Indivduals with Disabilities Education Act's website
The Indivduals with Disabilities Education Act's website is:
http://www.ed.gov/offices/OSERS/IDEA/
Good web site for info on other LD Laws
Another web site that great for LD laws
wrightslaw.com.
Reed Martin, J.D. Special Education Law & Advocacy Strategies:
http://www.reedmartin.com
Disability Rights Education and Defense Fund (DREDF):
PRESERVEidea@DREDF.ORG
Web site from the U.S. House of Representatives to help improve
Individuals with Disabilities Education Act (IDEA): Please write-in your "Great
IDEAs," to: http://edworkforce.house.gov
Materials available
from the equal employment opportunity commission
The ADA: Your Employment Rights as an Individual with a Disability, 11-page
booklet in a question and answer format addressing common questions about the
Act from people with disabilities.
Federal Register, 29 CFR Part 1630, (7/26/91), final
regulations issued by the EEOC and the U.S. Department of Labor's Office of
Federal Contract Compliance Programs, for complaints/charges of employment
discrimination based on disability filed against employers holding government
contracts/subcontracts.
Federal Register, 28 CFR Part 37, 29 CFR Part 1640,
(4/21/92), proposed coordination procedures between EEOC and the U.S. Department
of Justice for complaints or charges of employment discrimination based on
disability subject to the ADA and Section 504 of the Rehabilitation Act of 1973.
Facts about the Americans with Disabilities Act, 1-page
overview of the ADA.
Facts About Disability-Related Tax Provisions, 1-page
overview of ADA-related tax credits and deductions.
Equal Employment Opportunity Is the Law, poster containing
recommended language for employers to meet ADA and Title VII of the Civil Rights
Act requirements to provide notice to applicants and employees of equal
employment opportunity protections.
A Technical Assistance Manual on the Employment Provisions of
the ADA, 180-plus page manual providing guidance on the practical application of
legal requirements established in the statute and EEOC regulations, a directory
of resources to aid in compliance, which will be updated periodically.
The fact sheets, booklets, and poster are available in
Spanish. The poster is also available in Mandarin Chinese. The booklets, fact
sheets, regulations, and manual are available in the following accessible
formats: Braille, large print, audio cassette, and computer disk.
ORDERING INFORMATION:
To order any of the above publications, call 800-669-3362 (Voice) or
800-800-3302 (TDD), or write:
EEOC, Office of Communications and Legislative Affairs
1801 L. Street, NW
Washington, D.C. 20507
When ordering, please specify which format and/or language you
would like.
NOTE: Print copies of the ADA Handbook may be
ordered from the U.S. Department of Justice at the following address: Geraldine
Bethay, U.S. Department of Justice, 1333 F St., NW, 6th Floor, Washington, D.C.
20004. The ADA Handbook in Braille, large print, audio cassette and computer
disk may be ordered from the U.S. Department of Justice at the following
address: U.S. Department of Justice, Office on the Americans with Disabilities
Act, PO Box 66738, Washington, D.C. 20035-9998. Source: Equal Employment
Opportunity Commission - December 1992 EEOC-RL-ADA
Accurate assessment and
appropriate help.
In the school system, learning disability is a term used to describe a child who
has unexpectedly underachieved in the classroom, who is not mentally or
emotionally disabled. In 1975, landmark federal legislation was passed with
special funding to help learning disabled children have equal opportunities in
our educational system. To qualify for special help, a learning disabled child
has to have a discrepancy between IQ and achievement in the classroom. A lot of
the professional debate relates to what is the best discrepancy formula. There
are 15 categories of disability. Learning Disabilities (LD) is the largest with
52 percent of the total. Gresham points out that from 1977 to 1993 the diagnosis
of LD increased nationally by 198 percent while mental retardation fell by 41
percent. His main point was that LD is becoming a catchall umbrella category for
all under achievement. The truly learning disabled child is mixed in with a
garden variety of low achievers, children with emotional and behavioral problems
and mental retardation. Decisions are made based on where the money is,
availability of teachers and space, budget and other political/legal
considerations. Over identification and over labeling of LD hurts the genuine LD
student. Fifty percent of LD students also have Attention Deficit Disorder. LD
children often have significant emotional and behavioral problems. Some children
may have more than one problem. Gresham emphasizes that learning disability
programs need to address social skill deficits, acting out behavior, attention
problems and academic goals simultaneously. These problems have reciprocal
effects. He recommends programs that teach phonics, skills based on direct
instruction techniques. California's misguided experiment with a whole language
method to address learning disabilities actually made learning more difficult.
He likes the Distar reading program developed by the University of Oregon.
Choral reading, choral feedback, teaching of lending skills and repetition are
key components.
American Bar
Association - Child Advocacy and Protection Center
740 15th Street, NW
Washington, DC 20005
Telephone: (202) 662-1000
National Council of Juvenile and Family Court Judges
P.O. Box 8978
Reno, NV 89507
Telephone: 702/784-6012
Send for the Bench Book on learning disabilities for juvenile and
family court judges, Juvenile & Family Court Journal: Learning Disabilities
and the Juvenile Justice System. Written with a grant from the National
Center for Learning Disabilities. ($10)
Camdenton school loses
disabilities appeal
Online archives from the Lake Sun Leader. Starting May, 1999
December 23, 2001
Camdenton school loses disabilities appeal
Parents of student with dyslexia press for teaching improvement
By Joyce L. Miller
CAMDENTON - According to a decision handed down by the Missouri
Western Court of Appeals, school districts across the state including Camdenton
need to do a better job of educating students with special needs.
The decision is seen as a victory for parents and advocates of
children with disabilities who believe schools are falling short of their
responsibility to provide an appropriate education. School districts are keeping
their attention focused on what happens next.
Camdenton Superintendent Ron Hendricks said his school has been
following federal guidelines for educating students with special needs but is
now being told by the court that they need to follow state guidelines that set
higher standards.
The case involving a Camdenton student and the district ended up
in the appeals court after a Cole County court decision ruled in favor of the
district.
Hendricks said he expects the district will appeal the decision.
If it stands, he said it will have an impact statewide since schools have
traditionally followed the federal guidelines.
Hendricks said the school's education plan for the student who's
family filed the complaint met federal requirements. He said the district felt
it was doing it's job. The school's position was reinforced by a due process
panel that looked at the case and a judge.
The decision handed down late last week was the result of a
lawsuit filed by Missouri Protection and Advocacy Services on behalf of a
Camdenton student diagnosed with dyslexia.
According to Missouri Protection and Advocacy Services, the
decision places new responsibilities on schools saying they must now maximize
"the capabilities of students with disabilities."
In its decision the court found that Missouri's law provides
greater protection for students with special needs than the federal law.
Micheal Finkelstein, the attorney who handled the case for the
student, said the schools have been following a standard that only has to
"provide educational benefit to students."
"As such, schools were able to minimally educate students with
disabilities without regard to the capabilities of the student," Finkelstein
said. "The ruling changes everything. No longer can schools get by with doing
just enough to get by."
Missouri Protection and Advocacy Services is a federally-funded
agency that provides legal assistance to people with disabilities.
Sherry Lagares, the mother of the student, said her child was not
receiving the educational benefits she felt he was entitled to under federal and
state laws that mandate students with disabilities receive a "free and
appropriate education."
Lagares said the decision means the district will be required to
focus on maximizing her son's capabilities instead of just meeting his basic
needs.
"They weren't teaching him to read and write do math," she said.
"I hope the district recognizes that students with dyslexia and other special
needs deserve and are entitled to the same type of education as other students."
------Need---More------
Need more INFO, Crisp Answers? Than order the new
comprehensive, Up-dated spiral bond Information Package
available. You can obtain everything I've discovered on Dyslexia, Learning
Disabilities, LD groups, What helps, Helpful Tips, Articles and much more. Just
to much information to list on this web site.
"Those who have grown up with
dyslexia, without being aware of the nature of the dysfunction, need
understanding, both of themselves and others. They may need to learn to
appreciate themselves so that they look beyond their limitations and exploit
their strengths as an adult. Dyslexia is a disability, and to overcome you
must do " from the book
*DYSLEXIA MY LIFE
You can write with any question or comments to:
The Gifted Learning Project,10E 135TH ST #481551, Kansas City, MO
64148-1551, 816-803-4679
? Copyright DML-The Gifted Learning Project,1999 All rights
reserved.
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