Rustemier, Sharon (2002). Social and Educational Justice: The Human Rights Framework for Inclusion. This report calls for the phased closure of separate, special schools in the United Kingdom as a main task in developing inclusive education. It argues that the central problem in the development of inclusive education in the United Kingdom is the continuing philosophical, financial and legislative support of segregated schooling. The report discusses how segregation in separate special schools is internationally recognized as discriminatory and damaging to individuals and society, and how segregated schooling breaches all 4 principles underpinning the 1989 UN Convention on the Rights of the Child. The report challenges assumptions sustaining segregation, including false beliefs about the impossibility of ever including all children in the mainstream, the "huge expense" of full inclusion, and the sanctity of parental choice. Further barriers to inclusion are then examined, including legislative barriers, inattention to acceptability and adaptability, and the contradictory…

Jarrow, Jane (1999). Understanding the Law To Give Students with Disabilities Full Potential. This paper summarizes information concerning the impact of three pieces of federal legislation on the inclusion of students with disabilities in postsecondary programs, especially those supported by the TRIO program. The paper briefly describes major points of the following laws: (1) the Individuals with Disabilities Education Act (IDEA), which is the basic special education law for K-12; (2) the Americans with Disabilities Act (ADA) of 1990, which prohibits discrimination on the basis of disability in employment; and (3) Section 504 of the Rehabilitation Act of 1973, which mandates equal access for students with disabilities at institutions with programs receiving federal aid. Specific ways in which TRIO programs can comply with and coordinate their efforts with these legal initiatives are noted, including educating parents regarding the rights of their children with disabilities, a careful distinction between guaranteeing equal access and guaranteeing student success (which is not…

Tobin, Irwin (1980). New York. Effects of Federal Legislation on Physical Education in Three Big Cities. Journal of Physical Education and Recreation, v51 n1 p36-38 Jan. Despite difficulties in implementing the changes dictated by federal legislation in the area of equal education for all students, the public school system in New York City is continuing to work for unilateral educational equality. (LH)…

Davis, Andrew (2001). Do Children Have Privacy Rights in the Classroom?. Studies in Philosophy and Education, v20 n3 p245-54 May. Argues that, while students should have the right to privacy in the classroom, there are instances when that right must be waived. Contends, however, that learners cannot acquire a proper understanding of factual material, or the justification for believing it, without being granted a degree of privacy during the learning process. (Contains 10 references.) (NB)…

Frantzi, Katerina K. (2004). Human Rights Education: The United Nations Endeavour and the Importance of Childhood and Intelligent Sympathy. International Education Journal, v5 n1 p1-8. School is the major vehicle for humanism, which is, in essence, respect on human nature. Human Rights Education is important for the existence of human society in the modern globalising era. Education can function as a unifying factor and produce informed and active citizens of an interdependent world. It can provide the tools for advocacy and resolution of conflict that are necessary for the maintenance of peace between nations and people. United Nations initiated in human rights and peace pedagogy. Social and individual amelioration may start from elementary school, taking advantage of children's pro-social behaviour as the agent of change. John Dewey introduced the concept of \intelligent sympathy\ in a democratic classroom aiming at personal growth, for considering new ways of thought, and creating a peaceful society…. [PDF] [PDF]

Morrissey, Patricia A. (1993). The Educator's Guide to the Americans with Disabilities Act. This guide was written to acquaint educators with their legal responsibility in providing all individuals with disabilities–whether they be students, job applicants, employees, parents, or members of the community–with the same access and opportunities that are available to others. The guide explains legal requirements under the Americans with Disabilities Act (ADA) and other laws, offers practical advice on how to meet legal mandates effectively and affordably, and provides checklists and worksheets to assess specific situations and plan needed actions. An overview explains the four federal laws that protect the rights of individuals with disabilities. Section 1 then explains what schools must and cannot do in regard to students with disabilities, how the laws affect vocational education, and how administrative requirements and compliance procedures affect schools. Section 2 focuses on what steps schools must take to make current facilities, alterations, and new facilities…

