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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

(1980). The Equal Credit Opportunity Act and Credit Rights in Housing. Designed for the general public and possibly suitable also for high school economics students, this pamphlet describes the provisions of the Equal Credit Opportunity Act. The act prohibits discrimination because of race, color, religion, national origin, sex, marital status, and age when applying for a mortgage or home improvement loan. The pamphlet presents general rules for lenders and specifically states that a lender may not: (1) discourage an applicant from applying for a loan; (2) refuse to make a loan to qualified applicants; (3) lend an applicant money on terms different from those granted another applicant with similar assets; (4) rely on a property appraisal based on the racial makeup of a neighborhood; (5) ask about childbearing plans; (6) refuse to consider reliable alimony, child support, or separate maintenance payments; (7) refuse to consider reliable income from part-time employment or public assistance; or (8) require another signature on a creditworthy applicant's… [PDF]

Merriam, Allen H. (1987). Elijah Lovejoy and Free Speech. Elijah P. Lovejoy, generally regarded as America's first martyr to freedom of the press, was killed by a racist mob in Alton, Illinois, in November 1837, after a brief but tumultuous career as an crusading antislavery newspaper editor and preacher. Born into a stern Maine Protestant family, he migrated to St. Louis, became a minister, and began publishing a religious newspaper called "The Observer." Increasingly opposed to slavery, Lovejoy's journalistic attacks earned him such enmity that he was forced to move his press and family to Alton. Lovejoy's life in Alton produced defenses of free expression that rank him among history's greatest advocates of civil liberty. His printing presses were destroyed on three separate occasions by anti-abolitionist mobs, until the community met and formally requested him to terminate newspaper publication in Alton. Lovejoy defended himself with a speech filled with religious imagery and allusions to death–rhetoric that indicated he had… [PDF]

(1990). Literacy for Peace and Human Rights. ASPBAE Courier, n49-50 Dec. This publication contains 11 papers, all of which reflect the emphasis on literacy that continues to dominate adult education at the end of International Literacy Year. The papers include four presentations from conferences related to literacy held in 1990, one on literacy and peace held in Indonesia and one on literacy in China held in Macao. The 11 papers are: "Literacy and Peace Education: A Maori Viewpoint" (Te Ripowai Pauline Higgins); "The Consumer Movement's Efforts in Peace Building" (Joe Selvaretnam); "Fijian Literacy: Visions for a Literate Community" (Joseph Veramu); "Past, Present, and Future of Literacy Education in Korea" (Soon Chul Ko); "Education Is the Answer" (Catherine Tseng); "Why Adult Literacy?" (Inayatullah); "Literacy and Literacy Activities in Japan" (Ken Motoki, Mimoru Mori); "Strategies for Literacy and Functional Literacy" (W. M. K. Wijetunga); "Literacy and Peace… [PDF]

Kamasaki, Charles (1986). Action Needed To Educate Hispanics, Employers about Implications of New Immigration Legislation. Designed to inform key members of La Raza about practical implications of the Immigration Reform and Control Act of 1986, this bulletin outlines immediate action that should be taken to educate the Hispanic community and employers about the legislation. Brief summaries are provided for four critical provisions of the legislation: (1) a legalization program that permits certain individuals to become permanent resident aliens; (2) farmworker provisions; (3) a requirement that non-citizen applicants for federal benefit programs be screened to insure legal entitlement; and (4) employer sanctions that make it illegal for employers to knowingly hire undocumented persons. The following section sets out actions that should be taken and actions that should be avoided by employers as well as individual Hispanics. Employers are cautioned against firing any current employees regardless of their immigration status or discriminating against individuals on the basis of national origin….

Bernard, Francoise (1986). Equal Opportunity Counsellors: Professional Training and Profile. Report on a Seminar (Berlin, West Germany, October 30-31, 1985). This three-part report presents an overview of an international survey and an international seminar at which survey results were disseminated–both on the topic of equal opportunity counselors. Part 1 focuses on the framework structure involved in the implementation of equal opportunities policy. Two types of structure are discussed as developed by various countries: comprehensive (from the point of view of hierarchy between the national and regional levels) and sectoral (relating to various spheres of activity, including the educational system, the world of work, and the overall media environment). Part 2 offers the occupational profile of equal opportunity counselors. The tasks most commonly linked to this post and the skills required for it are highlighted. Part 3 provides a clarification of training requirements. Topics are training characteristics, training content, and training modalities. Appendixes include the questionnaire and lists of seminar participants and speakers. (YLB)…

