Looking to the Past to Look Into the Future: Disability Rights

2020 ◽  
pp. 104837132096138
Author(s):  
Ellary A. Draper
Keyword(s):  
Public Education ◽  
Americans With Disabilities Act ◽  
Music Teachers ◽  
The United States ◽  
Disability Rights ◽  
The Past ◽  
Disabilities Education Act ◽  
Public Areas ◽  
History Of ◽  
Education Act

This year was the anniversary of two important pieces of legislation that affect children and adults with disabilities in the United States: the Americans with Disabilities Act of 1990 and the Individuals with Disabilities Education Act of 1975. These two pieces of legislation dictate how we are required to make buildings, public areas, and public education accessible to those with disabilities; and although there is much celebration of these anniversaries, there is also criticism of how these laws are enforced and implemented, and how the current legislation falls short. As music teachers, it is important to understand the history of these landmark laws as well as what people with disabilities are currently advocating for within our society and culture. This article briefly describes the history of how these pieces of legislation came to be passed, the current issues within disability rights, and what music teachers can do moving forward.

Disability Rights

2020 ◽  
Author(s):  
Patricia Findley
Keyword(s):  
The United States ◽  
Equal Treatment ◽  
Disability Rights ◽  
Community Mental Health Centers ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
Education Act ◽  
Mental Health Centers ◽  
Definition Of

The role of disability rights has developed and evolved over the course of the United States’ history. The definition of disability has broadened as well as the pursuit for equal treatment, inclusion, and more accessible environments. Key pieces of legislation such as the Mental Retardation Facilities and Community Mental Health Centers Construction Act, the Rehabilitation Act, the Individuals with Disabilities Education Act, and the Americans with Disabilities Act demonstrate a course of steps toward these more empowering themes of independence for those with disabilities. Disability advocates are strong in their message of “nothing about us, without us.” The disability rights movement helped to propel culture shifts and has promoted inclusion of individuals with disabilities. Despite the intention of disability policy to move the nation to more accessible, inclusive, and less discriminatory environments, more work is still needed to support the rights of those with disabilities.

Individual Education Programs: What Music Teachers Need to Know When Working With Students With Disabilities

2020 ◽  
Vol 33 (3) ◽  
pp. 42-45
Author(s):  
Ellary A. Draper
Keyword(s):  
Students With Disabilities ◽  
Music Teachers ◽  
Individualized Instruction ◽  
Individual Education Program ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
History Of ◽  
Education Act ◽  
Music Classrooms ◽  
Individual Education

Since the original passing of the Individuals with Disabilities Education Act in 1975, students with disabilities are required to have services that are individualized to meet their needs as documented in their Individual Education Program, or IEP. These documents can often be long and determining the implications for students in music classrooms can be difficult. This article details the history of Individuals with Disabilities Education Act, what is required to be included in the IEP, and what music teachers need to know to be able to apply goals, adaptions, and individualized instruction from students’ IEPs in music classrooms.

scholarly journals Herbal medicine: from the past to the future

2000 ◽  
Vol 3 (4a) ◽  
pp. 447-452 ◽  
Author(s):  
Varro E Tyler
Keyword(s):  
United States ◽  
Herbal Medicine ◽  
Herbal Medicines ◽  
The United States ◽  
Regulatory Environment ◽  
American People ◽  
The Past ◽  
Mainstream Medicine ◽  
History Of ◽  
Education Act

AbstractA brief discussion of the history of the use of herbal medicines from prehistoric times to the mid-twentieth century precedes an explanation of why usage of such remedies in the United States declined in the 1940s but returned to popularity in the 1980s. The provisions of the Dietary Supplement Health and Education Act of 1994 are presented together with its perceived influence, both positive and negative, on the health of the American people. Possible futures of herbal medicines are considered. The negative viewpoint that they will ultimately be rejected is refuted, and the more optimistic prediction that herbs are ultimately destined to become a part of mainstream medicine is defended. Stumbling blocks to such acceptance are evaluated and methods of overcoming them suggested. The urgent need for the development of a sensible regulatory environment encouraging the approval of botanicals as drugs is emphasized. After predicting a bright future for rational phytomedicines, the author opines that many of them will eventually play significant roles in medicinal practice.

A Cultural History of Archaeological Education

2016 ◽  
Vol 4 (4) ◽  
pp. 425-440 ◽  
Author(s):  
Carol J. Ellick
Keyword(s):  
Public Education ◽  
Cultural History ◽  
The United States ◽  
Public Outreach ◽  
Outreach Programs ◽  
The Public ◽  
The Past ◽  
History Of ◽  
Tv Shows ◽  
Federal Initiatives

AbstractTo know where we are going, we need to know where we have been, so it seems only fitting that, to produce a special issue on designing and assessing public education programs in archaeology, we need to look back to the establishment of public outreach and archaeological education in the United States and, specifically, within the Society for American Archaeology. Archaeological education, as a subfield of archaeology, can trace its roots to individual efforts at sharing archaeology with the public, but especially to the first Save the Past for the Future Conference in Taos, New Mexico. It was here that the idea took root that, to stem vandalism and looting, we need to educate people about archaeology. This meeting was the springboard for federal initiatives like Project Archaeology and Passport in Time, and it was also the birthplace for the SAA Public Education Committee. For more than 25 years, archaeologists have been creating public outreach programs, students have graduated college thinking of public outreach as a career path, and TV shows have sensationalized our profession, but what do we really know about what we’ve done, whether we’ve made a difference, and how it can propel ourselves and future generations of archaeological educators forward?