Lewis, John F.; And Others (1987). Drug and Alcohol Abuse in the Schools: A Practical Policy Guide for Administrators and Teachers on How to Combat Drugs and Alcohol. This manual focuses on legal issues confronting schools in the area of substance abuse and provides practical policy guidance to public school managers in enforcing a substance abuse policy. After a brief introduction, section 2 examines barriers to action, commenting on several myths affecting drug abuse policy. Section 3 deals with substance abuse by school employees, addressing these topics: (1) establishing substance abuse policies; (2) testing employees for drug or alcohol use, commenting on types of testing and matters of privacy; (3) disciplining employees for the use of, impairment from, or possession of drugs or alcohol and citing pertinent laws and the Federal Rehabilitation Act; and (4) assisting employees with substance abuse problems. Section 4, on substance abuse by students, addresses these topics: (1) establishing a substance abuse policy for students; (2) prohibitions; (3) methods and procedures of enforcement, commenting on reasonable suspicion and reasonable scope…

(1986). Students' Rights and Responsibilities Handbook. 1986 Edition. This handbook informs the reader of the provisions of the constitutions and statutes of California and the United States as they are interpreted by the courts to affect the rights and responsibilities of public school students. The first of the handbook's seven sections reviews the constitutional rights of students, their right and their duty to attend school, their right to an education, and their basic responsibilities. Section 2 concerns discipline, transfers to continuation schools, corporal punishment, student appearance codes, and smoking regulations. The third section focuses on proficiency standards, independent study, physical education options, special programs, married or pregnant students, and the exclusion of students from school. The topics of section 4 are refusal to salute the flag, student involvement in school affairs, student representation on district governing boards, and students' freedoms of expression, religion, and association. Section 5 examines the… [PDF]

Goldman, Roger; And Others (1991). Teaching about the Bill of Rights in Elementary and Middle School Classrooms: A Resource Guide for Lawyers, Law Students, and Classroom Teachers. This guide is to help lawyers and law students work with young students and classroom teachers to integrate lessons on the Bill of Rights into the regular classroom program. Suggestions are given on adapting the lessons for learning disabled, hearing impaired, and gifted students. Lesson plans contain objectives, key concepts and vocabulary, notes for the lawyer or law student, notes for the classroom teacher, and student activities. Information on evaluating the program, additional resources, glossary, and appendices complete the text. The 11 lessons with grade level include: (1) "A Special Birthday Party" (K-1); (2) "Rights in Rogertown" (K-3); (3) "Rights and Responsibilities" (2-3); (4) "The Case of North Harmony Middle School" (4-5); (5) "The Case of New Trend Middle School" (4-5); (6) "The Camp Watchem Cases" (4-5 or 6-8); (7) "The Case of Tech High" (6-8); (8) "The Case of Sports and the…

Eller, Michael (1992). Human Rights Legislation and the Educational Administrator: An Australian Case Study. This report examines how and why Australia's Human Rights and Equal Opportunity Commission Act (1986) and the Racial Discrimination Act (1975) produced changes in the provision of education services by Queensland and New South Wales for residents of Toomelah. Toomelah is an economically and educationally disadvantaged Aboriginal community in upper New South Wales. The first section describes the events leading to the 1987 "Toomelah Inquiry," conducted by the Human Rights and Equal Opportunity Commission, which found significant educational and economic deprivation in the area. The second section examines the effect of the inquiry on the provision of education to Toomelah. A public outcry led to the provision of educational services and to efforts to abolish racism. The third section examines the significance of those effects for the educational administrator, who needs an awareness of the greater power of human rights laws. The administrator must recognize a system of… [PDF]

Hall, Julia, Ed.; And Others (1986). Legal Rights & Intellectual Disability: A Short Guide. The book examines actions that may be taken to redress wrongs illegally perpetrated against people with intellectual disabilities in New South Wales, Australia. Ten topic areas are addressed (sample subtopics in parentheses): protecting rights (complaints to government departments, use of the ombudsman); discrimination (legal aid); personal relationships (marriage, having children, adoption); sheltered workshops (legislation, work contracts, discrimination and harassment); housing (controls over residential facilities); guardianship and money management for adults (informal and formal money management); wills (trustees, income tax, wills for intellectually disabled people); crime and the intellectually disabled (defenses, police, confessions); consumer protection (unfair contracts, legal effect of incapacity); and care givers (physical interference, negligence). (CL)…

