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Descriptors:
Foreign Countries; Disabilities; Inclusion; Educational Legislation; Access to Education; Civil Rights Legislation; Guidelines; Compliance (Legal); Case Studies; Program Implementation; Special Needs Students; Educational Policy; Parent School Relationship; Drug Therapy; Admission (School); Field Trips; Accessibility (for Disabled)

Abstract:
Under the Equality Act (2010), all schools and service providers have a legal obligation to make provision for disabled pupils, staff and school users. If you're feeling confused and concerned about the content and implications of the Disability Duty Act (1995) and the more recently released Equality Act (2010), and how it affects your setting, this essential book will help you unpick the issues in a user-friendly and easily accessible way. This highly practical resource: (1) explains the main parts of Equality Act (2010) as it affects disability in a way that will encourage all members of staff within a school to feel confident that they are correctly implementing its requirements; (2) discusses "reasonable adjustments" and "less favourable treatment" which are at the heart of the legislation; (3) shows how "less favourable treatment" and "reasonable adjustments" apply to admissions, exclusions, handling of medicines and during school trips; (4) uses examples and case studies throughout, and highlights the key factors for success in making reasonable adjustments; and (5) takes readers through the process of an alleged act of discrimination against the school, and how it may be resolved, up to and including the SEND tribunal process. The author brings a wealth of experience to this topic, both as a parent of a disabled child and as a trainer of professionals. She uses her unique insight to develop skills and awareness in anyone who follows her material, and shows through tried and tested concepts and methods, how schools and settings can avoid costly and stressful tribunals. Headteachers, teachers, SENCos, Sure Start Centre Managers and anyone who works in educational settings will find this book essential to their professional development and a fantastic source of support and help. The book contains the following chapters: (1) Introduction; (2) The DDA; (3) Admissions and exclusions; (4) Managing medicines; (5) School Trips; (6) The Disability Equality Duty; and (7) Working with parents. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Music Education; Educational Trends; Trend Analysis; Special Needs Students; Federal Legislation; Federal Regulation; Civil Rights; Civil Rights Legislation; Accessibility (for Disabled); Disabilities; Classroom Environment; Models; Definitions; Sociolinguistics; Attitudes toward Disabilities

Abstract:
This article covers current trends in disability rights and raises questions about how society's views of disability influence the music education of students in need of special education services. Brief overviews of the disability-rights movement in the United States and of federal laws pertaining to disabilities and education are included. Next, there is a discussion of the "social model of disability," which defines disability as a social position rather than a medical condition. Finally, "people-first language" and how it applies to music teaching are examined. The article also offers some suggestions to help educators incorporate these ideas into their teaching. (Contains 3 figures and 20 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Telecommunications; Handheld Devices; Influence of Technology; Internet; Information Technology; Scientists; Science Projects; Measurement; Urban Areas; Citizen Participation; Science and Society; Observation; Computation; Volunteers; Trend Analysis; Science History; Computer Use; Computer Software; Web 2.0 Technologies; Computer Mediated Communication; Computer Simulation; Experiments; Leisure Time

Abstract:
Citizen science is a term used to describe the engagement of ordinary citizens in scientific tasks like observation, measurement, and computation. A series of technological innovations, such as the Internet, the upgrade of mobile phones from communication devices to networked mobile personal measurement devices, and the introduction of self-assessment applications to use with them, redefined the activity of citizen science, providing amateur scientists not only with tools to share, but to also record and interpret almost any type of data. These innovations generated an explosion in the number of citizen science projects, with technology on the one hand reducing the need for skills or knowledge which, until then, were a basic requirement to be involved in such projects, while, on the other, guaranteeing that the generated data meets a minimum standard of quality. In this paper we argue that for citizens to become true scientists, a position they used to have before the arrival of the professionals, an additional technological innovation is required to turn mobile devices into tools for experimentation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Disabilities; Charter Schools; Special Education; Enrollment Influences; Enrollment Trends; Accessibility (for Disabled); Enrollment Management; Enrollment Rate; Comparative Analysis; Disadvantaged; Educational Opportunities; Educational Policy; Compliance (Legal); Outreach Programs; Educational Improvement; Improvement Programs

Abstract:
Responding to concerns that charter schools do not provide equal access to students with disabilities, advocates in districts, states, and courts across the country have sought to improve such access. Adding to these concerns, the U.S. Government Accountability Office recently released a report showing that charter schools, on average, serve a smaller proportion of students with disabilities than do district-run public schools. In New York, state lawmakers amended the New York State Charter Schools Act in 2010 to include enrollment targets for particular student groups. According to the amended law, charter school authorizers must set enrollment and retention targets for students with disabilities, as well as for students eligible for free and reduced-price meals and English language learners. Failure to meet the targets or make diligent efforts toward them could be considered a factor in the renewal of a school's charter. Broadly, these policies were developed to make certain that students in these traditionally underserved groups are provided full access to charter schools. In this report the authors provide some context to these policy responses to special education enrollment in charter schools by describing the distribution of students with disabilities in New York State charter and district-run schools. The authors show that different levels of comparison--state level, school type, district level, and authorizer level--yield different results, and comparisons at high levels of aggregation (such as those made at the state level) mask important information and variation. (Contains 6 figures, 2 tables, and 17 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Conferences (Gatherings); Disabilities; Foreign Countries; Access to Education; Accessibility (for Disabled); Civil Rights; Civil Rights Legislation; Inclusion; Educational Policy; Educational Practices; Theory Practice Relationship; Planning Commissions; International Organizations; Context Effect; Advocacy; Consciousness Raising; Capacity Building; Educational Resources; Early Intervention; African Studies