Ross, Pat; Williams, Richard P. (1986). You Are Not an Indian without a Roll Number or White Card. The United States Office of Indian Education is requesting that all children who are served in the Indian Education Program prove their Indian ancestry with a roll number or Certificate Degree of Indian Blood (CDIB) card. This practice is discriminatory because (1) the Native American is the only ethnic group in the United States that must prove its ethnic background to participate in an education program at a public school; (2) ancestors of many Native Americans of the Five Tribes of Oklahoma were not part of the Dawes Commission enrollment (closed in 1906); (3) in 1924, the United States government made all Indians American citizens; and (4) there is no provision for the Native American who has been adopted. Most Oklahoma Indian families do not have the time, money, energy, and/or expertise to complete the complicated process of securing the CDIB card for their children to participate in an Indian Education Program at school that provides tutoring in the basic subjects. Meanwhile,…

Ballard, Joseph, Ed.; And Others (1982). Special Education in America: Its Legal and Governmental Foundations. The text presents six chapters on the legal and governmental bases of special education. In the Introduction, F. Weintraub and J. Ballard cite the legislative and litigative history of P.L. 94-142, the Education for All Handicapped Children Act, and briefly address information sources on such policy issues as procedural safeguards, underserved populations, and standards of practice. In chapter 2, "The Education for All Handicapped Children Act of 1975 (P.L. 94-142): Its History, Origins, and Concepts," J. Zettel and J. Ballard review court cases and state and federal legislation, and list the rights of handicapped children, including the right to an appropriate education and the right to be educated in the least restrictive environment. J. Zettel in "Implementing the Right to a Free Public Education" analyzes five aspects of P.L. 94-142: zero reject, individualized education programs, least restrictive environment, nondiscriminatory testing and evaluation, and…

Halcon, John J. (1988). Exemplary Programs for College-Bound Minority Students. This report, an early component of a forthcoming set of publications intended to assist colleges and universities in building more effective programs for minority undergraduate and graduate students, provides short descriptions of 18 exemplary efforts to enhance the participation and success of minority students in higher education (including the names of contacts for additional information). The 18 programs are: Hispanic Mother-Daughter (Arizona State University); First Generation Award (Colorado State University); Project YOU–Youth Opportunities Unlimited (Texas College and University System); College Enrichment (University of New Mexico); STEP–Strides Toward Educational Proficiency (Mount St. Mary's College, Los Angeles); Student Affirmative Action Retention (California State University); Early Awareness (University of Texas); Pre-Collegiate Development (University of Colorado); PUENTE Project (University of California/California Community Colleges); Graduate Division… [PDF]

Lundy, Katherina L. P.; Warme, Barbara D. (1988). Career Patterns and Role Performance of Part-Time Academics: The Impact of Sex and Setting. ASHE 1988 Annual Meeting Paper. Two arguments on the impact of sex and setting in part-time faculty are offered: (1) that men and women come to part-time teaching by somewhat different routes, but once they arrive in a specific setting and encounter similar work and work conditions, the impact of sex is muted; and (2) that there are two important aspects related to work settings (there are patterned differences between those teaching in other unionized settings and those in the Faculty of Education and these differences make the part-time experience a largely positive one in the setting of the Faculty of Education). Research conducted during 1983-1986 included a mail questionnaire survey of 608 members of Unit 2 of the Canadian Union of Educational Workers. Questions were categorized as follows: social characteristics, academic career history, willingness or reluctance to teach part-time, scholarly and disciplinary activities, work setting experiences, perceived impact of gender on academic career decisions/career…

Farnham, Christie, Ed. (1987). The Impact of Feminist Research in the Academy. As a tribute to the Indiana University Women's Studies Program's first decade, this volume of essays was conceived by the Coordinating Committee. Most of the essays were commissioned by the Women's Studies Program, and some of them were also presented to the campus in a lecture series. Papers are as follows: "The Same or Different?" (Christie Farnham); "Feminism and Anthropology: The Struggle To Reshape Our Thinking about Gender" (Louise Lamphere); "Women's History and the Rewriting of History" (Joan Wallach Scott); "Toward a Paradigm Shift in the Academy and in Religious Studies" (Carol P. Christ); "Remapping Development: The Power of Divergent Data" (Carol Gilligan); "Feminist Research and Psychology" (Carol Nagy Jacklin); "Science and Belief: A Polemic on Sex Differences Research" (Ruth Bleier); "The Task of a Feminist Economics: A More Equitable Future" (Barbara R. Bergmann); "What Research on…

