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In today's developing view of education, a disquieting trend looms--the erosion of students' right to choose what they read. This erosion, fueled by an alarming surge in censorship attempts, casts a shadow over the very essence of intellectual exploration. Recent years have witnessed an unprecedented number of challenges aimed at restricting access to books, targeting themes that embrace human diversity, inclusivity, and the tapestry of life itself. As educators, administrators, and scholars grapple with this critical juncture, "Supporting Students' Intellectual Freedom in Schools: The Right to Read" serves as a comprehensive resource they can turn to for support and knowledge. This book is a call to action, resonating with teachers, school librarians, administrators, and scholars who refuse to let censorship erode the foundations of education. As censorship attempts proliferate, its chapters offer fortification, providing educators at all levels with the tools to safeguard students' intellectual freedom. From the hallowed halls of academia to the vibrant classrooms of K-12, the insights within these pages shape curricula, conversations, and a collective commitment to nurturing minds that thrive on diversity and inquiry. In a world clamoring for unwavering advocates of intellectual freedom, "Supporting Students' Intellectual Freedom in Schools" is not just a solution--it is a declaration of resolute solidarity in the pursuit of knowledge and the unassailable right to read.

This book offers authors' practices, initiatives, and experiences in sustaining their education during the pandemic from different countries, contexts, and political situations. It provides a future prediction for the education system in the world due to the transformation that happened in the post-COVID-19 era. Each chapter of the book is expected to shed light on different countries describing their education system in the past, present, and future. The readers of the book will be able to learn, compare, and analyze the differences and similarities between the educations offered to learners around the world. The book also presents a new model of e-learning that will help learners, teachers, and educational systems to participate in achieving sustainable development goals. The book introduces several scenarios of types of learning and how to plan, design, and implement them in F2F and online environments.

This authoritative book examines the long-standing campaign that resulted in today's school voucher policies. Advocates of private school vouchers promulgated a vision of service to low-income families, students of color, and other marginalized student populations. Vouchers were sold as a way to advance civil rights. But as voucher policies grew in size and became an element of Republican orthodoxy, they evolved into subsidies for a broad swath of advantaged families, with minimal antidiscrimination protections. The approach also transmuted into forms like education savings account programs and vouchers funded through tax-credited donations. In this book, scholars and national experts untangle this complex story to show how law and policy have aligned to dramatically alter the likely future of American schooling. They offer recommendations for modifying current policies with the goal of capturing more of the originally stated vision of voucher programs--equitable access to quality schooling, protection of all students' civil rights, and advancement of the wider societal goals of a democratic educational system. This book: (1) Shows how a fast-growing policy is transforming education in the United States in ways that are very different from how that policy was sold to the public; (2) Sets the stage with a discussion of the history and legal dimensions of voucher battles, as well as the politics of policy change; (3) Examines the basic structure of contemporary private schooling, the Southern history of vouchers, and the key federal court decisions that have opened the door to an explosion of state legislation; (4) Offers profiles of voucher policies in two states that have made the largest efforts to support vouchers, as well as the only nationally funded program in the nation's capital; and (5) Is edited by three scholars with extensive experience in the study of school choice, with chapters by national experts who have produced seminal work in the field.

This volume contains a collection of selected papers submitted to the 19th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2021. The 19th BCES Conference theme is "New Challenges to Education: Lessons from around the World." The book includes 40 papers written by 66 authors from 15 countries. The volume starts with an introductory piece co-authored by Zoltán Rónay and Ewelina K Niemczyk. The other 39 papers are divided into 6 parts representing the thematic sections: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. The papers included in this year's conference volume outline a variety of challenges all actors in the education process (students, teachers, administrators, policy decision makers) at all levels of the education systems have recently faced. Readers can find conceptual and empirical studies, quantitative and qualitative methods, descriptive and analytical approaches, and even pessimistic and optimistic authors' views. This volume presents how novel concepts, ironical definitions, and provoking considerations are born in difficult times, when restricted life meets unrestricted spirit. [Individual papers are indexed in ERIC.]

In statehouses, school boards, and communities across the US, battles are raging over the direction of education policy--from the standards that are shaping what students learn to how test results are being used to judge a teacher's performance. These battles are being waged against a backdrop of shifting demographics, rapidly developing technology, a transforming economy and workplace. What's more, the COVID-19 pandemic is prompting educators to rethink the school's mission in society. In "The Education Debate: What Everyone Needs to Know"®, nationally recognized education authority David Kirp and Kevin Macpherson provide a balanced, accessible overview of the key policy and practice issues in pre k-12 education today. They expose the fault lines of the major debates--what values should guide education and how can those values best be incorporated in policy and practice. They focus on equity and equality of opportunity as well as the tension between market and bureaucratic mechanisms as drivers of school improvement. Many of the topics they address, including racial integration, charter schools, student rights and teachers' unions, are hotly contested. In an area where partisanship reigns, Kirp and Macpherson take an approach guided by research and not driven by ideology. A primer for educational policymakers and administrators, parents, and undergraduate and graduate students in education courses, "The Education Debate" offers a solid grasp of the major debates in contemporary education policy.

This second edition is essential reading for educators and other school community members who are navigating the increasingly complicated laws and legal rulings related to LGBTQ students, employees, and community members. It combines historical, contemporary, theoretical, and practical information to help educators address exclusionary practices in schools related to gender identity, sexuality, racism, sexism, and other forms of bias that shape student experiences. To enable educators to better understand their obligations to students in relation to policy, staff training, daily school climate, pedagogy, and curriculum, the author has extensively revised this popular text to include updated information on the impact of same-sex marriage legalization and increasing federal recognition of transgender student rights. And because the legal terrain regarding transgender youth has been especially volatile, Mayo provides strategies that educators can use to maintain ethical trans-inclusive teaching, even when local regulations appear to impede transgender inclusivity. This book features: (1) An examination of the pedagogical, curricular, and policy changes that can improve school experiences for LGBTQ (lesbian, gay, bisexual, transgender, and queer or questioning) and ally students; (2) A new chapter on gender identity and transgender, nonbinary, and gender expansive student experiences; and (3) Current policy and legal information, data, and justification for LGBTQ-equitable and inclusive teaching.

Part of the acclaimed Higher Ed Leadership Essentials series, this book surveys academic freedom's history and its application in today's universities. Academic freedom is once again at the epicenter of the crisis in higher education. A community college instructor in Iowa is pressured to resign after his pro-antifa social media comments garner vicious harassment that administrators find threatening to campus safety. A tenured biology professor at a college on Long Island is threatened with dismissal because she allegedly grades students too strictly. And in the wake of the COVID-19 pandemic, a conservative activist calls on his followers to take advantage of online classes to send "any and all videos of blatant indoctrination" to his organization so that it might expose and blacklist "leftist professors." These incidents from the 2019-20 academic year represent only the tip of the iceberg. Academic freedom, long heralded as a core value of American higher education, may now be in as much danger as at any time the 1950s. But what is "academic freedom"? A value upheld for one's supporters (but not one's opponents) when discussing a polarizing controversy? Or a narrow claim of privilege by a professorial elite, immune from public accountability? In this concise and compelling book, Henry Reichman, who chaired the American Association of University Professors' Committee on Academic Freedom and Tenure for nearly a decade, mounts a rigorous defense of academic freedom and its principal means of protection: the system of academic tenure. Probing academic freedom's role in multiple contexts, Reichman draws on a wealth of historical and contemporary examples to offer the first comprehensive introduction to the concept in all its manifestations. Elucidating its sometimes complicated meanings, Reichman argues that academic freedom--like its cousin, freedom of speech--cannot easily be defined but, instead, emerges from the contextual application of guiding principles developed and modified over time. He also explores why the rise of contingent faculty employment represents the gravest current threat to academic freedom; reveals how academic freedom is complicated by both fiercely polarized campus environments and the emergence of social media that extend speech beyond the lecture halls of the academy; and touches on the rights of students in and out of class, including treatment of student protest movements.

Responding to the need for educational stakeholders to be equipped to plan for constantly evolving developments in policy and practice for learners with learning and behavioral disabilities, this edited collection collates contributions from authors who predict what the next big things in the field will be, and offer recommendations on how to prepare for the future they envision. The chapters cover a broad range of topics that include developments related to students' legal rights and services, how research is utilized by practitioners, using practice-based evidence to promote the use of evidence-base practices, open science, neuroscience and special education, professional development for teachers, adaptive tier-2 interventions, the field of emotional and behavioral disorders, reading and students with autism spectrum disorder, and innovations in early writing. Chronicling, too, the concerns and cautions that the authors have about what they see as the next big thing, this collection is a compelling resource for anyone looking to the future of the field, and thinking about how they can be at the front of developments in order to navigate change in a way that generates positive effects.

