This set of legal briefs was contributed by attorney Mary Jane White. She wrote:
"This will be helpful for families to download and take to their local counsel--a good personal injury trial lawyer could read this stuff and begin to make a very credible case of it. You can find a good trial lawyer by looking at the IDELR, Individuals With Disabilities Law Reporter (in the law school library) and seeing who is representing parents in your state. The names of the lawyers and their cities are given at the beginning of each case--a reference librarian at the law library can help you learn where to look. If you can't find a good special education lawyer, contact a member of ATLA, Association of Trial Lawyers of America--these are the plaintiffs' trial bar--the really good litigators, which is what you need."
"We would like those teaching methods that have proved to be effective for [my child], be used rather than those that have proven to be ineffective,
We would like the application of evidenced instructional methodology be used in the manner that the original researchers intended, unless the modifications have been checked against a baseline to establish that the modifications increase the effectiveness of the method,
A great article from the Wrightslaw people. I found it interesting that Pam is a Social Worker (something we really don't have here in Oregon) and her husband is an attorney.
This article gets to the heart of the discourse between parents and school officials: where's the motivation? Parents are motivated to get their child to learn (God forbid that we want an optimal education for our kids). Teachers? Well, read the article....
Department of Education, under pressure from state legislatures, plans to ease some provisions of the No Child Left Behind Act. The provisions include some regarding teacher certification and also new flexible regulations on participation rates for testing. The new policies will be announced Monday, March 15.
Another story about blaming disabled kids for lack of teacher/aide training and understanding of disabilities. Really, if they are going to do this at least they can throw up their hands and admit they can't so that private companies can move in and the the job right.
A very interesting article in the NY Times about special ed students and removals from schools. From those that know me, this is truly a trend that is out there - and no, I'm not being paranoid!
Of interest are a couple of quotes:
"Groups representing school boards and administrators say the current rules have forced teachers to tolerate disruptions by students whose presence in their classroom is protected precisely because they cannot control their behavior."
Not sure how many have perused Dr. Joel Arick's "Autism Spectrum Disorders Outcome Study" but I have found a few points that are questionable in the least. I'm not a researcher nor an autism expert, but with some research coursework in my background and common sense, I hope to illustrate some points of contention.
The US House passed H.R. 1350, the Improving Education Results for Children with Disabilities Act of 2003, which reauthorizes the Individuals with Disabilities Education Act (IDEA) The provisions in H.R. 1350 and in its companion bill, H.R. 1373, the IDEA Parental Choice Act of 2003, jeopardize educational quality for the most vulnerable children in our public schools. In this era of "Leave No Child Behind," the House is proposing to do just that: to leave behind children with disabilities.
A very interesting article from a teacher who claims schools and districts can hold a child in the special ed system due to labels and funding. Also of interest is her description of the need for good reading programs and proper teaching procedures:
An excellent article in Exceptional Parent Magazine/September 2002 by Patricia H. Mueller, EdD.
Somewhere along the line something went wrong. Special education has become a system that depends heavily on relatively untrained, underpaid, and devalued staff members to provide instruction to our most challenging students. That is what I call the "paraeducator paradox."
By Steven R. Shaw, NCSP, Oct. 2002 Article found here
Anyone who works with children with autism, learning disabilities, or mental retardation has observed the child who craves being held tightly, the child with high pain tolerance, the child with tactile defensiveness, the child who is clumsy, and the child who cannot tolerate tags on the inside of