum and in chronological order, the first part includes a summary of the resolutions (conventions, recommendations, declarations and resolutions) dealing with the legal situation of women, while the second summarizes the information included in the Plans of Action referring to the subject. The measures included were selected from the following forums: United Nations General Assembly; Economic and Social Council; International Conference on Human Rights (Tehran, Iran, 1968); World Conference of the International Women's Year (Mexico City, Mexico, 1975); World Conference of the United Nations Decade for Women: Equality, Development, and Peace…

Williams, Colin H. (1985). Language Planning, Marginality and Regional Development in the Irish Gaeltacht. Discussion Papers in Geolinguistics No. 10. This paper explores the relationship between ethnolinguistic maintenance and regional economic development in the context of the regional planning policies of the minority language Gaeltacht areas. The Gaeltacht areas, where the Irish language (Gaeliz) is predominant over English, are primarily found in the extreme western portions of Northern and Southern Ireland and the southern part of Southern Ireland. The current language situation in the Gaeltacht and the roles of language planning policies, government economic policies and planning, industrial development, and educational policy are outlined and examined. It is concluded that substantial improvements in the area's economic future must be tempered by only modest expectations of language survival, despite recent efforts to remedy some policy weaknesses and encourage language maintenance. Greater emphasis in geolinguistic research on the roles of the state, the community, and the individual and his linguistic expectations and…

Tatum, Lyle, Ed. (1987). South Africa: Challenge and Hope. Revised Edition. In South Africa, racial identification determines all facets of a person's life–political, economic, and social. Divided into ten chapters, this book was prepared to increase public awareness of black South Africans' struggle for freedom. Chapter one discusses how the system of apartheid is built on the official identification of all citizens by race; the restriction of voting rights to whites, coloureds, and Asians; a parliament with built-in control for whites; segregated areas for ownership and occupation of land and housing; segregated, unequal education and health systems; and restricted personal and social interaction among groups. Apartheid is enforced by a range of far reaching security laws, applied by police and military forces. The historic forces that molded such a society are explored in chapter two. The resistance by blacks to white domination is the focus of chapters three and four. Chapter five charts the political relations of South Africa with its neighboring…

Berrigan, Carol (1987). Integration in Italy: A Dynamic Movement. The result of trips by American special educators to Italy in 1984 and 1986, this paper reviews laws, public policy, and events in Italy's recent history leading to widespread desegregation of the disabled special schools and other institutions. The review of legislation focuses on National Law 517 (1977) with such specified strategies for pupil integration as the following: maximum size of integrated classes is 20 students; extracurricular activities must include all students; classes tracked by ability are abolished; traditional grading is abolished and replaced by overall assessments. Integration of the disabled is seen to be an ethical issue with segregation effectively intensifying the disability. Supportive elements in the Italian integration movement have included interdisciplinary support teams to help the teacher; a sense of shared responsibility by parents, teachers, and the community at large; a commitment to educating the public; and the influence of strong charismatic…

Tonnesen, Thomas V., Ed.; Van Horne, Winston A., Ed. (1983). Ethnicity, Law and the Social Good. Volume II. Ethnicity and Public Policy Series. This volume examines the relationship between ethnicity and the law, looking at the two, first in principle and then as they relate to education, employment, and neighborhoods. Philosophically, the papers included in the book represent 4 different perspectives: (1) that the law should recognize only individual rights and that membership in an ethnic or racial group is a purely private matter; (2) that the law should grant compensatory recognition of ethnic identity; (3) that ethnicity is of inherent value and that public policy should support ethnic diversity because it contributes to the social good; and (4) that ethnicity is a social problem because complex economic and political forces acknowledge and perpetrate ethnic and racial divisions and also often negatively influence these groups. Authors of articles that represent the various perspectives include Peter J. Kellogg, Raoul Berger, Robert M. O'Neil, Nathan Glazer, Richard Ruiz, Cyrena N. Pondrom, Manning Marable, and Richard…

(1987). Free Press & Fair Trial. Revised Edition. In relation to law enforcement and the courts, the press serves to inform the public about crimes and how government institutions deal with them. The press also plays a crucial role in assuring that the rights of individuals guaranteed by the Sixth Amendment are protected. The issue of prejudice, caused by news coverage of crime and criminal proceedings, has been raised in many appeals by convicted persons. The appellate court has refused in virtually all cases to overturn convictions on grounds of pretrial or trial news coverage. Through an analysis of historical and legal precedent, the summary and five chapters of this book describe the way in which the appellate courts have interpreted these cases. Chapter 1 presents the history of the free press of the United States. Chapter 2 discusses the Supreme Court's interpretation of the First Amendment and the evolution of the rights of the free press. The free press and a free trial as guaranteed in the Constitution's Sixth Amendment…

Blackmon, C. Robert; Broussard, E. Joseph (1977). Do Principals Need Guidelines on First Amendment Rights of the Student Press? Research Report Vol. 7, No. 5. A sample of high school principals, sponsors/advisers, and student editors were surveyed concerning their knowledge of communication law in relation to freedom of the press under the First Amendment. The sample of 126 schools was drawn by random numbers from 202 schools in 31 states. Related court decisions were selected and adapted into ten composite cases and submitted to the sample, along with requests for some additional items related to their opinions and backgrounds. Each respondent was asked to indicate how he thought a judge might decide on each of the case items. Forty percent (151) of the subjects responded. A statistical analysis was computed for the number of correct responses to each case item by class of respondent. Also, for each case item within each of the respondent classes, cross-reference analyses were made in terms of the education, journalism background, and professional education experience of the respondents. (Author/MLF)…

(1977). Toward a New Bill of Rights. The theme of the 1976 Urban League Conference was \a new bill of rights\ for all Americans. Rights of blacks and other minority groups were particularly emphasized. The subject of the right to black representation in the American political system was addressed by Samuel Du Bois Cook. The keynote address by Vernon E. Jordan, Jr. considered such issues as the rights of all citizens to education, economic security, health, family stability, political representation, and the right to safe communities. Andrew Billingsley, James G. Haughton, Andrew F. Brimmer, Edythe J. Gaines, and Thomas A. Bradley all spoke to at least one of these issues. Carla Hill's address reviewed the progress of federal urban programs in the year preceding the Conference. Henry Kissinger spoke about foreign affairs, particularly the U.S. relationship with Africa. W.J. Usery, Jr. and William M. Ellinghaus stressed black participation in the American private enterprise system. Yvonne Braithwaite Burke, Arthur A….