In gifted education, an important and contentious issue that has yet to be sufficiently addressed is the systemic underrepresentation of gifted students who have been discriminated against in school-based gifted and advanced learner programs because of their race, ethnicity, gender identity, sexual orientation, socioeconomic status, or other realities. "Empowering Underrepresented Gifted Students" gives a voice to those students and brings their stories into focus. With chapters written by student and expert scholars who specialize in addressing the structural inequity and educational inequality in gifted and advanced learner programs, "Empowering Underrepresented Gifted Students" recommends practices and strategies for helping underserved high-potential students claim their right to an education that addresses their unique needs. Each chapter has key takeaways and discussion questions, providing a built-in book study guide to prepare educators to engage students in conversation and to help develop their self-advocacy skills. Coeditors Dr. Joy Lawson Davis and Deb Douglas have brought together the voices of experts and students to help educators move closer to ensuring equity, access, and excellence in gifted education. By arming historically marginalized gifted students with self-advocacy strategies, these remarkable students will be better enabled to fulfill their dreams.

"College Success for Students With Learning Disabilities" (2nd ed.) offers students the knowledge, guidance, and strategies they need to effectively choose a college, prepare for university life, and make the most of their collegiate experience. This revised edition: (1) Outlines the rights and responsibilities of students with learning disabilities; (2) Gives advice on talking to professors and peers, getting involved, and asking for and receiving accommodations; (3) Helps students utilize their strengths to meet and exceed academic standards; (4) Provides additional information on autism spectrum disorders (ASD) and ADHD; and (5) Includes a handy guide to universities with special programs and advice from current college students with disabilities. Planning for college can be one of the biggest moments in any student's life, but for students with disabilities, the experience can be challenging on many different levels. This book will empower future students and provide them with hope for success.

Early childhood education and care has been a political priority in England since 1997, when government finally turned its attention to this long-neglected area. Public funding has increased, policy initiatives have proliferated and at each general election political parties aim to outbid each other in their offer to families. "Transforming Early Childhood in England: Towards a Democratic Education" argues that, despite this attention, the system of early childhood services remains flawed and dysfunctional. National discourse is dominated by the cost and availability of childcare at the expense of holistic education, while a hotchpotch of fragmented provision staffed by a devalued workforce struggles with a culture of targets and measurement. With such deep-rooted problems, early childhood education and care in England is beyond minor improvements. In the context of austerity measures affecting many young families, transformative change is urgent. "Transforming Early Childhood in England" offers a critical analysis of the current system and proposes change based on young children's universal right to education. The book calls for provision built on democratic principles, where all learning by all children is visible and recognised, educators are trusted and respected, and a calmer approach called 'slow pedagogy' replaces outcomes-driven targets. Combining criticism and hope, and drawing on inspiring research and examples from home and abroad, the book is essential reading for students, educators, practitioners, parents, academics and policymakers - anyone, in fact, who seeks to understand the policy problems for early childhood education and care in England, and see better prospects for the future.

In this important resource, educators will find evidence-based best practices to help them address the individual needs of English learners with academic challenges and those who have been referred for special education services. The authors make the case that systems can be put in place at three levels to help English learners succeed: the classroom level, before and after identification; the support-team level, when support plans are developed and assessed; and the system level, where programs and professional training plans should be continually developed, assessed, and revised. Putting theory into practice, this book offers guidance and specific tools to help districts, schools, and classrooms use Multi-Tiered System of Supports (MTSS) and other interventions to promote higher levels of achievement for ELs with academic challenges or learning disabilities. This book: (1) Highlights a prevention-oriented model aimed at providing supports to help all learners succeed; (2) Outlines a culturally and linguistically responsive MTSS framework and includes guidance on appropriate instruction, assessments, and decision making for ELs; (3) Highlights an instructional overlay to typical interventions that align with EL students' language levels and experiential and cultural backgrounds; (4) Describes processes that lead to the appropriate identification of EL students with an intrinsic learning disability, such as the use of "true peer" determinations; (5) Addresses the reasons for under- and over-representation of EL students receiving special education services and ways to ensure appropriate and legally defensible eligibility decisions for ELs; (6) Describes action steps that can be implemented system-wide to improve policies and procedures; (7) Presents the legal rights of students and the legal responsibilities of schools for English learners, students with disabilities, and ELs with disabilities (dual-identified); (8) Discusses the different needs of, and support services for, elementary versus secondary EL students; and (9) Promotes collaboration between educators who currently specialize in English language acquisition, special education, and subject-matter content.

Teaching in a democracy is challenging and filled with dilemmas that have no easy answers. For example, how do educators meet their responsibilities of teaching civic norms and dispositions while remaining nonpartisan? "Democratic Discord in Schools" features eight normative cases of complex dilemmas drawn from real events designed to help educators practice the type of collaborative problem solving and civil discourse needed to meet these challenges of democratic education. Each of the cases also features a set of six commentaries written by a diverse array of scholars, educators, policy makers, students, and activists with a range of political views to spark reflection and conversation. Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education (HGSE), "Democratic Discord in Schools" provides the tools that allow educators and others to practice the deliberative skills they need in order to find reasonable solutions to common ethical dilemmas in politically fraught times. After a foreword, this book begins with "Schools of, by, and for the People: Both Impossible and Necessary" (Jacob Fay and Meira Levinson). Chapter two, Walling Off or Welcoming In? The Challenge of Creating Inclusive Spaces in Diverse Contexts (Sara Calleja, Toni Kokenis, and Meira Levinson), features the following case studies: Don't Avoid Politics: Develop a Civic Mindset (Maureen Costello); The Distinction between Difference and Divisiveness (Andy Smarick); Courage and Wisdom in Handling Political Speech (Yun-Kyoung Park); Handling Matters of Friendship (Myisha Cherry); Creating Safety While Embracing Discomfort (Thea Renda Abu El-Haj); and Creating a Democratic School in a Diverse Community (James A. Banks). Chapter three, School Walkouts and Civil Disobedience (Nicolás Riveros, Nick Fernald, and Jacob Fay), features: Students' Perspectives on How Schools and Districts Should Prepare for and Respond to Walkouts (Jonathan Boisvert, Keegan Bonds-Harmon, Innocense Gumbs, and Jalissa Mixon, with guidance from Arthur Baraf); Citizens Now (Michelle J. Bellino and Natalie R. Davis); The Goal Is Civic Learning (Sheldon Berman); Don't Just Protest (Harry C. Boyte); Chicago 1968 (Dionne Danns); and Just Protest (Juan Espindola). Chapter four, The Price of Safety: Gang Prevention, Immigration Status, and Law Enforcement in Schools (Tatiana Geron and Meira Levinson), features: Education and Deportation (Jennifer M. Chacón); How to Interrupt Safety for Some and Precarity for Others (Leigh Patel); Principled Policing (Kathleen O'Toole); The Price of Safety in Schools Is Too High When the Most Vulnerable Have to Pay It (Zofia Stemplowska); The Pursuit of Purpose When Fear Holds Power (Laura Burgos); and How to Overcome "Contradictions of Control" in Schools--Hint, Don't Call the Sherif (José S. Plascencia-Castillo). Chapter five, Eyes in the Back of Their Heads 2.0: Student Surveillance in the Digital Age (Meira Levinson and Garry S. Mitchell), features: Monitoring Students in British Schools (Gemma Gronland); The Limitations of Social Media Surveillance (Rachel Levinson-Waldman); Seeing Eye to Eye with Students (Carrie James and Emily Weinstein); Middle and High School Student Responses (Alexander Kosyakov, McKenna Dixon, Adriana Alvarado, Vaishali Shah, Nithyani Anandakugan, and Natalie Parker); Schools Should Reaffirm Privacy While Protecting Students (Bryan R. Warnick); and Everyone Should Be Involved in Designing, Implementing, and Evaluating Digital Surveillance Technology (Erhardt Graef). Chapter six, Particular Schools for Particular Students: Are Charter Schools New Democratic Spaces, or Simply Segregated Ones? (Terri S. Wilson), features: Public Education, School "Choice," and Somali Refugee Children (Cawo M. Abdi); Why Are We Worried about Students at Bari? (Reva Jaffe-Walter); Reframing the Ethical Dilemma (Jarvis R. Givens); The Civic Costs of Charter Schools and the Need for Systemic Reform (Courtney Humm); Black Charter Schools and White Liberal Ambivalence (Michael S. Merry); and Charters of Freedom or Fracture? (Rogers M. Smith); Chapter seven, Politics, Partisanship, and Pedagogy: What Should be Controversial in K-12 Classrooms? (Ellis Reid, Heather Johnson, and Meira Levinson), features: Moving Beyond the Echo Chamber (Neema Avashia); Cultivating Judgment (Walter C. Parker); Trans*+ and Gender Identity Diverse Students' Right to Use a Bathroom (sj Miller); Framing and Structuring Discussions of Controversial Issues (Paula McAvoy); Bathroom Access for All (Tetyana Kloubert); and Creating Principled Debates by Choosing Debate Principles (Rich Frost). Chapter eight, Bending Toward--or Away from--Racial Justice? Culturally Responsive Curriculum Rollout at ARC Charter (Tatiana Geron and Meira Levinson), features: Creating Culturally Responsive Curricula for All (Janine de Novais); Weighing Harm (Margot Ford, Daniella J. Forster, and Kevin Lowe); Slow Down to Make Real Change (Teresa Rodriguez); Considerations for the Ethical Implementation of Culturally Responsive Curricula (Winston C. Thompson); (How) Can Curriculum Leverage the Disruption of Oppression? (Deborah Loewenberg Ball and Darrius Robinson); and Holding Complicated Truths Together Enhances Rigor (Clint Smith). Chapter nine, Talking Out of Turn: Teacher Speech for Hire (Ellis Reid, Meira Levinson, and Jacob Fay), features: It's Not What Teachers Say; It's Why (Jonathan Zimmerman); Why States Must Protect Teachers' Academic Freedom (Randall Curren); Free Speech, Accountability, and Public Trust (Joshua Dunn); Boundaries, Ambiguity, and Teacher Ingenuity (Jasmine B.-Y. Sim and Lee-Tat Chow); The Perils of Warning Teachers about "Political" and "Partisan" Speech (Mica Pollock); and Protecting Students' Rights to Think Critically (Curtis Acosta). The book concludes with chapter ten, Educating for Civic Renewal (Meira Levinson and Jacob Fay). [Foreword by Margot Stern Strom and Adam Strom.]

"Disability and the University: A Disabled Students' Manifesto" is a guide to what students with disabilities need to know about attending university, as well as to the essentials universities should provide for these students. Each chapter presents a benchmark for students to follow as they travel through the institution, and lays clear what they should expect. Written by former students with disabilities who have traversed the terrain and experienced higher education, this book is not about disabled students, but instead is a manifesto, a call for change, a call to action. It is a guide book, blueprint, and tool for both students and universities. "Disability and the University" is divided into four parts, each examining crucial aspects of higher education, including the culture of the academy, movement beyond the limits of compliance, access to and in the institution, and disability rights. Each chapter is a statement of what every institution of higher education should provide for disabled students. While every country has its own practice and laws based on its own experience, arbitrary national boundaries should no longer be a reason for practices that do not meet student needs. "Disability and the University" speaks across borders, and leaves no doubt about what needs to be done to develop more inclusive teaching and learning spaces. Following a foreword by Mike Oliver, chapters include: (1) Political Struggle for Inclusion in Higher Education (Ben Whitburn and Christopher McMaster); (2) Slowness, Disability, and Academic Productivity: The Need to Rethink Academic Culture (Travis Chi Wing Lau); (3) Disability Advocacy Within the Ableist Environment of Academia (Denise Beckwith); (4) The Violent Consequences of Disclosure ... and How Disabled and Mad Students Are Pushing Back (Fady Shanouda); (5) Negotiating the Space of Academia as a Disabled Student (Leechin Heng); (6) Disability Studies in Higher Education: Developing Identity and Community (Megan Zahneis); (7) Beyond Compliance: Disabled Student Activism on Campus (Justin Freedman, Laura Jaffee, Katie Roquemore, Yosung Song, and Hetsie Swartz Veitch); (8) Reasonable Adjustments (George Low); (9) But You Look Fine: Limitations of the Letter of Accommodation (Zoie Sheets); (10) Universalizing International Exchange for Students with Disabilities (Justin Harford); (11) The Need for Systemic Supports: Barriers Faced by Students with Disabilities in the Majority World (Mostafa Attia); (12) "I Can't Even Reach the Waffle-maker!": Increasing Access for Students with Physical Disabilities on University Campuses (April B. Coughlin); (13) Assistance Dogs and Academia: Supporting the Dynamic Duo (Georgia Geller) (14) A Hierarchy of Impairments: The Absence of Body Size in Disability Accommodations within Universities (Erin Pritchard); (15) Creating an Accessible and Resilient Environment Inside the Indian University (Boopathi P. and Muruganandan K.); (16) Disabled by Society: Knowing and Invoking Your Rights (Katelin Anderson and Beth Rogers) (17) Identifying and Eliminating Digital Barriers (Karen McCall); (18) Navigating the Mud of Tertiary Education: The Experience of Disabled Students at Universities in the Global South (Tafadzwa Rugoho); (19) Even the Delusional Can Learn: The Recognition of Diverse States of Mind, Knowing and Being (Maree Roche); and (20) From Classification to Culture: Learning Disabilities in Higher Education (Matthew Bereza).

Planning for college can be one of the biggest moments in a teen's life, but for those students with learning and other disabilities, the college experience can be fraught with frustration, uncertainty, and lowered self-confidence. "College Success for Students With Learning Disabilities" offers teens the confidence, strategies, and guidance they need to effectively choose a college, get prepared for university life, and make the most of their collegiate experience. Special sections also discuss ADHD and Asperger's syndrome. The book covers pertinent topics such as understanding the rights and responsibilities of students with special needs, talking to professors and peers, getting involved, asking for and receiving accommodations, and utilizing one's strengths to meet and exceed academic standards. This unique reference book also includes a handy guide to universities with special programs and advice from current college students with disabilities to empower future students and provide them with hope for success.

The epicenter for bullying is schools, colleges, and universities, where vast numbers of children, youth, and young adults spend much of their time. Bullying--a form of harassment and violence--needs to be understood from a developmental, social, and educational perspective. The educational settings in which it occurs, and where prevention and intervention are possible, need to be studied and understood as potential contexts for positive change. Yet many administrators, teachers, and related personnel lack training to address bullying, and do not know how to intervene to reduce it. These circumstances drove the decision by the American Educational Research Association (AERA) to undertake this report with the intention of providing an overview of the knowledge that can be relied on, and to signal to those in policy and practice this association's commitment to working with knowledge users and producers in the prevention of bullying in schools, colleges, and universities. This report--a series of 11 briefs--addresses legislative, policy, and procedural matters with pragmatic and practical strategies for the prevention of bullying. The briefs in this report include: (1) Looking Beyond the Traditional Definition of Bullying (Dorothy L. Espelage and Ron Avi Astor); (2) Bullying as a Pervasive Problem (Dewey Cornell, Dorothy L. Espelage, Matthew J. Mayer, Brendesha Tynes, and Ron Avi Astor); (3) Bullying and Peer Victimization Among Vulnerable Populations (Dorothy L. Espelage and Brendesha Tynes); (4) Gender-Related Bullying and Harassment: A Growing Trend (Elizabeth J. Meyer and V. Paul Poteat); (5) Legal Rights Related to Bullying and Discriminatory Harassment (V. Paul Poteat and Elizabeth J. Meyer); (6) Improving School Climate: A Critical Tool in Combating Bullying (Dewey Cornell and Dorothy L. Espelage); (7) Students, Teachers, Support Staff, Administrators, and Parents Working Together to Prevent and Reduce Bullying (Ron Avi Astor and Matthew J. Mayer); (8) Bullying and Harassment on College Campuses: Misunderstood and Underaddressed (Jaime Lester and Elizabeth J. Meyer); (9) Using Evidence-Based Programs in Schools to Take on Bullying (Ron Avi Astor and Dewey Cornell); (10) Putting School Safety Education at the Core of Professional Preparation Programs (Jaime Lester and Matthew J. Mayer); and (11) Reinvigorated Data Collection and Analysis: A Charge for National and Federal Stakeholders (Matthew J. Mayer and V. Paul Poteat). Individual briefs contain references. Bibliographical sketches of AERA Task Force members are also included.

