(1991). Preparing Students with Disabilities as Special Educators. Teaching Education, v4 n1 p89-101 Sum-Fall. Identifies issues in educating students with disabilities who enter postsecondary programs intending to teach individuals with disabilities. The article discusses legal issues guaranteeing equal educational access, questions assumptions about teacher preparation, and mentions contributions to educational quality made by people with disabilities. (SM)…
(1992). Straight Roads and Winding Tracks: Swedish Educational Policy from a Gender Equality Perspective. Gender and Education, v4 n1-2 p41-56. Discusses Swedish educational reforms, policies, and research. Considers whether Sweden's gender-equality goal supports research that develops more gender-sensitive methodologies and concepts to upgrade women's knowledge, experiences, and values. Sweden's goal of giving men and women the same responsibilities for work, parenthood, and civil duties is far from being realized. (RLC)…
(1993). Constructing a Life and a Community: A Partial Story of Maggie Lena Walker. OAH Magazine of History, v7 n4 p28-31 Sum. Relates the accomplishments of Maggie Lena Walker, an African-American social activist in Richmond, Virginia, during the late 1800s and early 1900s. Describes how Walker used education, religion, and community organizations to further her goals of improving economic and social conditions for blacks. (CFR)…
(1997). The Bill of Rights: Constitution of the Republic of South Africa, 1996. Chapter 2. Social Education, v61 n7 p404-05 Nov-Dec. Reprints the Bill of Rights as instituted in the 1996 Constitution of the Republic of South Africa. Most of the provisions have been summarized but the basic rights (which cannot be rescinded in even in a state of emergency) are reprinted in their entirety. Includes topics for discussion and research. (MJP)…
(2004). Discriminative Justice: Can Discrimination Be Just?. New Directions for Adult and Continuing Education, n101 p29-41 Spr. Educators of urban adults should attempt to deconstruct the dynamics in the classroom that replicate the social, political, and economic discourse of the dominant group. We must work to surface the complexity of diverse experiences represented by multiple oppressed groups…. [Direct]
(1984). Higher Education. Decisions made by federal and state courts during 1983 concerning higher education are reported in this chapter. Issues of employment and the treatment of students underlay the bulk of the litigation. Specific topics addressed in these and other cases included federal authority to enforce regulations against age discrimination and to revoke an institution's tax-exempt status; the application of laws against discrimination in employment; actions affecting the status or pay of nontenured and tenured faculty members; collective bargaining rights of the faculty; the termination of administrators and other personnel; discrimination in student admissions; the assessment of nonresident tuition; student financial aid; students' first amendment rights; the dismissal of students for disciplinary and academic reasons; the provision of transportation to disabled students; the application of athletic association regulations; liability claims involving personal injury, workers' compensation and…
(1994). An Indian in White America. In his autobiography, Mark Monroe relates his life experiences as a Lakota Sioux Indian in White America. The book begins with Monroe reminiscing about his happy childhood on the Rosebud Reservation in South Dakota. In 1941 his family moved to Alliance, Nebraska, and his father Dakota. In 1941 his family moved to Alliance, Nebraska, and his father got a job picking potatoes on a farm. It was here that Monroe felt the first sting of White America's racism from signs outside local businesses that read "No Indians or dogs allowed." For many years, his family lived in poverty. When he became of age, Monroe enlisted in the military, and for the first time in his life he experienced acceptance and respect. Upon his return to the United States, he worked as a baker. During this same time, Monroe fell into a life of alcoholism, begun years earlier with social drinking. Eventually, he became physically ill and was unable to keep his job. Following rehabilitation, he ran for Police…
(1996). Cognitive Impairments and the Application of Title I of the Americans with Disabilities Act. This report provides an analysis of those portions of the Americans with Disabilities Act (ADA) and related legislation relevant to the career preparation and employment status of individuals with cognitive impairments. It reviews government-sponsored evaluations and professional research in specific areas of labor and education and reports on a national survey of 73 program providers about individualization practices in transition and supported employment programs. The report's general findings are as follows: (1) educational and employment preparation program outcomes for individuals with disabilities in the United States are not promising; (2) efforts regarding compliance with reasonable accommodation requirements of the ADA Title I have focused on architectural modifications rather than other work site modifications (e.g., programmatic); (3) a well-articulated process of individualization and a bank of useful accommodation practices exist and can be used for employees with… [PDF]
(1995). All Students, Same Test, Same Standards: What the New Title I Legislation Will Mean for the Educational Assessment of Special Education Students. This policy paper outlines the impact that recent Title I legislation, which requires states to hold all students to the "same expectations," will have on state and local district evaluation plans, especially as regards students with disabilities. It notes the conflict between two educational goals: that of full inclusion of students with disabilities in all educational opportunities and that of the need to maintain educational standards. Issues in documenting cognitive (rather than physical) disabilities are raised and the possibilities that accommodations can grant unfair advantages to students so classified are considered. Relevant court decisions are reviewed as are requirements of the Americans with Disabilities Act and the Individuals with Disabilities Education Act. Policy implications suggest that requests for testing accommodations may not be automatically denied but must be evaluated carefully, and procedural safeguards must be followed at every step. The value… [PDF]