Redefining Censorship

2018 ◽  
Vol 51 (2) ◽  
pp. 134-142
Author(s):  
Esther B. Schupak
Keyword(s):  
United States ◽  
Twentieth Century ◽  
Emotional Valence ◽  
The United States ◽  
Educational Choice ◽  
Merchant Of Venice ◽  
The Past ◽  
The Merchant Of Venice ◽  
Film Images ◽  
History Of

Abstract Because of its potential for fostering antisemitic stereotypes, in the twentieth century The Merchant of Venice has a history of being subject to censorship in secondary schools in the United States. While in the past it has often been argued that the play can be used to teach tolerance and to fight societal evils such as xenophobia, racism and antisemitism, I argue that this is no longer the case due to the proliferation of performance methods in the classroom, and the resultant emphasis on watching film and stage productions. Because images – particularly film images – carry such strong emotional valence, they have the capacity to subsume other pedagogical aspects of this drama in their emotional power and memorability. I therefore question whether the debate over teaching this play is truly a question of ‘censorship’, or simply educational choice.

Historical Landmarks in the Hundred Years’ War on Palestine

2017 ◽  
Vol 47 (1) ◽  
pp. 6-17 ◽  
Author(s):  
Rashid I. Khalidi
Keyword(s):  
United States ◽  
Security Council ◽  
The United States ◽  
League Of Nations ◽  
Historical Documents ◽  
Hundred Years War ◽  
The Past ◽  
Un Security Council ◽  
History Of ◽  
Modern Era

This essay argues that what has been going on in Palestine for a century has been mischaracterized. Advancing a different perspective, it illuminates the history of the last hundred years as the Palestinians have experienced it. In doing so, it explores key historical documents, including the Balfour Declaration, Article 22 of the Covenant of the League of Nations, and UN Security Council Resolution 242, none of which included the Palestinians in key decisions impacting their lives and very survival. What amounts to a hundred years of war against the Palestinians, the essay contends, should be seen in comparative perspective as one of the last major colonial conflicts of the modern era, with the United States and Europe serving as the metropole, and their extension, Israel, operating as a semi-independent settler colony. An important feature of this long war has been the Palestinians' continuing resistance, against heavy odds, to colonial subjugation. Stigmatizing such resistance as “terrorism” has successfully occluded the real history of the past hundred years in Palestine.

scholarly journals THE UNITED NATIONS CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES IN CANADIAN AND AMERICAN JURISPRUDENCE

2015 ◽  
Vol 32 (2) ◽  
pp. 1
Author(s):  
Ravi Malhotra
Keyword(s):  
United States ◽  
Americans With Disabilities Act ◽  
The United States ◽  
United States Senate ◽  
Disability Rights ◽  
Persons With Disabilities ◽  
Domestic Courts ◽  
Défense Des Droits ◽  
Personnes Handicapées ◽  
Droit International

In this paper, I explore the still evolving jurisprudence with respect to the Convention on the Rights of Persons with Disabilities [CRPD] in Canada and the United States. I argue that the Canadian disability rights movement has always been open to insights from international law. Although the 1990 passage of the landmark Americans with Disabilities Act [ADA] has had an impact internationally as other countries enact similar legislation, the CRPD, which the United States Senate has yet to ratify, has played a marginal role to date in American courts. It remains to be seen if a more robust judicial dialogue can be fostered between the CRPD and domestic courts in both countries. Dans le présent document, j’explore la jurisprudence toujours en évolution au sujet de l’application de la Convention relative aux droits des personnes handicapées [CDPH] au Canada et aux États‑Unis. Je soutiens que le mouvement canadien de défense des droits des handicapés a toujours été ouvert aux points de vue émanant du droit international. Bien que l’adoption, en 1990, de la loi clé intitulée Americans with Disabilities Act [ADA] ait eu des répercussions à l’échelle internationale, puisque d’autres pays ont adopté des lois similaires, la CDPH, que le Sénat américain n’a pas encore ratifiée, a joué un rôle marginal jusqu’à maintenant devant les tribunaux américains. Il reste à déterminer s’il est possible de promouvoir un dialogue judiciaire plus vigoureux entre les organes qui appliquent la CDPH et les tribunaux nationaux des deux pays. 

scholarly journals Falling through the Cracks: Deaf New Americans and Their Unsupported Educational Needs

2022 ◽  
Vol 12 (1) ◽  
pp. 35
Author(s):  
Michael A. Schwartz ◽  
Brent C. Elder ◽  
Monu Chhetri ◽  
Zenna Preli
Keyword(s):  
Education Policy ◽  
Formal Education ◽  
The United States ◽  
Gainful Employment ◽  
Disabilities Education Act ◽  
Unique Nature ◽  
New Americans ◽  
Education Act ◽  
Rich Data

Members of the Deaf New American community reported they arrived in the United States with no formal education, unable to read or write in their native language, and had zero fluency in English. Efforts to educate them have floundered, and the study aims to find out why and how to fix the problem. Interviews of eight Deaf New Americans yielded rich data that demonstrates how education policy in the form of the Individuals with Disabilities Education Act (IDEA) and other laws fail to address their needs, because these laws do not include them in their coverage. The study’s main findings are the deleterious effect of the home country’s failure to educate their Deaf citizens, America’s failure to provide accessible and effective instruction, and the combined effect of these institutional failures on the ability of Deaf New Americans to master English and find gainful employment. This article is an argument for a change in education policy that recognizes the unique nature of this community and provides for a role of Deaf educators in teaching Deaf New Americans.

Epilogue

2018 ◽  
Author(s):  
Rosina Lozano
Keyword(s):  
New York ◽  
World War Ii ◽  
Bilingual Education ◽  
Latin American ◽  
The United States ◽  
Spanish Language ◽  
Spanish Speakers ