Printer FriendlyOffice of Equity & Access
Office of Equity & Access |
| Text Index |
Custom Search
|
Resources for Protecting the Civil Rights of People with Disabilities in the Education Environment
October, 1995
Please order these items directly from the sources listed.
AIDS Education. Phi Delta Kappa, 1990. One of the Hot Topics Series published by the Center on Evaluation, Development and Research. This collection of articles is intended to assist teachers and administrators dealing with AIDS issues in schools. The first section covers statistics and basic questions and answers about AIDS. The second chapter includes articles about ethical issues, including the rights of people who have AIDS and plans for schools to use when a student or staff member has AIDS. The third chapter includes articles about the role schools play in developing prevention strategies in education. The last chapter covers curriculum selection, development and evaluation and an overview of what schools are doing to provide students with information about AIDS. Phi Delta Kappa, Box 789, Bloomington, IN. 47402 (812) 339-1156.
Americans With Disabilities Act: Initial Accessibility Good But Important Barriers Remain Intact. United States General Accounting Office, 1993. Findings: Most of the facilities were accessible to persons with disabilities; a number of important barriers remain; many owners and managers of buildings were not aware of the ADA and their obligations under it. Barrier removal efforts that were completed were considered beneficial; many barrier removal efforts were not well informed; barriers remained where buildings had been renovated to remove barriers; changes were planned in areas where there were no barriers. U.S. General Accounting Office, Washington, DC 20548.
Americans With Disabilities Act: Resource Directory: A Technical Assistance Manual on the Employment Provisions (Title I) of the Americans With Disabilities Act. The Equal Employment Opportunity Commission, 1992. 1801 L. St. N.W., Washington, DC 20507. ADA Helpline (800) 669-EEOC (voice); (800) 800-3302 (TDD.)
Barrier Free: Serving Young Women with Disabilities. YMCA of the City of New York and WEEA Publishing Center, 1991. This is a training manual designed to assist community agencies to fully mainstream young people, particularly young women, with physical or sensory disabilities. Training modules include Personal Consciousness-Raising on Women and Disability, Professional Consciousness-Raising on Women and Disability, Independent Living, Career Exploration, Sexuality, and Role Models. WEEA Publishing Center, Education Development Center, Inc., 55 Chapel Street, Newton, MA 02160.
Becoming Media Savvy: A Self Training Curriculum. The Avocado Press, 1991. This document is a training manual to assist people with disabilities to become advocates for fair and accurate coverage in the media. Chapters include: Developing Consensus; Explaining Problems With Cripple Stories; Language Issues; Being Spokesperson and Responding; Making a Moral Statement; Educating the Reporter; and Counteracting Publicity From Traditional Charities. The Avocado Press, Box 145, Louisville, KY 40201.
Inclusion of Students With Disabilities. National Center on Educational Outcomes, 1992. Summarizes activities of the National Center on Educational Outcomes that are directed at determining the extent to which individuals with disabilities are involved in national and state data collection programs. They estimate that nationally 40% to 50% of students with disabilities are excluded from prominent national data collection programs and that many of them should not have been excluded. Excluding students who could be included perpetuates the myth of inherent differences. NCEO Publications Office, 350 Elliott Hall, 75 E. River Road, Minneapolis, MN 55455.
Meeting the Unique Needs of Minorities With Disabilities. National Council on Disability, 1993. This report includes the findings and recommendations from conference proceedings on minorities with disabilities and a public hearing held by the National Council on Disability on how minorities with disabilities are faring under the ADA. Some findings: Minority persons with disabilities are more at risk than minorities without disabilities; there is insufficient information about minorities with disabilities; there is insufficient training, outreach, attention to issues such as racism, and substance abuse; the ADA holds great promise, but only if specific efforts are made to overcome barriers such as language and cultural differences. National Council on Disability, 800 Independence Avenue S.W., Suite 808, Washington, DC. 20591.
Danni Odom-Winn, Dianne E. Dunagan. "Crack Kids" in School: What to do, How to do it. Educational Activities Inc., 1991. This book is written for teachers who have "crack kids" or PDD (Pervasively Developmentally Delayed) children in their classrooms. It describes very practical, detailed 'how to' steps for managing and modifying student's behavior. Beginning with how to get students to sit down and stay seated, the book addresses aggressive behavior, self-stimulating behaviors and using sign language with children who have language difficulties. Another interesting section describes how to desensitize children who have tactile and auditory ultra sensitivity. The authors bring equal sensitivity to the difficulties for both children and teachers in the classroom. Educational Activities, Inc. Box 392, Freeport, NY 11520.
Harvey Parker, Ph.D. The ADD Hyperactivity Handbook for Schools: Effective Strategies for Identifying and Teaching ADD Students in Elementary and Secondary Schools. Impact Publications Inc., 1992. A handbook for educational administrators, school psychologists, guidance personnel, educational education specialists, and special education and regular education teachers. The first part of the book discusses ADD generally and covers such things as characteristics of children with ADD, presumed causes, methods of assessment, treatments, etc. The second section of the book discusses ADD in relationship to education, covering such areas as teaching strategies, teacher / parent relationships, and classroom accommodations. Impact Publications, Inc., 300 Northwest 70th Avenue, Plantation, Florida 33317. (305) 792-8944.
Marsha Saxton and Florence Howe, eds. With Wings. The Feminist Press, The City University of New York, 1987. An Anthology of Literature By and About Women With Disabilities. This is an anthology of stories, poems and essays by women with disabilities. It "represents and celebrates the talent, strengths, and creative abilities of this group..." The editors state that their goals are to combat educational discrimination, both sexist and able-bodiest; to enhance the self-esteem of disabled women and girls; to provide a literary forum for disabled women of all races and classes, both lesbian and heterosexual; to challenge the literary community to recognize works by disabled women; and to encourage the readers to confront their own feelings about physical limitations, appearance and standards of beauty, dependence and vulnerability. The Feminist Press at the City University of New York, 311 East 94th Street, New York, NY 10128.
Mary Wagner, Ph.D. The School Programs and School Performance of Secondary Students Classified as Learning Disabled. SRI International, 1990. This paper presents findings from the National Longitudinal Transition Study of Special Education Students who in the 1985-86 school year were classified as learning disabled by the school or school district from which they were selected. The characteristics of students are described, then follows a description of the of the educational programs and support services provided students classified as learning disabled during their most recent year in secondary school. Finally aspects of the students' secondary school performance are examined such as how are they doing in school, what factors are associated with success, failure or dropping out of school. LD students were more likely to be male, black, and from a single parent home with less than $25,000 in income and participation in a food stamp program.