(1991). The Pupil Nondiscrimination Guidelines for Athletics. Implementing Section 118.13 of the Wisconsin Statutes and PI 9 of the Wisconsin Administrative Code. Revised. This guide is designed to assist schools in fully implementing Wisconsin's pupil nondiscrimination guidelines which provide equal educational opportunity for all of its students. The guidelines focus on discrimination problems in interscholastic athletics and are based on sex equity. Following a foreword and acknowledgements, the document is organized into six sections: an overview; a philosophy; the Administrative Rule; additional definitions of terms; attaining the goals of equity in athletics; and questions and answers. Fifteen appendixes are included: (1) Providing Cheerleaders for Both Boys' and Girls' Sports; (2) School Responsibility if a Complaint Is Filed under the Pupil Nondiscrimination Law; (3) Sample Discrimination Complaint Procedure; (4) Sample Discrimination Complaint Form; (5) WIAA Comparable Sports; (6) Student Interest Surveys; (7) Sample Student Athletic Interest Form; (8) WIAA Constitution; (9) WIAA Bylaws; (10) WIAA Rules of Eligibility; (11) WIAA Due Process…
(1987). Student Privacy and School Responsibility. Legal Memorandum, Mar. This pamphlet considers students' right to privacy and the application of this right to the confidentiality of information disclosed to administrators and counselors. Privacy is also considered in regard to special problems associated with counseling students about drugs, contraceptives, sexually transmitted diseases, abortion, and possible threat in the case of a dangerous student. Confidentiality in counseling is extremely important and plays a large role in the decision of a student to speak with a counselor, yet the parents of the minor have a legal right to make decisions for their children. To create an atmosphere of trust, students should be told when information will not be kept confidential. Counselors who see students believed to be dangerous may have to refer the student to a mental health professional or authority, because of the schools' obligation to maintain a safe environment. All cases of abuse or neglect must be reported, regardless of the source of information, in…
(1986). Gay Teachers in the Classroom: A Continuing Constitutional Debate. Journal of Law and Education, v15 n3 p285-318 Sum. Surveys court decisions and constitutional challenges by homosexual teachers faced with job terminations. Provides nine guidelines for use by school officials. The primary concern of boards assessing a teacher's fitness should be the educational competence of the teacher and the possibility of actual harm to students resulting from the teacher's conduct. (MD)…
(1981). Christian Citizenship Education and Free Exercise in Illinois Schools. Illinois Schools Journal, v61 n1-4 p50-59. Reviews the Illinois law that requires students to participate in patriotic activities and discusses court litigation brought to bear by Jehovah's Witnesses, who contend that obligating them to salute the American flag contradicts their right to religious freedom. (GC)…
(1994). Antidiscrimination Laws and Student Affairs. New Directions for Student Services, n68 p47-66 Win. Discusses five antidiscrimination federal statutes that significantly affect institutions of higher education. Intended as a basic introduction to legal issues in higher education and to serve as an impetus for further learning and discussion. Examines cases interpreting the statutes, as well as implications for student affairs practitioners. (Includes citation of 11 court cases and an index.) (RJM)…
(1988). The Evolving Constitution: Middle School Strategies. Update on Law-Related Education, v12 n3 p42-46 Fall. "Equality: Changing the Rules of the Game" is a lesson plan designed to encourage students to explore the changing definitions of equality and its impact. "The Expansion of Voting Rights" lesson plan provides middle school students with an overview of the historical development of voting rights. (GEA)…
(1995). Violence in U.S. Schools: The Problems and Some Responses. West's Education Law Quarterly, v4 n3 p413-28 Jul. Discusses the federal constitutional limits placed on school officials in various attempts to reduce crime in their schools. Describes searches of a student's person and belongings, school lockers, and the use of metal detectors. Possible pitfalls for schools in their efforts to reduce crime include due process requirements. (97 footnotes) (MLF)…
(1995). School Public Relations: Do It Right or Don't Do It at All!. Contemporary Education, v66 n2 p82-85 Win. School administrators must enhance public relations, understanding the difference between publicity and genuine public relations, the difference between advocacy and mutual understanding, that public relations is not limited to keeping bad news out of the newspaper, and that student publications are not direct or formal appendages of the school public relations program. (SM)…
