Revised Administrative Rules for Special Education and Rules for School Social Worker and School Psychological Services
Author: Michigan. State Board of Education
Publisher:
Published: 1986
Total Pages: 86
ISBN-13:
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Author: Michigan. State Board of Education
Publisher:
Published: 1986
Total Pages: 86
ISBN-13:
DOWNLOAD EBOOKAuthor: William Paul Sosnowsky
Publisher:
Published: 1978
Total Pages: 284
ISBN-13:
DOWNLOAD EBOOKAuthor: Illinois Office of Education
Publisher:
Published: 1979
Total Pages: 24
ISBN-13:
DOWNLOAD EBOOKAuthor: Illinois. Office of the Superintendent of Public Instruction
Publisher:
Published: 1964
Total Pages: 96
ISBN-13:
DOWNLOAD EBOOKAuthor: Illinois. Office of the Superintendent of Public Instruction
Publisher:
Published: 1973
Total Pages: 46
ISBN-13:
DOWNLOAD EBOOKAuthor: Federico R. Waitoller
Publisher: Teachers College Press
Published: 2022
Total Pages: 177
ISBN-13: 0807781398
DOWNLOAD EBOOKAsset-based pedagogies, such as culturally relevant/sustaining teaching, are frequently used to improve the educational experiences of students of color and to challenge the White curriculum that has historically informed school practices. Yet asset-based pedagogies have evaded important aspects of students’ culture and identity: those related to disability. Sustaining Disabled Youth is the first book to accomplish this. It brings together a collection of work that situates disability as a key aspect of children and youth’s cultural identity construction. It explores how disability intersects with other markers of difference to create unique cultural repertoires to be valued, sustained, and utilized for learning. Readers will hear from prominent and emerging scholars and activists in disability studies who engage with the following questions: Can disability be considered an identity and culture in the same ways that race and ethnicity are? How can disability be incorporated to develop and sustain asset-based pedagogies that attend to intersecting forms of marginalization? How can disability serve in inquiries on the use of asset-based pedagogies? Do all disability identities and embodiments merit sustaining? How can disability justice be incorporated into other efforts toward social justice? Book Features: Provides critical insights to bring disability in conversation with asset-based pedagogies.Highlights contributions of both university scholars and community activists. Includes analytical and practical tools for researchers, classroom teachers, and school administrators. Offers important recommendations for teacher education programs.
Author: United States Commission on Civil Rights
Publisher:
Published: 1997
Total Pages: 428
ISBN-13:
DOWNLOAD EBOOKAuthor:
Publisher:
Published: 1997
Total Pages: 428
ISBN-13:
DOWNLOAD EBOOKThis report focuses on issues relating to the development of individualized education programs for and placement of students who are classified as having mental retardation, learning disabilities, behavioral disabilities, or serious emotional disturbances. The U.S. Commission on Civil Rights examined present-day barriers and inequities that deny students with these types of disabilities an equal opportunity to participate in educational programs. The report analyzes and evaluates the Office for Civil Right's (OCR) implementation, compliance, and enforcement efforts for Section 504 of the Rehabilitation Act. It discusses other Federal disability laws, such as the Individuals with Disabilities Education Act (IDEA), and Title II of the Americans with Disabilities Act, to the extent that they relate to Section 504.