Howard, Melissa (1981). Mi Vecina es una Mujer Colpeada (My Neighbor Is a Battered Woman). This book, the Spanish version of "My Neighbor is a Battered Woman," is intended as a general introduction to the problems of battered women. The format for part 1 consists of the presentation of facts about wife beating, i.e., who are victims, characteristics of batterers, the environment in which family violence exists, and services for battered women. These facts are illustrated by the presentation, on alternating pages, of a fictional wife battering situation. Part 2 of the booklet provides advice for the victim before, during, and after the attack and provides information on the role of the police, going to court, criminal and civil charges, and restraining orders. The decision about whether a battered woman should stay with the man or end the relationship is also discussed. Part 3 of the booklet includes a suggested reading list and a resource list of shelters and other family violence programs and resources in New Mexico. Although the information about legal matters…

(1977). The Black Vote: Election '76. Research on black political behavior in the 1976 congressional and presidential elections is presented. The purpose of the report is to present facts and figures which describe the impact of the black vote in the election of Jimmy Carter and of numerous congressional and gubernatorial candidates. Twenty three states were involved in an examination of the voting behavior of approximately 23% of the estimated total registered black voters. Election results were gathered directly from Boards of Election. Earlier research had identified the most heavily black congressional districts, counties, and municipalities. Major findings include: approximately 64% of the registered black voters voted; black voter turnout was higher in the North and West than in the South; Carter received 90% of all black votes. In 13 of the states monitored, black votes for Carter exceeded his margin of victory. The implications of the findings are that black voters can have a significant impact on an election….

(1977). Suggestions for Compliance with Privacy Rights of Parents and Students (Buckley Amendments). These suggestions for formulating school district policies governing the confidentiality and release of student records are based on the Family Educational Rights and Privacy Act (the Buckley amendment) and on relevant Arizona state law. A checklist, which covers the major section of the Family Educational Rights and Privacy Act, is designed to allow educators to evaluate their districts' current safeguards and policies regarding the confidentiality of student records. The format is a simple "yes" or "no" response; if "no" is the answer to any question, then the district's policies and practices do not match those of the federal law. The addenda include the text of the Buckley amendment, Arizona state law, the state attorney general's decisions relating to privacy rights, and guidelines for school district retention and disposal of records. (Author)…

Dahlberg, E. John, Jr., Ed.; And Others (1981). Proceedings of a Symposium. Education and Contemporary America. (2nd, Boise, Idaho, October 8-10, 1981). The manuscripts in this publication present a variety of insights into the function of education in contemporary America, the responsibilities of educators, and the future of educational institutions as they adapt to changing social conditions. Viewpoints are expressed on the following subjects: (1) the role of education in clarifying the relationship of the individual to the basic meaning of citizenship; (2) multicultural education, global awareness, peace studies, and human survival; (3) literacy and freedom in a democratic society; (4) a developmental curriculum model for citizenship education; (5) the educational implications of recent research on the human brain; (6) the cognitive models of the left and right hemispheres of the brain and achieving a balance between their functions; (7) implications of right brain research on curriculum development; (8) the purpose and value of the concepts of right- and left-brain learning; (9) political, organizational, social, economic, and…

Wilson, Frederick C. (1975). Student Rights and Responsibilities. A Law Focused Curriculum for American Indian High School Students. Curriculum Bulletin No. 18.01. The guide outlines a course to provide high school students with learning experiences in the political/governmental and legislative process. Designed as a semester course, the course aims to teach American Indian youth their rights and responsibilities under the U.S. Constitution and under their respective state and tribal governments, and to develop an awareness and an understanding of the concepts, principles, and functions of student rights and responsibilities both within the school and community environment. Consisting of 11 units, the course covers basic types of educational systems and laws, jurisdiction of courts, sources of law, the Bill of Rights, the right to privacy, student body constitution, due process in the school and in the community, the Indian Bill of Rights, voter education, fair trial/free press, consumer rights and responsibilities, and sources of authority for Indian schools and programs relating to American Indians. Briefly discussed are the course… [PDF]