The objective of this edited volume is to shed light upon K-12 perspectives of various school stakeholders in the current unique context of increasing political polarization and heightened teacher and student activism. It is grounded in academic freedom case law and the majority of opinion of the Supreme Court in the Tinker v. Des Moines Independent Community School District (1969) that held that certain forms of expression are protected by the First Amendment. Justice Fortas wrote in the majority opinion that "it can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate." This volume is timely and instructive, as protections afforded by the First Amendment are a topic of enduring concern, with such freedoms requiring vigilant advocacy and protection from each generation. Paulo Freire stated, "Citizenship is not obtained by chance: It is a construction that, never finished, demands we fight for it" (1998, p. 90). There is confusion and much debate in and outside of schools about how and when these and other rights described in the First Amendment may or may not be limited, and the time is now to clarify the place of such rights in public education. At the Schoolhouse Gate is divided into three sections: Foundations, Case Studies of Rights in Schools, and Choices to Act. The "Foundations" section presents the case law pertaining to the rights of both teachers and students, setting the tone for what presently is permissible and chronicling the ongoing struggle with defining rights and responsibilities in schools. In "Case Studies of Rights in Schools," various authors examine teacher and student interactions with rights and responsibilities in schools, including the interest of students in participating with their teachers in the democratic experiment of schooling, the promise of student-led conferences, a new teacher's success with democratizing her classroom, and student views of news and technology. "Choices to Act" includes a portrait of teacher activism during the Oklahoma Walkout, a general counsel's advice to teachers for availing themselves of their rights, a story of a civic education curriculum generating student agency, and vignettes of two public high school students who took action in their schools and communities.

Do charter schools strengthen students' educational experience? What are their social costs? This volume brings together a group of premier researchers to address questions about the purposes of charter schools and the role of public policy in shaping the educational agenda. Chapter authors explore topics seldom encountered in the current charter school debate, such as the challenges faced by charter schools in guaranteeing students civil rights and other legal protections; the educational and social implications of current instructional programs designed specifically for low-income and minority students; the use of charters as school turnaround agents; and other issues that lie at the intersection of education, politics, and social policy. Readers across the political spectrum, both supporters and critics of charter schools, can use this book to inform public policy about the ways in which charters affect diversity and inequality and the potential to devise policies that mitigate the most troublesome social costs of charter schools. This book: (1) examines how charter schools affect diversity and equity in U.S. schools; (2) describes how segregation plays out by race, ethnicity, and income; by disability and language-minority status; and by culture, language, and religion; (3) considers charter schools within a broader social context of high poverty rates, changing demographics, and continued housing and school segregation; (4) examines charter schools in the context of a new federal administration that is forging its own path in education and other domains of social policy; and (5) includes some of the most prominent researchers and commentators in the field spanning policy research traditions, methodological approaches, and theoretical perspectives. This book contains three parts and 15 chapters. Part 1, The Context, contains: (1) Setting the Stage (Iris C. Rotberg and Joshua L. Glazer); (2) Charter Schools in a Changing Political Landscape (Jeffrey R. Henig); and (3) Charter Schools in the Context of Poverty, Changing Demographics, and Segregation (James Harvey). Part 2, Choices, contains: (4) A School System Increasingly Separated (Iris C. Rotberg); (5) Shaping Charter Enrollment and Access: Practices, Responses, and Ramifications ( Wagma Mommandi and Kevin Welner); (6) "Blended Learning": The Education Technology Industry and the New Segregation (Gordon Lafer); (7) Charter Schooling in a State-Run Turnaround District: Lessons from the Tennessee Achievement School District (Joshua L. Glazer, Diane Massell, and Matthew Malone); (8) Do Charter Schools Undermine Efforts to Create Racially and Socioeconomically Diverse Public Schools? (Roslyn Arlin Mickelson, Jason Giersch, Amy Hawn Nelson, and Martha Cecilia Bottia); (9) Do Charter Schools Strengthen Education in High-Poverty Urban Districts? (Adam Gamoran and Cristina M. Fernandez); (10) Civil Rights Protections for Students Enrolled in Charter Schools (Brenda Shum); (11) Church State Entanglement Within Charter Schools (Suzanne Eckes, Nina K. Buchanan, and Robert A. Fox); and (12) How the Design of School Choice Can Further Integration (Jennifer B. Ayscue and Erica Frankenberg). Part 3, Education in a Pluralistic Society, contains: (13) Charter Schools: Rending or Mending a Nation (Henry M. Levin); (14) The Problem We All Still Live With: Neo-Plessyism and School-Choice Policies in the Post-Obama Era (Janelle Scott); and (15) Concluding Thoughts on Choice and Segregation (Iris C. Rotberg and Joshua L. Glazer).

In "Accountability and Opportunity in Higher Education," leading scholars address the unforeseen impact of accountability standards on students of color and the institutions that disproportionately serve them. The book describes how federal policies can worsen existing racial inequalities in higher education and offers alternative solutions aimed to protect and advance civil rights for low-income and minority students and their colleges. This volume begins with a chapter putting higher education accountability in historical perspective and connecting it to the increasing importance of postsecondary education for upward mobility, coupled with rising barriers to minority student access and success. Based on a series of studies using cutting-edge research methodologies, the contributors suggest new ways to design and evaluate accountability policies that avoid predictable negative consequences. Written against a backdrop of unequal opportunity and racial inequality in preparation for and access to higher education, "Accountability and Opportunity in Higher Education" arrives at a pivotal time in American education. Following the introduction, The Access Crisis and the Move Toward Accountability (Gary Orfield), this book contains the following chapters: (1) Obama's Accountability Efforts: A Case Study in Frustration (Gary Orfield); (2) State Accountability Policies: Can Performance Funding Be Equitable? (Nicholas Hillman and Valerie Crespín-Trujillo); (3) Accountability and the Key Role of Minority-Serving Institutions (Marybeth Gasman, Thai-Huy Nguyen, Andrés Castro Samayoa, and Daniel Corral); (4) Using Institutional Accountability Measures That Serve Diverse Populations (Sylvia Hurtado, Adriana Ruiz Alvarado, and Kevin Eagan); (5) Accountability Across the Education Pipeline: The Contribution of Unequal High Schools on College Completion (Stella M. Flores, Toby J. Park, and Dominique J. Baker); (6) Making Accountability Fair for Hispanic-Serving Institutions (Anne-Marie Núñez and Awilda Rodríguez); (7) High-Stakes Accountability in the Context of Education Deserts (Nicholas Hillman); (8) The Impact of Financial Aid Limits: A View from a Leading HBCU (Willie Kirkland); (9) Student Debt Accountability and Its Unintended Racial Consequences (Sara Goldrick-Rab and Jason Houle); and Conclusion: Accountability and Racial Fairness to Advance Civil Rights--A Way Forward (Nicholas Hillman). Contains notes, a section about the editors and contributors, and an index.

What are today's best methods for teaching literacy skills to students with complex support needs--including autism, intellectual disability, and multiple disabilities? This comprehensive guidebook has up-to-date, evidence-based answers for pre- and in-service educators. Developed by Copeland and Keefe, the experts behind the landmark book "Effective Literacy Instruction for Students with Moderate or Severe Disabilities," this thoroughly reimagined follow-up reflects 10 years of groundbreaking research and advances in the field. Readers will discover current recommended practices on critical topics, including how to build vocabulary, increase word recognition, enhance fluency, address cultural and linguistic diversity, and use academic standards when designing instruction. Readers will also get the guidance needed to put theory into practice: powerful lesson planning strategies, practical examples, and case studies that bring key principles of instruction to life. Whether used as a text for teachers in training or a guide for practicing educators, this book will help teachers of Grades K-12 increase access to literacy and prepare all learners for successful communication, employment, and community life. The following is new to this second edition: (1) New section on literacy as a human right for all learners (the "why" of instruction); (2) Chapters on how to design engaging learning environments; (3) Cutting-edge guidance on today's assistive technology and augmentative and alternative communication; (4) A dedicated chapter on how to use national and state standards in designing instruction; (5) Recommendations for adapting books and other materials to increase all learners' access; (6) Chapters on combining literacy and the arts to enhance student engagement; and (7) More on literacy beyond high school, including community-based learning opportunities. This book contains the following chapters: (1) Literacy for All (Susan R. Copeland, Elizabeth B. Keefe, and Ruth Luckasson); (2) Developing Language and Communication (Ann-Marie Orlando and Julia Scherba de Valenzuela); (3) Addressing Cultural and Linguistic Diversity in Language and Literacy Instruction (Julia Scherba de Valenzuela); (4) Addressing Cultural and Linguistic Diversity in Language and Literacy Instruction (Julia Scherba de Valenzuela); (5) Creating Accessible, Rich, and Engaging Literacy Environments (Jessica Apgar McCord, Ann-Marie Orlando, Elizabeth B. Keefe, and Stephanie Nieto); (6) Getting the Point: Comprehension Instruction (Susan R. Copeland, Sharon L. Head, and Heather DiLuzio); (7) A Broader Approach to Fluency (Pamela Williamson, Christina R. Carnahan, Jeongae Kang, and Turki S. Alzahraney); (8) Words, Glorious Words! (Elizabeth B. Keefe, Phyllis M. Robertson, and Karen M. Potter); (9) What's the Word? Word Recognition Instruction (Susan R. Copeland, Sharon L. Head, and Heather DiLuzio); (10) Conveying Your Message: Writing Instruction (Kristie Asaro-Saddler); (11) Organizing Effective Literacy Instruction: A Framework for Planning (Megan H. Foster, Jessica Apgar McCord, and Elizabeth B. Keefe); (12) Adapting Books and Other Literacy Genres (Laurel Lane and Andrea L. Ruppar); (13) Beyond the Common Core: Art, Music, and Creativity in Literacy Learning (Laurel Lane); (14) Literacy Beyond High School (Megan M. Griffin, Laurel Lane, Tammy Day, and Elise McMillan); and (15) Where Do We Go From Here? (Elizabeth B. Keefe, Susan R. Copeland, Ruth Luckasson, and Diane Ryndak). Supplementary materials include: (1) Myths and Facts; and (2) Case Studies. An index is included. [For "Effective Literacy Instruction for Students with Moderate or Severe Disabilities," see ED497274.]