(1995). Educating for the First Amendment. Contemporary Education, v66 n2 p86-88 Win. This paper stresses the importance of researching, teaching, discussing, practicing, and understanding the First Amendment to the Constitution of the United States. The paper also examines what the First Amendment means to students in America's schools and colleges and discusses freedom of expression and censorship for students and student publications. (SM)…
(1993). Reflections on the New Definition for Emotional or Behavioral Disorders: Who Still Falls through the Cracks and Why. Behavioral Disorders, v18 n2 p148-60 Feb. This paper argues that the new federal definition for emotional or behavioral disorders may deny services to many deserving pupils, such as urban socially maladjusted youth, homosexuals, historically oppressed minorities, and students from low-income households. The role of teachers, teacher education programs, and professional groups in this issue is examined. (JDD)…
(2001). Challenged Dress Code Prohibited Clothing with Offensive Illustrations. Parks & Recreation, v36 n5 p30,32-35,37 May. Discusses the extent to which public recreation programs can regulate attire which many people might consider offensive, noting that the U.S. Supreme Court states that school boards have the authority to decide what constitutes appropriate behavior and dress in public schools. One case involving a student who wanted to wear a Marilyn Manson t-shirt to school is highlighted. (SM)…
(2000). Today's Juvenile Court. Teaching Strategy. Update on Law-Related Education, v23 n2 p40-43 Win 1999-2000. Offers a lesson for secondary students in which they learn about the juvenile court process and procedures from a resource person that visits the classroom. Focuses on the "In re Gault" court case and local juvenile laws. Provides two handouts along with the answers to the questions on handout 1. (CMK)…
(2004). Legally and Morally, What Our Gay Students Must Be Given. Education Digest: Essential Readings Condensed for Quick Review, v69 n5 p38-43 Jan. Schools have a legal, ethical, and moral obligation to provide to all students equal access to education and equal protection under the law. For many sexual minority students, however, schools are unsafe and survival, not education, is the priority. Schools typically do not have the information, interest, or comfort level to address the needs of sexual minority students. However, school principals are responsible for all students, including sexual minorities. School personnel may be their only support system and, with effective intervention, can have a positive impact on lesbians, gays, bisexuals, and transgenders (LGBT) students. An affirmative environment is more likely when school personnel are knowledgeable about protective factors and the needs of sexual minority students, provide them with support and understanding, and become their advocates and allies. In this article, the author discusses several measures to avoid sexual discrimination against lesbians, gays, bisexuals, and… [Direct]
(2005). Section 504 Practices in One State. Journal of Special Education Leadership, v18 n2 p24-29 Oct. One hundred fifty-four special education directors in one northeastern state were surveyed regarding how specific components of Section 504 were implemented. Mean scores revealed that districts are properly implementing components of the law, including providing Section 504 plans only to students with disabilities, reviewing Section 504 plans on a regular basis, and providing students and families with information on due process procedures. Separate item frequencies revealed that some districts may be providing Section 504 plans to students without disabilities, and that training and information dissemination regarding Section 504 may be inconsistent. Nine percent of the reporting districts indicated that training is "Never" or "Rarely" provided to district staff, while 23% reported distributing Section 504 procedures to district staff only "Rarely" or "Sometimes." An additional 5% did not know whether Section 504 procedures were distributed to… [Direct]
(1977). Toward Educational Equity: A Report of Findings from Outreach Activities of the National Advisory Council on Women's Educational Programs during 1976. The report summarizes testimony of more than 90 individuals and organizations involved with women's affairs and education before the National Advisory Council on Women's Educational Progress. In the Council's linking role between Federal education agencies and the public, it encourages participation through testimony at regional public hearings and through written response. The six Council questions discussed in the report deal with Federal legislation, HEW encouragement of equity in state and local education agencies, directions for research and data dissemination, personnel and materials development, specific age groups and types of education, and special needs of minority women. Responses to these questions suggest three major areas of recommendation. First, teachers, counselors, and administrators should be trained to develop attitudes of equality. Educational personnel should also have skills and materials to implement these attitudes. Second, service to women with special…