Meltzer, Milton; And Others (1969). Conference on Censorship. In this collection of seven speeches from the University of Missouri Conference on Censorship, writers focus on the various aspects of censorship. Speeches are by (1) Milton Meltzer, who lauds those writers who were forced to battle with censors; (2) Enid Olson, who explores the censorship problems faced by teachers and school librarians; (3) Margaret Twyman, who recommends education as the best means of changing the climate in which censors can thrive; (4) Irving Levitas, who interprets the censorship and violence problems as subterfuges for an actual political situation that attempts to preserve the status quo at all costs; (5) Joan Bodger, who asserts that the speaking out of youth has rocked our society and will continue to do so; (6) Morris Ernst, who accuses the networks, TV executives, and controllers of the mass media of keeping the public in ignorance; and (7) Anson Mount, who considers personal freedom as the key to the outlook of the young generation. Also included is the…

Allen, Richard C. (1969). Legal Rights of the Disabled and Disadvantaged. The movement of the disabled and disadvantaged from charity to rights is described, and laws defining and applying to these individuals are reviewed. Specific attention is given to the socially and economically disadvantaged, including minority ethnic groups, the offender, and the poor, and to the mentally and physically disabled, including the mentally retarded, the mentally ill, alcoholics and drug addicts, the physically handicapped, and the aged. Legal rights of all the disabled and disadvantaged are surveyed and general principles, specific needs, and suggestions for implementation are presented. (JD)… [PDF]

Pell, Claiborne (1983). U.S. Foreign Policy Priorities. USA Today, v112 n2462 p16-18 Nov. The three highest priorities for American foreign policy are avoiding nuclear war by working with the Soviet leadership to alter our present collision course, demonstrating our commitment to human rights throughout the world, and ensuring American economic prosperity by strengthening exports and ensuring the stability of the international monetary system. (IS)…

Kaplan, Howard, Ed. (1997). Rights of the Accused. Teaching Strategy. Update on Law-Related Education, v21 n2 p29-30 Spr. Presents a lesson plan that teaches students to analyze and identify the constitutional rights that protect individuals accused of crimes. Student handouts include a checklist of situations and corresponding constitutional protections and a scenario involving a murder at the school. Activities include guided group discussions. (MJP)…

Laney, James D.; And Others (1988). Classroom Applications: Lesson Plans for Your Files. Social Studies Texan, v4 n2 p16-22 Spr-Sum. Lesson plans include an application by James D. Laney for teaching the concept of economic scarcity to first graders, and an activity requiring seventh graders to report on the origins of Texas towns by Pat Hazlett. Glenda Hayes and the Center for Civic Education offer activities for U.S. history, U.S. government, and world history. (LS)…

Barcena, Fernando; And Others (1993). The Ethical Dimension of Teaching: A Review and a Proposal. Journal of Moral Education, v22 n3 p241-52. Maintains that there is an ethical dimension of teaching as an educational activity. Asserts that educators must avoid the errors of considering the ethical dimension as an alternative approach to education as a technical action. Suggests that a human rights framework be used to derive ethical content. (CFR)…

Chalk, Frank; Jonassohn, Kurt (1991). Genocide: An Historical Overview. Social Education, v55 n2 p92-96,129 Feb. Exploring the historical origins of genocide, finds it has been practiced worldwide throughout history. Points out that genocide is the ultimate violation of human rights. Outlines legal definitions and identifies twentieth-century genocides. Examines common features of ideological genocides and presents questions for class discussion. (NL)…

Grace, Andre P.; Wells, Kristopher (2006). The Quest for a Queer Inclusive Cultural Ethics: Setting Directions for Teachers' Preservice and Continuing Professional Development. New Directions for Adult and Continuing Education, n112 p51-61 Win. This chapter examines changes in preservice and continuing teacher professional development that are aimed at addressing sexual minority issues in schools as students' learning places and teachers' workplaces. (Contains 1 note.)… [Direct]

Alridge, Derrick P. (2006). The Limits of Master Narratives in History Textbooks: An Analysis of Representations of Martin Luther King, Jr. Teachers College Record, v108 n4 p662-686 Apr. In this study, I argue that American history textbooks present discrete, heroic, one-dimensional, and neatly packaged master narratives that deny students a complex, realistic, and rich understanding of people and events in American history. In making this argument, I examine the master narratives of Martin Luther King, Jr., in high school history textbooks and show how textbooks present prescribed, oversimplified, and uncontroversial narratives of King that obscure important elements in King's life and thought. Such master narratives, I contend, permeate most history textbooks and deny students critical lenses through which to examine, analyze, and interpret social issues today. The article concludes with suggestions about how teachers might begin to address the current problem of master narratives and offer alternative approaches to presenting U.S. history…. [Direct]