The "Handbook of Leadership and Administration for Special Education" brings together research informing practice in leading special education from preschool through transition into postsecondary settings. The second edition of this comprehensive handbook has been fully updated to provide coverage of disability policy, historical roots, policy and legal perspectives, as well as effective, collaborative, and instructional leadership practices that support the administration of special education. It can be used as a reference volume for scholars, administrators, practitioners, and policy makers, as well as a textbook for graduate courses related to the administration of special education. [For the first edition of this book, see ED534849.]

This book is the third book in a series which comprise "14-19 Strategic Planning: A Practical Handbook for Schools, Colleges and their Partners". The first two books were "Broadening the 14-19 Curriculum" and "Developments in 14-19 Teaching and Learning". The main purpose of series is to present a summary for managers of some the key elements in the development of the 14-19 phase of education and training. The aspiration is that they can gain an overview of the issues. The topics chosen have emerged through the experience and evaluation of the 14-19 Pathfinders, and from talking to head teachers. The handbook aims to be a resource that managers can call on when planning, implementing and reviewing 14-19 strategy as part of the process of strategic planning. At its simplest, it seeks to answer the questions "What works and what do we need to take into account when developing our 14-19 plans?" Putting learners first is an established slogan for the Learning and Skills Council (LSC) and is a central concept to the future of the 14-19 phase. The book covers three key issues in the development of the 14-19 phase: (1) Information, advice and guidance; (2) Equality and diversity; and (3) the Learner voice.

The goal of this book is to provide comprehensive and practical knowledge of relevant legal issues that affect the administration of public schools. It will allow educators to effectively perform their duties within the boundaries of constitutional, statutory, and case law. It is also designed to be easy to understand for those with little or no legal background. Selected court cases address issues most relevant to education. It includes recent landmark court decisions in areas such as religion, student rights, student and faculty disabilities, and classroom harassment. School violence is discussed comprehensively. The book begins with an index of major legal issues related to relevant issues, allowing the reader to ascertain the legal sources of authority related to those particular topics. Educational leaders are provided with pertinent information to direct their day-to-day decisions. The primary focus is not on state law since this varies from state to state. Appendices include constitutional provisions, selected and annotated federal statutes, and an abbreviated glossary. It will enable educators to perform their legal duties and to meet the requirements of reasonableness as they move their organizations toward their goals. (Contains 279 references.) (RKJ)

This book examines the sizable body of school law that outlines legally defensible decisions. A substantial part of it contains edited, reported, and verbatim decisions. Historical perspective is provided, as well as specific case and statutory law. Chapter 1 discusses sources of law for educators, state school board policies, attorneys-general opinions, and local school board policies. Chapter 2 examines the extent of a state's and local school system's authority. Chapter 3 considers student interests, including freedom of expression, discipline, privacy, appearance, pregnancy, and marriage. Chapter 4 examines teacher-related issues including nonrenewal and dismissal, freedom of expression, academic freedom, protesting, teacher bargaining, and political activities. Chapter 5 provides historical perspective for the issues of desegregation. Chapter 6 addresses the legal status of individuals with disabilities. Chapter 7 provides a historical perspective for legal attacks on the financing and adequacy of state school-finance plans. Chapter 8 addresses the extent of a school districts' liability for damages. Appendices provide additional information enabling the reader to analyze court decisions, engage in legal research, or find educational law material on the Internet. Relevant sections of the U. S. Constitution and amendments, edited federal statutes significant to educators, and a glossary are also provided. (RKJ)

This participant's manual is part of a training program sponsored by IL NET, a national training and technical assistance project working to strengthen the independent living movement. It is intended to teach participants what the Individuals with Disabilities Education Act (IDEA) law and regulations require, how to do transition planning and the development of an Individualized Education Program (IEP), what the right to learn really means and its relevance to individual state regulations, how maximum integration can take place, and how disability rights advocates can affect change in the education system. The manual includes: (1) selected provisions of IDEA amendments of 1997; (2) topic briefs for parents and their advocates that address eligibility, disability related laws, related services, the free appropriate public education requirement, IEPs, student placement, notice and consent, students who are limited English speaking, homeless children, peer disability harassment, and educational records; (3) students with disabilities and the right to due process in school discipline; (4) including students with disabilities in standards based education reform; (5) information on nondiscrimination in programs and activities; (6) requirements of the Family Educational Rights and Privacy law; and (7) parent training and information centers and community groups in the United States. (CR)

This collection of papers is the product of research conducted by the United Nations High Commissioner for Refugees (UNHCR). The papers, which were presented at a 2001 workshop, "Refugee Education in Developing Countries: Policy and Practice," are: "Education in Emergencies" (Margaret Sinclair), which reviews the rationale for education in situations of emergency and crisis, noting elements of education in response to several recent disasters; "On School Quality and Attainment" (James H. Williams), which examines research on education in developing countries to see what lessons can be learned for refugee education in care and maintenance situations; "Improving the Quality and Attainment in Refugee Schools: The Case of the Bhutanese Refugees in Nepal" (Timothy Brown), which highlights the lack of consistent donor funding to maintain even the low-cost models of refugee education supported by UNHCR; "Peace Education and Refugee Youth" (Marc Sommers), which examines the conceptual framework underlying education for peace; and "Vocational Training for Refugees: A Case Study from Tanzania" (Erik Lyby), which evaluates the ongoing formal and informal vocational training programs for Burundian refugees in Tanzania. (Papers contain references.) (SM)

This handbook is designed to provide Louisiana students with deafness or hearing impairments with information and strategies for successfully attending college. It begins by discussing the drop out rates for college students with disabilities and the rights of students with disabilities under federal laws. The following section addresses self-advocacy skills, and tips for communicating with people who are deaf and hard of hearing. Fact sheets are provided for communicating with an individual with deafness in a one-to-one situation, in a group, through an interpreter, employment interview, on the job site, in writing, and on the telephone. Subsequent sections discuss: (1) pre-college and transition, a suggested timeline chart for transition from high school to college, and questions to bring to your college's disability services offices; (2) financial aid, determining financial aid packages, major student financial aid programs, and scholarships; (3) accommodations, disability documentation, and testing accommodations; (4) academic issues, choosing your classes, improving your concentration, and preparing a resume; and (5) campus life, asking for dorm rooms to be made accessible, obtaining medical treatment, and reasons for participating in extracurricular activities. The final section lists resources for students with deafness or hearing impairments. (CR)

This book examines student politics in South Africa during the period 1968 to 1990, and specifically at two black higher education organizations: the South African National Students' Congress (SANSCO) and the South African Students' Organization (SASO), focusing on their ideological and political orientations, internal organizational structure, intellectual, political, and social determinants, and their contributions to the struggle against apartheid. The book's essential argument is that both were revolutionary national student political organizations that operated as organized social forces within the national liberation movement, that they functioned as catalysts of collective action, and contributed to the erosion of the apartheid social order. The book finds that black students were not just victims of apartheid but were also thinkers, conscious actors, and historical agents in the face of an authoritarian political order. Chapter 1, an introduction, examines the character, role, and significance of the two organizations. Chapters 2-5 examine SASO's role from 1960 to 1976-77; and chapters 6-10 examine SANSCO's activities from 1976-77 to 1990. Appended are the SASO policy manifesto and a SANSCO constitution and policy document. (Contains approximately 350 references.) (CH)