(1993). The Job Search: Creating Employment Opportunities. This training module was designed to assist career and vocational counselors to help students with disabilities develop job search skills. The module includes workshop content (with side notes to the trainer in italics), overheads, and many handouts. Preliminary information includes module purpose and overall learning objectives, a module outline, a list of materials needed for the workshop, and suggested adaptations for individuals with disabilities. A section on statistics notes the numbers of people with disabilities and their underemployment and unemployment. A section on legislation explains Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA), including its purpose and its various titles, focusing specifically on Title 1 on employment. The next section defines terms used in the ADA: "disability,""otherwise qualified,""job functions,""reasonable accommodations," and "undue hardship." The section… [PDF]
(1993). Affirmative Action Regulations: Guidelines with Questions and Answers. Developed for faculty and staff of the California Community Colleges (CCC), this report serves as a comprehensive, quick reference to revisions of the Affirmative Action Staff Diversity Regulations of Title V of the California Education Code. The report provides separate explanations of each of the 29 sections of the legislation, presents detailed answers to 17 commonly asked questions, and contains a copy of the actual legislation. The opening sections list issues addressed in the regulations in addition to hiring procedures and briefly review 13 selected sections of the Title V regulations. The next section reviews the 29 sections of the legislation, which are entitled Affirmative Action; Scope and Intent; Definitions; Policy Statement; District Plan; District Evaluation and Report to Chancellor; Advisory Committee; Responsibility, Delegation of Authority, Complaints; Recruitment; Job Announcements and Required Qualifications; Applicant Pool; Screening or Selection Procedures;… [PDF]
(1997). Why Hire Deaf Teachers?. This paper reviews the role of deaf teachers in the education of deaf children and urges the hiring of such teachers, especially in Texas. Part 1 presents current data on deaf teachers in Texas and the nation, reviews the history of deaf teachers, considers the modern day preparation of deaf teachers and some court cases supporting deaf teachers under the Americans with Disabilities Act. It finds that barriers such as standardized testing, lack of support services, discrimination, and lack of awareness of deafness among principals in hiring positions are keeping deaf professionals out of schools. Part 2 discusses curriculum, staffing, and strategies that universities can use to train deaf teachers in schools and programs with deaf children. It emphasizes the need for additional deaf teachers and administrators as well as deaf professionals who represent ethnic minority groups and urges a curriculum containing courses on: deaf children with additional disabilities, legal issues and… [PDF]
(1992). State of Indiana v. Jamie L. Curtis: "The Case of the Questionable Book Bag Search.". These materials include the script for a mock trial in which students are asked to role play the participants in a case based on the facts of New Jersey v. T.L.O., 469 U.S. 325 (1985). The case raised questions involving a students' rights to protection against unreasonable searches and seizures under the Fourth Amendment and schools' needs to maintain an environment free of illegal drugs. In addition to the script for the trial, the materials include background information on the facts of the case and on the development of the law under the Fourth Amendment. (DB)… [PDF]
(1993). Employment Guide for College Students with Disabilities. The Career Development Project. Developed for college graduates with disabilities, this guide offers guidance for the job search process in the context of job applicants' rights under the Americans with Disabilities Act (ADA). First, basic facts about the ADA are explained, including a clause by clause explanation of the Act's definition of a disability. Next, the impact of the ADA is outlined for the application phase, the job interview, the employment decision, on the job, and job accommodations. Adjustment to a disability and deciding where, when, and how to disclose a disability to a potential employer are covered next. Specific job search skills are considered in sections on appearance and body language in the job interview; assessment of work abilities, interests, and values; completing application forms; preparing a cover letter; preparing a resume; interview skills; the job search plan; and job leads. Other sections address job retention, vocational rehabilitation services, benefits, and facts about… [PDF]
(1989). Toward a More Inclusive Curriculum: The Integration of Gender, Race, and Class. Selected Proceedings from a Regional Conference [Held at] Ursinus College (Collegeville, Pennsylvania, October 21, 1988). Ephemera, Volume I, No. 1. The conference proceedings contains 27 papers or summaries concerned with integration of gender, race, and class in the college curriculum. After an introductory paper on the Ursinus model (Colette Hall), remarks concerning New Jersey projects (Connie Murray and Verdelle Freeman) and the keynote address (Margaret Andersen), the first set of workshop papers are grouped into the following categories: literature; history, history of art, and the classics; exercise and sports studies; science and technology; and social sciences. Many of these papers include course syllabi and extensive subject bibliographies. The second group of workshop papers look at strategies for change in three sections concerned with: enlisting administrative and faculty support; women's ways of knowing; and how to sustain a project. An appendix presents a proposal for a further phase of Project Quill at Ursinus College. Also provided are lists of conference participants, conference moderators and presentors, and…