Barber, Carolyn; Torney-Purta, Judith; Wilkenfeld, Britt (2006). Differences in the Civic Knowledge and Attitudes of Adolescents in the United States by Immigrant Status and Hispanic Background. Prospects: Quarterly Review of Comparative Education, v36 n3 p343-354 Sep. This analysis aims to explore within one country (United States) whether there are differences in preparation for citizenship between students who are immigrant and those who are native-born and between students who come from Hispanic background and those who do not. This is a first step toward shaping further analysis of the civic education of immigrants using the IEA Civic Education Study's data. The analysis reveals that there are significant differences favouring students who are neither immigrants nor Hispanic in knowledge of civic content and concepts, in understanding democracy, in possessing the skills necessary to understand political communications, in expressing positive attitudes toward the nation, and in expressing protectionist attitudes toward the nation. Controlling for home language and age of entry to the country reduces the size of these differences for all scales except protectionist attitudes toward the nation. Immigrant and Hispanic students are much more likely… [Direct]

Benton, Thomas H. (2006). Love Me; I Celebrate Diversity. Chronicle of Higher Education, v53 n16 pC1 Dec. According to this author, by now everyone in America has learned to celebrate diversity. People do so to signify that they are a good person, they are hip, trendy, and "down with the program." He claims, however, that in academe, the word "diversity" still functions as a rhetorical trump card, always uttered with the tonal implication that the speaker is taking some kind of brave moral stand. The author examines the consequences of the mantra of diversity losing its oppositional stance and becoming just a ritual profession of faith. He further argues that academe can deal with its avowed concerns with social justice more effectively and honestly than it presently does, and, in the process, it might be able to save affirmative action. Lastly, he contends that for an educational setting to become truly diverse, it must take many variables into account, particularly class, or it will, in the end, just become a magnifier of social inequality and a source of… [Direct]

Barber, Carolyn H.; Torney-Purta, Judith; Wilkenfeld, Britt (2007). Latino Adolescents' Civic Development in the United States: Research Results from the IEA Civic Education Study. Journal of Youth and Adolescence, v36 n2 p111-125 Feb. Many studies have reported gaps between Latino and non-Latino adolescents in academic and political outcomes. The current study presents possible explanations for such gaps, both at the individual and school level. Hierarchical linear modeling is employed to examine data from 2,811 American ninth graders (approximately 14 years of age) who had participated in the IEA Civic Education study. Analyses of large data bases enable the consideration of individual characteristics and experiences, as well as the context of classrooms and schools. In comparison with non-Latino students, Latino adolescents report more positive attitudes toward immigrants' rights but have lower civic knowledge and expected civic participation. These differences were apparent even when controlling for language, country of birth, and political discussions with parents. School characteristics that explain a portion of this gap include open classroom climate and time devoted to study of political topics and… [Direct]

Brzakalik, Krystayna; And Others (1993). Life in a Democratic Society: A Primary School Civics Course for Poland. This document summarizes a civics course for primary schools in Poland, grades 6-8. The curriculum was developed as part of the Education for Democratic Citizenship in Poland Project, a cooperative effort of the Polish Ministry of National Education and the Mershon Center, The Ohio State University (United States). The project aims to help schools and teachers educate succeeding generations of Polish youth to be active, competent citizens committed to democratic values. The curriculum includes over 80 detailed lesson plans. The document is divided into two sections. The first consists of unit and lesson titles, and lesson abstracts. The second part is made up of sample lessons. The curriculum has five units: (1) local government, which includes fighting unemployment, different interest groups, water, garbage, influencing decisions, day care, budget decisions, neighborhood, local campaigns and elections, problem solving and responsibilities of local government; (2) principles of… [PDF]