"Unwinding Madness" is the most comprehensive examination to date of how the NCAA has lost its way in the governance of intercollegiate athletics--and why it is incapable of achieving reform and must be replaced. The NCAA has placed commercial success above its responsibilities to protect the academic primacy, health and well-being of college athletes and fallen into an educational, ethical, and economic crisis. As long as intercollegiate athletics reside in the higher education environment, these programs must be academically compatible with their larger institutions, subordinate to their educational mission, and defensible from a not-for-profit organizational standpoint. The issue has never been a matter of whether intercollegiate athletics belongs in higher education as an extracurricular offering. Rather, the perennial challenge has been how these programs have been governed and conducted. The authors propose detailed solutions, starting with the creation of a new national governance organization to replace the NCAA. At the college level, these proposals will not diminish the revenue production capacity of sports programs but will restore academic integrity to the enterprise, provide fairer treatment of college athletes with better health protections, and restore the rights and freedoms of athletes, which have been taken away by a professionalized athletics mentality that controls the cost of its athlete labor force and overpays coaches and athletic directors. "Unwinding Madness" recognizes that there is no easy fix to the problems now facing college athletics. But the book does offer common sense, doable solutions that respect the rights of athletes, protects their health and well-being while delivering on the promise of a bona fide educational degree program.

Designed for special education due process hearing officers in Arizona, this manual is intended to provide a reference system for accessing and understanding state and federal laws, regulations, case-law, and policy with respect to the education of students with disabilities. Sections of the manual include: (1) a glossary of terms and a chart that outlines the steps of the special education process; (2) an outline of the new statutory changes in the Individuals with Disabilities Education Act (IDEA) reauthorized in 1997; (3) procedural issues in due process hearings; (4) the relationship between Section 504, the IDEA, the Americans with Disabilities Act, and regular education; (5) guidelines for conducting a due process hearing, including a pre-hearing conference checklist and questions and answers on hearings; (6) how to write findings of fact and conclusions of law; (7) IDEA legislative language; (8) IDEA 1993 federal regulations for Part B; (9) questions and answers on Individualized Education Programs; (10) Arizona revised statues relating to special education; (11) federal regulations for the Family Education Rights and Privacy Act; (12) federal regulations concerning education under Section 504 of the Rehabilitation Act; (13) special education court cases; and (14) sample letters and forms. (CR)

This collection of issue papers addresses the inclusion of students with disabilities who are labeled disruptive in general education classrooms. The publication begins by summarizing new provisions in the Individuals with Disabilities Education Act (IDEA) Amendments of 1997. The provisions make it clearer that students with disabilities must be given meaningful opportunities to learn the bodies of knowledge and skills which all students are expected to master and must receive services designed to address unique disability-related needs which enable them to succeed in the general curriculum. The papers that follow include: (1) "History and Overview," which describes the history of discrimination against and neglect of students with disabilities; (2) "The Legal Underpinnings of Inclusion," which discusses the legal bases of inclusion, in statue, regulation, and case law, including the relevance of behavior; (3) "The Duty To Address Behavior," which discusses the nature and scope of the obligation under IDEA to address behavior; and (4) "The Right To Learn the 'Regular' or 'General' Curriculum," which examines the relationship between inappropriate, and illegal, expulsion from the regular education curriculum and exclusion from the regular education classroom; and (5) "Looking Systematically," which offers starting points for identifying issues that might be ripe for systemic advocacy. (Each paper includes references.) (CR)

This book addresses the complex and interrelated issues concerning student discipline, and suggests ways for colleges and universities to deal with the issues raised. Twelve chapters cover: (1) "The History of Student Discipline"; (2) "Present-Day Concerns About Student Misconduct and Crime on Campus"; (3) "Definitions and Purposes of Student Discipline"; (4) "Who Misbehaves and Why?"; (5) "Academic Dishonesty"; (6) "Codes of Conduct: Legal Issues and Educational Considerations"; (7) "Hoekema's Model of Student Discipline"; (8) "The Organization and Administration of Campus Disciplinary/Judicial Systems"; (9) "Key Legal Issues in Student Discipline"; (10) "Student Discipline and Development Theory"; (11) "The Special Issue and Challenge of Disciplinary Counseling"; and (12)"Conclusions and Recommendations." Two appendixes include a model student code, and a model statement of ethical principles and standards of conduct. (Contains 190 references.) (CH)

Today more than ever before, lay persons are being asked to share in the catechetical ministry of the Catholic Church by serving as catechetical leaders, catechists, and religious education board members. This handbook is designed to provide catechetical leaders and others involved in parish religious education with essential information about civil law and its impact on church institutions and programs. Part 1 covers issues related to catechists' professional roles, including religious education and the U.S. Constitution, legal responsibility, copyright law, child abuse, sexual harassment, and Acquired Immune Deficiency Syndrome (AIDS). Issues related to direct contact with students are highlighted in part 2, including student rights, search and seizure, student activities, confidential information, defamation of character, and catechist-student relationships. Basic administrative issues--handbook development, boards of religious education, contracts, documentation of staff behaviors, and administrative liability insurance--are covered in the third part. Part 4 offers practical suggestions for holding inservice sessions with catechists, staff, and board members. (LMI)

This publication is a revision and restructuring of "Reducing School Violence," published in 1993. This revised edition benefits from the assistance of many of the original reviewers, as well as additional experts and practitioners. The key to school safety is a comprehensive approach. This guidebook was designed to help teachers, school principals, district administrators, resource officers, students, parents, and others create safe environments in which learning is the primary focus. Sections present information on establishing a safe environment, developing prevention strategies, implementing crisis-management and intervention strategies, and identifying risk factors. The handbook also describes national, state, and local school-safety initiatives to reduce school violence and identifies issues such as domestic violence and protection of students' rights. A list of resources in the form of publications, guidebooks, curricula, associations, and institutes is included. Seventeen tables and an index are included. Appendices contain definitions, sample report forms and discipline contracts, and the Gun-Free Schools Act of 1994. (Contains 215 references.) (LMI)

This docment consists of a large student manual and a small 17-page "Coach's Guide" that has the same main title. The program covered is designed to help students with mild cognitive and developmental disabilities to participate in the transition planning process. It explores issues of self-awareness and attempts to help students develop problem solving, decision making, goal setting, and small-group communication skills. Both the manual and coach's guide are organized by the program's 36 sessions. The sessions are grouped topically, including sessions on self-awareness, making decisions, utilizing community resources, setting goals and objectives, communication skills, meetings, and leadership skills. Each session section typically includes an action plan goal, introductory material, sample problems or examples from the lives of people with disabilities, and exercises to practice. (DB)

Arguing that censorship is not simply an attempt to control what is taught in the schools but also an infringement on the legal learning rights of students, this collection of essays offers insights into how censorship can come about, its impacts and repercussions, and the ways it might be fought. The collection stresses action rather than reaction in guarding the preservation not just of the right to teach, but also of the right to learn. After an introduction by the editor, the essays ar, as follows: (1) "In Defense of the Aesthetic: Technical Rationality and Cultural Censorship" (Philip M. Anderson); (2) "Policing Thought and Speech: What Happens to Intellectual Freedom?" (Jean E. Brown); (3) "Academic Freedom: Student Rights and Faculty Responsibilities" (David Moshman); (4)"Self-Censorship and the Elementary School Teacher" (Kathie Krieger Cerra); (5) "Literature, Intellectual Freedom, and the Ecology of the Imagination" (Hugh Agee); (6) "The Censorship of Young Adult Literature" (Margaret T. Sacco); (7) "Censorship and African American Literature" (Jim Knippling); (8) "Intellectual Freedom and the Student: Using Literature to Teach Differentiation of Propaganda and Persuasion" (Mary Ellen Van Camp); (9) "Censorship and the Teaching of Composition" (Allison Wilson); (10) "Freedom and Restrictions in Language Use" (Roy C. O'Donnell); (11) "Intellectual Freedom and the Theological Dimensions of Whole Language" (Ellen H. Brinkley); (12) "Being Proactive, Not Waiting for the Censor" (Jean E. Brown and Elaine C. Stephens); (13) "The Secondary English Teacher and Censorship" (John M. Kean); (14) "Keeping Abreast in the Trenches: In-Service Censorship Education" (Adrienne C. May and Paul Slayton); (15) "What Do I Do Now? Where to Turn When You Face a Censor" (Robert C. Small, Jr. and M. Jerry Weiss); (16) "Caution, Novice Teachers: The Promotion of Reading, Writing, and Thinking Could Be Grounds for Censorship" (Dee Storey); (17) "Who's Protecting Whom and from What?" (Lynda K. Kapron and Rita E. Paye); (18) "Using Media to Combat Censorship" (Margaret T. Sacco); (19) "Slugging It Out: Censorship Issues in the Third Grade" (C. Jane Hydrick); (20) "Mind-Control Applications of the Constitutional Law of Censorship in the Educational Environment" (Lief H. Carter and Daniel Carroll); (21) "'Hazelwood': Results and Realities" (Mel Krutz); and (22) "The'Hazelwood' Decision: Thought Control in the High School? Or from 'Tinker to 'Hazelwood', to Chance?" (Ken Holmes). (NKA)

