...age 21 (whichever comes first). To protect the rights of children with disabilities. IDEA ensures students with To give parents a voice in their child’s education. To protect the rights of children with disabilities. IDEA ensures students with To give parents a voice in their child’s education. The Purpose of IDEA The Purpose of IDEA May 24, 2015 ECH – 435 Evaluation and Assessment Presentation and Pamphlet May 24, 2015 ECH – 435 Evaluation and Assessment Presentation and Pamphlet Teena Stewart Teena Stewart * If your child qualifies for special education services, you’ll work with a * school team to develop an Individualized Education Program (IEP). * An IEP is like a formal contract that outlines how the school will support your child. The law gives you an equal say in decisions about your child’s education. * If your child qualifies for special education services, you’ll work with a * school team to develop an Individualized Education Program (IEP). * An IEP is like a formal contract that outlines how the school will support your child. The law gives you an equal say in decisions about your child’s education. Access Services Under IDEA: An Evaluation The school should conduct a thorough evaluation if it suspects a child has a disability. The evaluation not only determines if a student has a disability. It also sheds light on what services and support that student might need. Find out how the evaluation process...
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...To do so, they must not only develop their skills in handling these situations but also develop ethical standards for their classroom. These standards set forth by the teacher will help them deal with their students, those students’ parents, the school administrators and their community. There are numerous articles written that could help a teacher when researching any legal or ethical issues that may arise during their teaching career. This paper summarizes four peer-reviewed articles that address the legal and ethical implications for classroom management related to the rights and responsibilities of students, parents and teachers. The first article under review is Public School Law-Teachers and Student’s Rights in which the legal rights of both the teacher and the students are defined. The article also includes the legal liabilities of the teacher in the classroom. The Negligent Tort Law states that a teacher may be held accountable by a court of law if he or she could have foreseen and prevented the injury by exercising proper care (McCarthy & Cambron-McCabe, 1992). The duty of the teacher in the classroom is to protect the students (McCarthy, et.al, 1992). The teacher must take all precautions to unsure that proper care and supervision is given to every student while in the care of the teacher (McCarthy, et.al, 1992). If an accident or injury occurs in the classroom but it could have been prevented or predicted by a member of the staff and proper supervision was overlooked...
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...into the bathroom to exercise his right. I believe this boy, who is being directed by his father, has no reason to use the girls’ restroom other than to harass, embarrass, and draw attention to Susan. As a teacher, it is my responsibility to meet with the principal to discuss this issue in order to protect my students and provide a safe environment. I will be using the legal standards Section 504 of the Rehabilitation Act of 1973 and Title IX as well as case law to argue that Susan has the right to use the girls’ restroom and unless students...
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...ESE 633 Week 1 DQ 1 History and Service Delivery Options for Students with Disability To Buy This material Click below link http://www.uoptutors.com/ese-633-ash/ese-633-week-1-dq-1-history-and-service-delivery-options-for-students-with-disability This discussion is your opportunity to achieve the week’s learning objective to examine the history and service delivery options for students with a disability. This discussion aligns with Course Learning Outcome 3 and reinforces MAED Program Learning Outcome 2. This week’s readings provided you with a look into the history of individuals who addressed the academic interests of children with disabilities. These individuals accepted many roles during the process because often there were no legal safeguards against social, academic, or legal injustices. Starting in the United States in the 1960s, advocates for children with disabilities began a strong campaign for equality. The Education for All Handicapped Children Act (EAHCA) was passed in 1975 with reauthorizations, updates, and refinements occurring continuously. Contemporary special educators continue to serve in multiple roles advocating for equality in schools, communities, and workplaces. Although the federally mandated role of special educators has evolved notably, public education for children with disabilities continues to be a dynamic and progressive area of practice. Initial Post – Begin by reading Chapter 1 in Murawski and Spenser (2011). Next, using the Ashford...