Abstract:
Article 24 of the United Nations Convention on the Rights of Persons with Disabilities mandates that disabled people should have full rights to education in inclusive settings. However, to ensure that educational polices and settings are designed to meet this criterion seems challenging to African countries that have ratified this Convention. This article arises from the 2nd African Network of Evidence-to-Action on Disability Symposium. This fluid network was established to address the gap between research and practice in the region. The article reports proceedings and the emerging themes from the Education, Training and Work Commission; one of the six commissions of this Symposium, focusing specifically on the education aspect. It also challenges various stakeholders to move from evidence to action to ensure the educational rights of disabled people in inclusive settings. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Disabilities; Court Litigation; Special Education Teachers; Special Needs Students; School Law; Childrens Rights; Student Rights; Compliance (Legal); Discipline Policy; Discipline Problems; Response to Intervention; Transitional Programs; Educational Malpractice; Discipline; Student Evaluation; Testing Accommodations; Student Placement; Administrator Guides; Administrator Responsibility; Educational Policy; Educational Practices; Accessibility (for Disabled)

Abstract:
Special education litigation remains a volatile area with significant practice implications. A review of the 2010 case law in the "Special Educator" identified discipline (manifestation determination, seclusion and restraints, harassment), evaluation/RTI, and postsecondary transition as specific areas of concern. School administrators should keep abreast of these developments to ensure that the rights of students with disabilities are observed, educational benefits are attained, and potential liability is minimized. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Inclusion; Special Education; Foreign Countries; Delivery Systems; Comparative Analysis; Comparative Education; Educational Policy; Accessibility (for Disabled); Placement; Compliance (Legal); Educational Environment; Disability Identification; Referral; Instructional Development; Testing Accommodations; Intervention; Performance Factors; Barriers; Special Needs Students

Abstract:
Both Nigeria and the United States represent developing and developed countries respectively, and special education policy between these two countries are different. Both countries have contributed to help learners with exceptionalities in their policies. These policies help in the formulation and implementation of special education programmes for learners with exceptionalities in each of these countries. The authors compared special education policies in relation to placement, legal mandate, assessment, least restrictive environment, identification and referral, instructional programming, and present future perspective. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Disabilities; Best Practices; Recreation; Partnerships in Education; Recreational Facilities; Adapted Physical Education; Accessibility (for Disabled); Design Requirements; Educational Facilities Design; Standards; Compliance (Legal); Inclusion

Abstract:
This practice brief highlights the collaborative work among a disability resource professional, a university architect, and students with disabilities to create a campus recreation center with universal design features. This partnership serves to illustrate that building to minimum compliance standards does not necessarily remove barriers to equitable participation for persons with disabilities. It became evident that valuing the disability experience led to high quality design for all. From this project, best practices in inclusive, usable, and equitable design can be observed and applied to future projects. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Accessibility (for Disabled); Web Sites; Federal Government; Federal Legislation; Compliance (Legal); Content Analysis; Position Papers

Abstract:
U.S. federal websites are required to be accessible for people with impairments. However, despite the existing regulations and guidelines, many federal websites continue to be inaccessible, and accessibility policy statements available on federal websites often do not provide any useful information. This paper provides three contributions to the research literature: (1) an accessibility evaluation of 100 federal home pages using both human and automated methods, (2) a content analysis of existing website accessibility policy statements, and (3) a discussion of the relationship between actual Section 508 compliance and the existing accessibility policy statements on a website. The paper concludes with recommendations for improving policy related to Section 508 compliance for websites. (Contains 2 figures and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Disabilities; Foreign Countries; Partial Hearing; Barriers; Delivery Systems; Performance Factors; Program Implementation; Intervention; Intellectual History; Context Effect; Accessibility (for Disabled); Case Studies; Best Practices; Computer Mediated Communication; Telecommunications; Teleworking; Hearing Impairments; Global Approach

Abstract:
Telepractice is emerging as a viable alternative to traditional "face-to-face" service as practitioners seek to meet the diverse needs of children who are deaf or hard of hearing and their families. Telepractice provides the opportunity for many countries to expand their reach and viability within their own borders as well as the possibility of delivering some services internationally. The potential benefits of moving to telepractice models of service delivery are significant, but successful implementation requires that consideration be given to potential barriers. As one of the international "early adopters" of telepractice, the experiences of service providers in Australia offer insight into the factors that influence the development of telepractice services as well as some of the potential barriers to implementation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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