This volume contains 16 essays on Further Education (FE) in the context of its changing status and role in the educational and economic life of Great Britain. The essays are grouped around four main themes: (1) FE and mission; (2) managerial responsibilities; (3) context; and (4) diversity. The essays are: "FE Makes Itself Indispensable" (Tony Robinson); "FE-All Dressed Up, but Does It Know Where To Go?" (Chris Hughes); "Quality-Beyond Systems" (David Toeman); "A Taste of Conscription--Looking Back at Entitlement" (Ruth Silver and Adrian Perry); "Towards a Credit Culture in Further Education" (Peter Wilson); "Devising a New Funding Methodology for Further Education--The Funding Learning Approach" (Richard Gorringe); "Colleges and Companies" (Andrea Spurling); "Equal Opportunities and Further Education" (Keith Wymer); "The American Community College and Its Links with Industry" (Patsy Fulton); "Urban Colleges--Success against All Odds" (Annette Zera); "Rural Colleges" (Bill Bleazard); "A New Era for Scottish Colleges" (Michael Taylor); "Human Resource Strategies in the New FE" (Kate Anderson); "Incorporation and the Sixth Form Colleges" (Geoff Higgins); and "Conclusions (Michael Austin). An appendix provides a key to acronyms. Includes an index. Many papers contain references. (JB)

This handbook provides an overview of the development of young children with visual impairments and their educational needs. The first three chapters outline the developmental path followed by sighted children and contrast this with the lives of children who are visually impaired, introduce the professionals who commonly work with children who are visually impaired, and discuss the medical conditions that cause blindness and visual impairments. Chapter 4 examines the social and interpersonal complexities that arise in a family's life when their child is diagnosed with a visual impairment. Chapter 5 offers suggestions on how problem behavior in the classroom can be addressed and outlines steps to provide norms of social behavior. The next three chapters deal with more technical aspects of childhood development including speech and language acquisition, sensorimotor integration, and motor development. Chapter 9 discusses orientation and mobility skill development, and Chapter 10 focuses on self-help skills with suggestions for enhancing independence. The final chapter defines the educational rights of children with impairments as defined by federal legislation. Examples of an individualized education program and individualized family service plan are included. An appendix includes descriptions of materials and devices for young children with limited vision. Each chapter contains references. (CR)

This book takes an interpretative look at a common phrase in American educational equity lexicon, "the right to education." It addresses the educational disputes and issues of policy, procedure, and popular will that are associated with this phrase. Interpretation of the phrase is based on a focus on the everyday situations in which a right to education is assumed through: (1) analysis of ordinary language; and (2) existential-phenomenological descriptions of the subjective experience. Following the introduction, chapter 2 sketches seven typical scenarios in which the assertion of the right to education seems to make sense. These scenarios constitute the starting point and the data for a contextual analysis of language and intention. The following chapters draw out a multidimensional portrait of what we affect when we claim "a right to education." The conclusion discusses whether the phrase helps or hinders the advancement of justice in education. (Contains 62 references.) (LMI)

Intended for child advocates, this book analyzes children's educational rights under two federal statutes, the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973. The nine chapters address the following topics: (1) the statutory framework of the two laws (including eligibility, age ranges, operation, and reach); (2) content, quality, and the meaning of "free appropriate public education" (e.g., meanings of "special education,""related services," and "least restrictive environment"); (3) special issues regarding related services (e.g., the "medical exclusion," in-school assistance with health-related needs, and children with substance abuse problems or psychiatric disorders); (4) educational evaluations (rights, procedures, and safeguards); (5) individualized education programs, placement decisions, and parent participation; (6) procedural safeguards and dispute resolution (e.g., surrogate parents, administrative complaints, due process, civil action); (7) discrimination against children who have AIDS (acquired immune deficiency syndrome), are positive for HIV (human immunodeficiency virus), or are carriers of hepatitis B; (8) discipline of students with disabilities (statutory entitlements and unresolved issues); and (9) early intervention services for infants and toddlers. Appended are a guide to legal notations and references, and a listing of regional offices of the U.S. Department of Education, Office for Civil Rights. (DB)

Educators and policy makers confront challenging questions of ethics, justice, and equity on a regular basis. Should teachers retain a struggling student if it means she will most certainly drop out? Should an assignment plan favor middle-class families if it means strengthening the school system for all? These everyday dilemmas are both utterly ordinary and immensely challenging, yet there are few opportunities and resources to help educators think through the ethical issues at stake. Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education, "Dilemmas of Educational Ethics" introduces a new interdisciplinary approach to achieving practical wisdom in education, one that honors the complexities inherent in educational decision making and encourages open discussion of the values and principles we should collectively be trying to realize in educational policy and practice. At the heart of the book are six richly described, realistic accounts of ethical dilemmas that have arisen in education in recent years, paired with responses written by noted philosophers, empirical researchers, policy makers, and practitioners. The editors illustrate how readers can use and adapt these cases and commentaries in schools and other settings in order to reach a difficult decision, deepen their own understanding, or to build teams around shared values. The book begins with an Introduction (Meira Levinson and Jacob Fay), followed by seven chapters paired with responses. Chapter 1: Promotion or Retention? (Meira Levinson). [Responses: Square Pegs, Round Holes: The Need for Reform (Melissa Aguirre); Toward Pragmatic Educational Ethics (Jal Mehta); Humanism and Standards (Sigal Ben-Porath); Promotion, Retention, and the Rights of the Child (Willie J. R. Fleming); The Pedagogical Implications of Case Study Structure (Brendan W. Randall); and Systems, Not Individual Saviors, for All Students and Schools (Toby N. Romer).] Chapter 2: Rocky Choices: Scientific Inquiry, Discipline, and Mental Illness at Rivers Elementary (Meira Levinson and Sigal Ben-Porath). [Responses: Navigating Rocky Choices with Practical Wisdom (Joshua Wakeham); Educational Justice in the Inclusive Classroom (Jaime Ahlberg); Preparing Teachers for Complex Decisions (Elisabeth Fieldstone Kanner); Academic Engagement as Classroom Management (Seth Andrew, with Natalie Gould and Miriam Joelson); Promoting the Values of Inclusion, Learning, and Expertise in Complex Situations (Diana Hess); and From Interests to Membership (Jacob Fay).] Chapter 3: Stolen Trust: Cell Phone Theft in a Zero-Tolerance High School (Kailey Burger and Meira Levinson). [Responses: The Challenge of Responding to Injustice (Tommie Shelby); Thinking Creatively in a Bind (Jeffrey Smith); No Just Outcome (Elizabeth Anderson); Agency, Bias, and Imagination in Doing Educational Justice (David J. Knight); Three Frames for Good Work (Howard Gardner); and Whom Can You Trust When Everyone Is the Police? (Mary Pattillo).] Chapter 4: Inflated Expectations: How Should Teachers Assign Grades? (Meira Levinson and Ilana Finefter-Rosenbluh). [Responses: Putting School Mission First (Rebecca E. Yacono); Three Ways to Grade (Rob Reich); Grade Inflation as a Tragedy of the Commons (Jennifer Hochschild); Inflated Expectations in a World of Hypercredentialing (Peter Demerath); Grades Miss the Mark (Deepa Sriya Vasudevan); and Protect Teacher Integrity (Doris A. Santoro).] Chapter 5: Is Pandering Ethical Policy? Power, Privilege, and School Assignment (Meira Levinson). [Responses: Can Pandering Promote Equality of Opportunity? (Andrée-Anne Cormier); Don't Pander, Go for Growth! (Michael J. Petrilli); School Assignment Lotteries: What Should We Take for Granted? (Jennifer M. Morton); Pandering in a Context of Limited Choices and Costs (Andres A. Alonso); Means and Ends: Practical Considerations for Equitable School Reform (James E. Ryan); and From Principles to Practice and the Problem of Unintended Consequences (Christopher Winship).] Chapter 6: How, If at All, Should Charters Be Compared to Local Districts? (Meira Levinson). [Responses: The Trouble with Universality (Frederick M. Hess); Compromising Charter Schools' Efforts to Serve Disadvantaged Youth (Harry Brighouse); The Need for Equity-Based Policy (Pedro Noguera); Not Perfect for All, But Perfect for Some (Ayo Magwood); Charter Schools, Education Markets, and Democracy (Lawrence Blum); and Schools for All Our Children (Patricia D. Jehlen).] Chapter 7: Engaging with Dilemmas (Jacob Fay and Meira Levinson, with Elisabeth Fieldstone Kanner). Also included are Notes, Acknowledgments, sections about the editors and the case study, a list of contributors, and an Index.