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...SPECIAL EDUCATION INTERNET RESOURCES Investigating Special Education Internet Resources Heather Cox Grand Canyon University: SPE-330 January 29, 2012 Investigating Special Education Internet Resources TABLE OF CONTENTS Special Education Associations Page • National Association of Special Education Teachers (NASET) 4 • National Education Association (NEA) 4 • International Association for Special Education (IASE) 4 Professional Development • Council for Exceptional Children 5 Legal Rights and Resources for Parents • Ed.gov IDEA 5 • Wrights Law 5 • The ARC 6 • National Dissemination Center for Children with Disabilities (NICHCY) 6 • American Academy of Child & Adolescence Psychiatry 6 • Parent Pals.com 7 Educational Resources • ePals 7 • Glogster 7 Individual Disability Resources • Time 4 Learning-ADD/ADHD 8 • Ed.gov- Teaching Children with Attention Deficit Hyperactivity Disorders. 8 • Internet 4 Classrooms-Dyslexia 8 • Autism Speaks 9 • MitoAction 9 Special Education Associations National Association of Special Education Teachers (2007). Retrieved January 29, 2012, from http://www.naset.org/ The NASET is a national organization that was founded for future, current and former special education teachers when they...
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...SYLLABUS COURSE TITLE: BUSINESS LAW I, CRN# 5357 BUSN 3306-02, SUMMER 2014, Online IMPORTANT NOTICE: The Instructor may make modifications to the original course Syllabus and/or Course Outline at any time. Students shall consult the revised, updated Syllabus and/or Course Outline in Blackboard for the most accurate information. REQUIRED TEXTBOOK: Mann, R.A. and Roberts, B.S. (2009.) Business Law and the Regulation of Business. Mason, OH: Cengage Learning. COURSE DESCRIPTION: Business Law I is a study of the nature and function of our legal system, courts, and procedures as they relate to business, including the law of contracts and sales. COURSE OUTCOMES: This course is intended to provide students: * an overview of the legal concepts and terminology related to business * an overview of the sources of law affecting business * an introduction to Constitutional authority, individual rights, elements and terms of contracts, and relationships of buyers and sellers * an overview of business ethics and social responsibility * an opportunity to use online financial reports in a managerial finance setting * an opportunity to practice applying legal concepts to personal and business affairs COURSE REQUIREMENTS: To help you learn the subject matter of this course, you should: * regularly log onto Blackboard * complete the chapter readings * participate in online discussions * participate in individual and/or group learning...
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...Education Foundations and Framework UNV-529N Dr. Mendez March 26, 2014 ANNOTATED BIBLIOGRAPHY: Special Education Resources The national center for learning disabilities website. (2012). Retrieved from http://www.ncld.org/ The National Center for Learning Disabilities provides resources and details on the different types of learning disabilities in both children and adults. They are dedicated to providing an opportunity to an education to every child diagnosed with a disability. By having this opportunity, the child may obtain valuable educational and life skills that will benefit them for their entire lives. The NCLD connects educators and parents with guidance, resources, educational services, programs, and professional developments that strive to promote public awareness, advocacy, and advance student growth. Information about federal laws that have affected and strengthened this organization is also available. The national dissemination center for children with disabilities website. (n.d.). Retrieved from http://nichcy.org/ The National Dissemination Center for Children with Disabilities (NICHCY) is a resource that is filled with information for parents and educators related to particular disabilities from birth to age 22. The website contains an excess of resources in relation to educational rights and laws, interventions, Individualized Education Programs (IEPs), the special education process and services, and effective practices. NICHCY was provided with funds...
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...each individual with a disability that is developed, reviewed, and revised in accordance with Title 42 U.S.C. Section 1414(d).” (NAEP Glossary) Each source I studied stressed the concept of “individualized” plans because each program is tailored to specifically meet the needs of that particular student through a series of assessments, meetings and medical diagnoses. Recognizing that the content of the IEP is legally binding, it’s important to ensure that what is included in the IEP safeguards the needs of the student and that the student needs are being met? So after Further research I discovered a site that put the definition of an IEP in easily understandable terms: [An IEP] is a legally binding document that spells out exactly what special education services your child will receive and why. So by doing the IEP not only would It will include the students classification, placement, services such as a one-on-one aide and therapies, academic and behavioral goals, a behavior plan if needed, percentage of time in regular education, and progress reports from teachers and therapists. What is and we see that these plans contain information about the child’s classification, such as autism, deaf-blindness, orthopedic impairment or mental retardation for example, which requires the special support while in school. (Peterson & Hittie, 2010, p. 17) We also see that the IEP gives a step-by-step plan for addressing behavior, as well as how the student will be supported in their...