Burman, Barbara; Rakestraw, Leslie (1982). The Don't Panic Book: What to Expect in an Encounter with the Police and the Juvenile Justice System in New Mexico. The rights of youth in New Mexico if they are arrested and accused of an illegal act are described. Emphasis is on situations they may encounter, what choices they have, and what they can do to help themselves. Although written specifically for youth in New Mexico, the book can easily be used or adapted for use with youth in other states. Situations include: possession of marijuana, shoplifting, joyriding, possession of alcohol, drag racing, using fake identification, glue and solvent sniffing, taking someone else's property, curfew violation, driving without a license, a family fight, vandalism, a fight, a border search, a bad joke, a bad cop, burglary, and a summary of the juvenile system. A list of agencies in New Mexico that might be willing to answer questions and give information is included. (RM)…

Thompson, Kenneth H. (1982). The Voting Rights Act and Black Electoral Participation. An analysis of Census Bureau data on registration and voting by black citizens over the past two decades shows the positive influence of the 1965 Voting Rights Act on electoral participation. After the passage of the act, there was more than a 50% increase in the number of black registered voters. Of black and white citizens participating in the last five presidential elections, southern blacks are the only group to report a net gain in level of participation between 1964 and 1980. There has also been a tenfold increase in the number of blacks elected as officeholders. However, this does not mean that blacks have achieved equal access to elective office. For example, it is difficult for black voters to elect officials from their communities. Data from the Justice Department's Voting Rights Division shows that a pattern of white resistance to blacks exercising their voting rights still remains strong in the South. Impediments, such as vote dilution issues, will remain salient in…

Nordin, Virginia Davis (1979). Legal Issues in Urban Education. Major legal issues confront urban schools today, among them: (1) equal access of racial groups to quality education; (2) students' rights to due process; (3) teachers' rights to due process, academic freedom, collective bargaining, and promotion to administrative positions; (4) equal opportunity for those needing special education; (5) equal opportunity for females; and (6) equal opportunity to share the public's education dollar. A number of legal directives are demanding response from urban school districts. These directives come from Supreme Court decisions, federal funding and administrative regulations, and State court decisions, administrative regulations, and legislation. Often, however, urban educators concerned with desegregation and equal opportunity think first of the Supreme Court. The Court has made major decisions on financing, teachers' rights, sick leave for pregnancy, students' rights, and desegregation. The Court has not yet addressed the issue of athletics for…

(1977). A Voting Rights Act Handbook for Chicanos. In the summer of 1975, the protective provisions of the 1965 Voting Rights Act were extended to parts of the Southwest. This marks a significant point in the history to secure for Chicanos a meaningful participation in the political process. The basic purpose of the Act assures that minorities can participate in the election process without any unreasonable barriers which might discourage voting. Although the Act will not eliminate all forms of voter discrimination, it will serve to discourage states, counties, school districts, and cities from making discriminatory election law changes. In addition, the Act provides other protections to insure fair registration drives and elections. Important parts of the Act which apply to states, counties, school districts, cities, and other special districts in certain areas of the Southwest are: covered jurisdictions must show that any changes in election laws do not have a discriminatory purpose or effect; Federal examiners can be assigned to…

(1974). Inequality in Education, Number 18, October 1974: Sex Discrimination. The contents of this volume published by the Center for Law and Education, which was established to protect and advance the legal interests of the poor through research and action on the legal implications of educational policies, include the following articles: "Introduction" and "Sexism in Public Education: Litigation Issues," Susanne Martinez; "Sex Discrimination Against Students: Implications of Title Nine of the Education Amendments of 1972," Margaret C. Dunkle and Bernice Sandler; "Chapter 622: One State's Mandate," Regina Healy and Diane Lund, an examination of the first anti-sex discrimination legislation in the country, which was passed into law by the Governor of the Commonwealth of Massachusetts on August 5, 1971: "Kalamazoo: A Model for Change," Carol Ahlum, which examines the activities of the Committee to Study Sex Discrimination in the Kalamazoo Schools and the changes in school activities resulting from the actions of… [PDF]

Towarnicky, Carol Parents Primer: A Guide to Education. This handbook for parents assumes that there is nothing wrong with their child but that there is something wrong with the school system. It assumes that parents know what their children need to survive and that the one-sided, professional approach to learning is not working as well as school authorities say that it is. The authors of the booklet believe that parents want the best for their children but often feel helpless in finding their way through the school system's bureaucracy. This handbook states what some of the rights of children and parents are, and how to go about obtaining them. It lists the names of people who are responsible for the child's education and the proper channels to follow. It is stated that this is a handbook for parents who want their children to have more than they did. (Author/WS)… [PDF]