While governing bodies have mandated that all students have the right to an education, with disabled students treated to the same rights and opportunities as non-disabled students, policymakers do not always agree on what all-inclusive education should look like. "Challenges Surrounding the Education of Children with Chronic Diseases" explores the needs that children with certain conditions--such as diabetes, cancer, juvenile idiopathic arthritis, and inflammatory bowel disease--might have in the classroom. Featuring coverage on a wide range of topics relating to pre-service teacher training, school administrators' policies, and the experiences of children with chronic health conditions, this book is an essential reference source for teachers, educators, school administrators, policymakers, and anyone else concerned with inclusive educational rights for all students. After a foreword by David Mitchell and a preface by the editor, the following chapters are included: (1) The School Experiences of Children with Inflammatory Bowel Disease (Maria Gordon); (2) The Experience of Cancer and Asthma in the Pediatric Patient: A Family Physician's Perspective (Youcef M. Fellus and Ilan A. Fellus); (3) Type 1 Diabetes Mellitus in the Inclusive School Setting: Daily and Long Term Effects on Education (Joseph Charles Hoffman and Jennifer N. Osipoff); (4) Juvenile Idiopathic Arthritis (JIA) and Education in Primary School Children (Michele Gibbon, Ciarán M. Duffy, Gillian Taylor, and Sophie Laniel); (5) Supporting Students' Mental Health and Emotional Well-Being in Inclusive Classrooms (Dustin Graham, Isabel Killoran, and Gillian Parekh); (6) Living with ADHD: Timing Perceptions and Their Applicability to the Experience of ADHD (Osnat O. Fellus and Daniel P. Fellus); (7) Parents as Advocates for Children with IBD at School (Maria Gordon); (8) Parent Involvement in the Education of Children with Chronic Diseases: Working and Sharing for Children (Ali Kemal Tekin); (9) Challenges for Children with Special Health Needs at the Time of Transition to School (Magdalena Janus and Ayesha Siddiqua); (10) The Educational Rights of Students with Chronic Disease (Thomas C. Gibbon, Jenifer Cline, Christopher L. Schwilk, Patricia D. Hosfelt, and David F. Bateman); (11) Educating Students with Chronic Illness: How the Old Service Model Fails (Margaret Tseng and Rebecca Magee Pluta); (12) Imagining Social Equity (Helen J. Farrell); (13) Case Studies of Chronically Ill Children: Implications for Education Professionals (Thomas C. Gibbon, Christopher L. Schwilk, Jenifer Cline, Kimberly Matthews, Katie Sweigart, Emily Ferguson, and David F. Bateman); (14) Using Children's Literature to Support Social-Emotional Growth in the Classroom: A Bibliotherapeutic Approach to Education about Chronic Disease (Kimberly Maich, Christina Belcher, Steve Sider, and Naomi Johnson); and (15) A Cognitive and Augmentative Communication System for Special Needs Education (Jihad M. Al Ja'am, M. Samir Abou El-Seoud, Amal Dandashi, and AbdelGhani Karkar). A section about the contributors and an index are provided.

While freedom of speech is a defining characteristic of the United States, the First Amendment right is often regulated within certain environments. For years, schools have attempted to monitor and regulate student communication both within the educational environment and in student use of social media and other online communication tools. "Censorship and Student Communication in Online and Offline Settings" is a comprehensive reference source that addresses the issues surrounding student's right to free speech in on and off-campus settings. Featuring relevant coverage on the implications of digital media as well as constitutional and legal considerations, this publication is an essential resource for school administrators, educators, students, and policymakers interested in uncovering the reasons behind student censorship and the challenges associated with the regulation of students' free speech. Following a foreword by Eunice A. Grippaldi, this book contains the following chapters: (1) Background; (2) True Threat; (3) Fighting Words; (4) Defamatory Speech; (5) Obscene Speech; (6) Child Pornography; (7) Material and Substantial Disruption/Infringement of Rights; (8) Lewd, Vulgar, Plainly-Offensive, and Obscene Speech; (9) School-Sponsored Speech; (10) Advocacy of Illegal Drug Use; (11) Their Stories: Offline Off-Campus Speech; (12) Their Stories: Online Off-Campus Speech; (13) Assessing the Current Jurisprudence; (14) Acceptable Use Policies; (15) State Anti-Bullying Statutes and Student Speech; and (16) Forging the Path Forward from Censorship. A compilation of references and an index are included.

It is essential that today's educators and school leaders are more informed about the legal rights and entitlements of students with disabilities. This resource provides eight easy-to-implement lesson plans on special education law that require no legal knowledge and can be facilitated by school principals, special education directors, teachers, or university instructors. In short one-hour sessions, participants learn by engaging in practical activities instead of only passively reading about the law. All of the lessons utilize actual situations that have led to expensive litigation and each includes the following sections: Introduction for Facilitators; Materials Needed; Hook; Background, Purpose, and Objectives of the Lesson; Activity; Questions for Conversation; Test Your Knowledge; and Additional Resources. This one-of-a-kind book will help schools and districts reduce the time and energy devoted to dealing with violations of the law, resolving parental complaints, correcting errors by school employees, and more. This book features: (1) A focus on important special education legal issues occurring in schools today. Field-tested lesson plans that can be adopted by schools nationwide because they are based on federal law; (2) Everything needed to teach the lessons, including materials, scripts, interactive activities, and discussion questions; and (3) Measurable objectives and assessments to ensure the participants have learned the intended content of the lesson.

Since 1948 when the United Nations adopted the Universal Declaration of Human Rights, all students have been declared the right to education. The rights of disabled students have not been explicitly addressed, however, and each country has developed their own rules and regulations. Although similarities exist among the different countries, differences are evident, especially in both the extent and acknowledgment of these rights. "The Legal Rights of Students with Disabilities: International Perspectives" examines the rights of disabled students in ten diverse countries on six continents. Written by leading experts in education law, this volume provides comparative insights to help meet the educational needs of disabled students. The book also offers strategies to manage the legal and educational complexities associated with special education. Following an introduction entitled: "Rights Like No Other: Protections for Students with Disabilities in International Law", this book provides the following chapters: (1) Australia; (2) Special Education Law in Brazil; (3) China; (4) Canada; (5) The Legal Rights of Students with Disabilities in England: Special Needs, Special Rights?; (6) Malaysia; (7) New Zealand; (8) Singapore; (9) South Africa; (10) United States; and (11) Analysis and Reflections. Contributing authors are: Bronagh Byrne; Greg M. Dickinson; Kate Diesfeld; Petra Engelbrecht; John Hancock; Neville Harris; Jim Jackson; Laura Lundy; Allan G. Osborne Jr.; Nina Ranieri; Marius Smit; M K. Teh; Fatt Hee Tie; Sally Varnham and Ran Zhang.

Using examples from a Reggio-inspired school with children from ages 6 weeks to 6 years, the authors emphasize the importance of children's rights and our responsibility as adults to hear their voices. "Seen and Heard" summarizes research and theory pertaining to young children's rights in the United States, and offers strategies educators can use to ensure the inclusion of children's perspectives in everyday decisions. Real-life classroom vignettes illustrate how young children perceive the idea of rights through observation and discussion. The authors' work is based on these essential ideas: (1) the "one hundred languages" children use for exploring, discovering, constructing, representing, and conveying their ideas; (2) the "pedagogy of listening," in which children and adults carefully attend to the world and to one another; (3) the notion that all children have the right to participate in the communities in which they reside. This vivid portrait of emergent curriculum includes: (1) Classroom experiences, including building a city for the classroom hamster and authoring a school charter on children's rights; (2) Provocative discussion questions for professional development; and (3) Photographs of children at play and examples of children's work. [Foreword by Bonnie Neugebauer. This book was co-published with the Althouse Press.]