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...ADVOCACY ADVOCACY Legal Protections for Children with Viral Hepatitis Updated 2006 Overview In the United States, three federal laws are critical in protecting children with viral hepatitis against discrimination in schools, daycare centers, athletic programs, camps and other areas of daily life. The Americans with Disabilities Act (ADA) is the most powerful law safeguarding the rights of children in public and private schools and daycare centers. The law also prevents any organization or business from discriminating against a person because of a real or perceived disability, such as an infectious disease. A second law, Section 504 of the Rehabilitation Act, bars schools, colleges and other organizations receiving federal funding from discriminating against children with disabilities. Section 504 identifies chronic liver disease as a “hidden disability.” Most advocates say hepatitis B and C are disabilities that are protected by ADA and Section 504—even though these chronic liver diseases are relatively asymptomatic in children. A third law, the Family Educational Rights and Privacy Act (commonly called FERPA or the Buckley Amendment) prevents school officials from divulging medical information about a student to anyone beyond essential school personnel. ADA also has provisions that protect student medical records. Many states also have civil rights laws that, similar to ADA, protect people with infectious diseases and other disabilities against discrimination...
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...employment laws prohibit employment practices that discriminate on the basis of race, age, gender, national origin, color, disability and religion. The same laws also prohibit employers from striking back against those persons who filed claims of discrimination. There are several civil rights statutes that employers must become familiar with and incorporate into their daily business and employment practices. These statutes would include Americans with Disabilities Act (ADA), Age Discrimination Act (ADEA), Equal Pay Act (EPA), and Title VII of the Civil Rights Act, Executive Order 11246, and the Vocational Rehabilitation Act. Religion The first amendment to the United States Constitution states in part “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof…” (Author Unknown, 1791). This statute has been at the root of a number of legal issues surrounding the Ten Commandments from Jewish and Christian religion of late. A number of cases from Texas to Maryland to Nebraska have worked their way through the Federal court system with a few being heard by the Supreme Court. Opponents advocate that even religious symbols such as the Ten Commandments placed on public property are a violation of the First Amendment while proponents advocate that the Commandments are a founding part of our legal system and placing them in proximity to public property does not equate to Congress establishing a law respecting religion...
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... “Hofstra University places high value upon educating students about academic honesty. At the same time, the University will not tolerate dishonesty, and it will not offer the privileges of the community to the repeat offender.” Please refer to at the Graduate Policy at http://www.hofstra.edu/pdf/Faculty/Senate/senate_FPS_11G.pdf for details about what constitutes academic dishonesty, including plagiarism, and Hofstra’s procedures for handling violations. UNIVERSITY POLICY ON GRADUATE INCOMPLETE GRADES When requested by the student, the instructor may grant, at her/his discretion, a grade of Incomplete (‘I’). An ‘I’ grade should be given only when unforeseen circumstances prevent the student from completing course work on time. As part of the normal final-grade process, the instructor must submit an ‘I’ grade online to the Office of Academic Records/Registrar with a default grade, the grade the student will receive if the missing work is not completed. The default final grade must be a letter grade or a permanent Incomplete (‘INC’); a UW is not an acceptable default grade. In unusual circumstances, the faculty member may submit an ‘I’ grade without prior discussion with the student. The instructor will decide the time frame in which the student will complete the required course work. However, the deadline may not exceed one calendar year from the close of the semester or session in which the course was taken. A student will not be allowed to attend the regular class meetings...
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...of Students with Disabilities in Virginia’s Accountability System A Guide for Educators and Parents Virginia Department of Education Updated April 2010 Table of Contents I II Definition of Students with Disabilities ………………………………………….. Description of Assessment Program A. Standards of Learning (SOL) Program ……………………………………….. B. Virginia Grade Level Alternative (VGLA) …………………………………… C. Virginia Substitute Evaluation Program (VSEP) …………………………….. D. Virginia Alternate Assessment Program (VAAP) ……………………………. APPENDIX……………………………………………………………………….. Virginia Department of Education Procedures for Participation of Students with Disabilities in Virginia’s Accountability System This document provides information about the participation of students with disabilities in the assessment component of Virginia’s Accountability System. Students with disabilities may participate through the Standards of Learning (SOL) assessments, the Virginia Grade Level Alternative (VGLA), the Virginia Substitute Evaluation Program (VSEP), or the Virginia Alternate Assessment Program (VAAP). Included in this document are guidelines for determining how students with disabilities participate in the Virginia Assessment Program, procedures for providing testing accommodations, and documentation requirements. I. Definition of Students with Disabilities Students with disabilities in the Commonwealth of Virginia include identified students under the Individuals with Disabilities Education...
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...California Workplace Rights” (An Introduction to Labor and Employment Law – Online Class) This class provides students with an overview of labor and employment law in the State of California. These laws will include those applying to minimum wages, overtime wages, vacations, holidays, sick leave, as well as workplace injuries, disabilities, discrimination, sex harassment, and so on. There will also be an overview of important national workplace laws as they impact on the California employee; for example, the Family and Medical Leave Act (FMLA) and the Affordable Care Act (ACA). This course seeks to demystify the law, and to provide students with an understanding of the most important laws regulating the workplace in California. The goal of this class is to introduce students to our State’s laws and our legal system– to become familiar with laws and how they are written and enforced – we will start by learning about our legal system, and then we will turn to particular laws and what they say and how they are enforced. This course may serve as an introduction not only to Labor Studies; it may also prove interesting and useful to anyone considering law, criminal justice, and related fields, as their major field of studies. It is also useful to any student who has a job in the State of California, since it will teach them their legal rights in their workplace. Required Text: David Rosenfeld, Miles Locker, and Nina Fendel, California Workers’ Rights (University of California...
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...models for students. The wrong move towards a student can lead to the beginning of a long drawn out process that can get your teaching license revoked, or worse than that jail. Knowing the rights and regulations for student and parent will neglect such things. We as role models have to be careful of the tone we use, grabbing a child, mistreating a child, or even abusing the child. As long as we keep control of the classroom and outside of the classroom none of these things should happen. Unfortunately these things do happen, but if you use the right methods not only as a teacher but human being these things will be after thoughts. An article in The Journal of Education Research, described that aggressive teaching methods have been documented in Israeli, China and Australia. These tactics have made the students distant and have a negative feel for teachers. Some of the things the article talks about are horrible classroom management skills by teachers and disrespectful students. Part of the journal states that “students behaviors are purposeful acts based on their interpretations of school and classroom life, especially their relationships with teachers (Schlosser, 1992). Part of the problem researchers attribute this too is teacher misbehavior. There were four studies done in the article to determine why teachers push the lines of misbehavior. The problem that they found in most teachers was “yelling at students with sarcasm and belittling comments to humiliate students and use...
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...Inclusion is now a controversial issue in the education of children with disabilities. There are three general reasons that inclusion in education has many supporters (Little et al., 2000). The first reason is that federal and state legislation calls for children with disabilities to be educated in the least restrictive environment. The second reason is the belief that inclusion results in social, behavioral, academic, and developmental benefits for children with disabilities and other, nondisabled, children in the classroom. The third reason comes from philosophical beliefs about the right of full access to services for individuals with disabilities. The article discusses inclusion, and definitions of inclusion, with regard to legislative and judicial mandates, as well as ethical decision making. However, judicial decisions pertaining to inclusion leave a great deal of decision making responsibilities to educators regarding placement decisions for individual students (Little et al., 2000). The current emphasis on inclusion began with the passage of the Education of All Handicapped Children Act in 1975 (PL 94-142). This particular Act is now known as the Individuals with Disabilities Education Act (IDEA) (Little et al., 2000). This act required all public schools accepting federal funds to provide equal access to for children with physical and mental disabilities. Public schools were required to evaluate handicapped children and create an educational plan with parent input...
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