(2001). Selecting a College for Students with Learning Disabilities or Attention Deficit Hyperactivity Disorder (ADHD). ERIC Digest. This digest discusses how secondary students with learning disabilities or attention deficit hyperactivity disorder can investigate postsecondary programs and find the right college to meet their needs. It begins by exploring when students should begin their college planning and the role of transition plans in determining student goals and vision for life as an adult. Students should understand their own learning needs to identify the accommodations they will require in postsecondary programs. The legal rights of students with disabilities after high school are outlined, as well as areas students should evaluate in determining the desirability of a college. The final section presents strategies for becoming informed about college programs, including: (1) participate in orientation programs to become familiar with campus life and ask questions about classes, faculty, resources, and services; (2) don't procrastinate about gathering information about courses and professors; (3) talk to… [PDF]
(1999). Due Process and Higher Education: A Systemic Approach to Fair Decision Making. ASHE-ERIC Higher Education Report, Volume 27, Number 2. ERIC Clearinghouse on Higher Education Due process has become an important principle in higher education as a result of many new legal issues, including dismissals of students from campus, firings of staff members, faculty tenure and promotion, sexual harassment, discrimination, and substance abuse. This volume defines due process; explains when due process procedures are required; reviews expectations of the courts with respect to due process in higher education; examines how legal requirements for fair decision making differ for publicly-supported and private institutions; and analyzes the difference between the systemic approach to due process and other methods of due process in higher education. The introduction and the first section of the volume provide an overview of due process in higher education (literature, historical development, fundamental concepts, academic and disciplinary sanctions, and constitutional competence). The next section presents a systemic approach to due process in higher education; the…
(2002). FIRE's Guide to Religious Liberty on Campus. FIRE's Guides to Student Rights on Campus. Foundation for Individual Rights in Education (NJ1) Students should know their rights and liberties, and they need to be better informed and better equipped about how to assert and defend these precious things. The protectors of students' rights and liberties–those faculty, administrators, parents, alumni, friends, citizens, advisers, and attorneys who care about such vital matters–should understand the threats to freedom and legal equality on campuses, the moral and legal means of combating those threats, and the acquired experience of recent years. To that end, the Foundation for Individual Rights in Education (FIRE) offers this \Guide to Religious Liberty on Campus,\ part of a series of such guides designed to restore individual rights and the values of a free society to the nation's colleges and universities. These guides also should remind those who write, revise, and enforce campus policies of the legal and moral constraints that restrict their authority. The sooner that colleges and universities understand their legal and… [PDF]
(2003). Cooperative Learning to Promote Human Rights. Online Submission When people think about how education at the primary, secondary, and tertiary levels can promote human rights, most people think about the content. For example, they think about lessons on topics such as overcoming discrimination or the right to a fair trial. However, teaching for human rights is not only about the "what," the content of teaching. It also concerns the "how," the methods of teaching. The how of teaching involves what is sometimes called the "hidden curriculum" of education. Bigelow (1999, p. 243) defines hidden curriculum as "the values, habits, and beliefs that are imparted to students through the ways schools are structured and through the routines of school life." For instance, students may study about democracy in their textbooks, but if all the decisions in the school are made at the top–by the principal for the whole school and by the teacher for the whole class–and the people below are supposed to blindly obey, the… [PDF]
(1992). Your Court. How the Rhode Island Judiciary System Works. First Edition and Teacher's Resource Book. The first part of this document, designed for middle school students, describes the Rhode Island court system. A history of the court in Rhode Island, an explanation of courts and their jurisdictions, the jury, appointment and duties of judges, court personnel, and sentencing are explained. An appendix outlines the rights of crime victims, the accused and defendants, and those found guilty. The second part of the document is designed for middle school teachers and contains a collection of sample lessons, graphics, and class activities for use with the student text, "Your Court." It includes a glossary of legal terms, activities to help students learn about the Rhode Island courts, and suggestions for additional resources. (RJC)… [PDF]
(1995). Highlights from the First World Congress of Education International. The papers in this volume reflect the general theme of the congress, "Educators United, Ready for Change." A theme that emerged during the conference concerned the need to fight structural adjustment programs, imposed by the World Bank or the International Monetary Fund, which were destroying the educational and social infrastructure of many countries in the developing world, as well as in Central and Eastern Europe, and imposing "solutions" which did enormous harm to public education and to the work and living standards of teachers. A number of key debates and resolutions condemned this trend and demanded that Education International (EI) develop its own alternative strategies to build economic and social policies at the national and international levels, incorporating a strong commitment to public education. Another major theme that emerged was the issue of human and trade union rights, which engendered debates on a range of issues including women's rights, the…
(1987). The Rhetoric of Prejudice and Public Policy Regarding the American Indian. This paper presents a review of written information concerning the American Indian that reveals stereotypes, prejudicial statements, and misrepresentation. While manifest destiny was the policy of the government during the late 1800s, social prejudice was used to develop a perception of the American Indians that justified removing them from their lands. Once the tribes became relatively subdued and restricted to tribal lands, social prejudice was expanded to reduce any influence Indians might possess. Older written documents, as well as contemporary literature, have maintained stereotypes of the Indians which depict them in a negative way and deny them the opportunity to excel. While many American Indians have won considerable acclaim in the fine arts, literature, crafts, and sports, prejudice remains. American Indians choosing to remain among their people on tribal lands are viewed as outcasts by society. Organizations representing the government to business groups have appointed…
(1995). Hate Speech and the First Amendment. This document is comprised of California state statutes, federal legislation, and court litigation pertaining to hate speech and the First Amendment. The document provides an overview of California education code sections relating to the regulation of speech; basic principles of the First Amendment; government efforts to regulate hate speech, which have generally been unsuccessful; Supreme Court tests to determine the free speech rights of public employees; court decisions regarding clubs, student activities, and the Equal Access Act; and the legal definitions of a hostile environment and harassment (sexual and racial). (LMI)… [PDF]
(1996). Equality Versus Inequality. PS: Political Science and Politics, v29 n4 p639-48 Dec. Argues that political equality and democracy are attainable only through the distribution of access to political resources and the willingness to use them. Discusses the broad philosophical and sociological components that contribute to a system marked by advantage and inequalities, as well as opportunities for opposition and resistance. (MJP)…
(1997). Maintaining Order–and the Rights of Citizens. Update on Law-Related Education, v21 n2 p13-17 Spr. Discusses the constitutional protection of individual rights, particularly how they relate to the conduct of law enforcement. Summarizes a number of Supreme Court decisions and the legal precedents they established. Considers the various jurisdictions and duties of federal, state, and local law enforcement agencies. (MJP)…
(1995). Focus on Human Rights. Canadian Social Studies, v29 n4 p2-4 Sum. Maintains that educators have been at the forefront in the quest for equal opportunity. Asserts, however, that there is resistance to recognizing and removing bias from the curriculum and instructional materials. Discusses challenges in implementing inclusive education in Canadian schools. (CFR)…
(1991). Teaching and Learning about Genocide: Questions of Content, Rationale, and Methodology. Social Education, v55 n2 p84-90 Feb. Points out there has been an increase in curricular materials for the study of genocide. Maintains that teachers need a rationale for teaching about genocide to help them select appropriate content. Provides examples of rationales from leading educators and delineates three teaching models. Includes curricular resources and an eight-item bibliography. (SLM)…
(1993). The Myth of "Rosa Parks the Tired." Teaching about Rosa Parks and the Montgomery Bus Boycott. Multicultural Education, v1 n2 p6-10 Fall. Retells the story of Rosa Parks and the Montgomery (Alabama) bus boycott to reflect more accurately the cultural and historical background of the boycott and the conscious decision made by Mrs. Parks. Accurate examination of the story actually enhances a child's ability to identify with the issues and the protagonists. (SLD)…
(1997). The Underground Railroad: Developing a Literary Track to Slave Narrative. This paper offers a method of bringing to third-grade students an understanding of African-American contributions to the United States, the experience of slavery, and the struggle for freedom on the secretive Underground Railroad. The paper contains a list of eight primary sources to be used. Its lessons focus specifically on the skills necessary for a slave to successfully run to freedom, the inner workings of the Underground Railroad, the specialized knowledge of the runaways, and the major conductors along the line. The paper suggests 7 days as the number of class periods for the lessons. It gives a brief description of the activities, day by day, which include outside homework projects, the reading of specific stories, and student research and written recording of narratives collected. The paper also suggests extended enrichment activities. Contains 11 references. (CR)… [PDF]
(1996). Welcome to the United States. A Guidebook for Refugees. First Edition. This guidebook provides refugees being resettled in the United States with general information about what they will encounter and the services they can receive in their first months in the country. Available in several languages, the book is distributed to overseas processing agencies and refugees overseas who have been approved for U.S. admission. It is also distributed to service providers. Refugees are advised that most Americans value self-reliance and individual responsibility, but that in general people respect those who ask questions about the new culture they are entering. All refugees are assigned to a relocation agency as they enter the country, and housing is made available for the first month. The following topics are addressed: (1) pre-arrival processing; (2) the role of the resettlement agency; (3) community services; (4) housing; (5) transportation; (6) employment; (7) education; (8) health; (9) managing your money; (10) rights and responsibilities of refugees; and… [PDF]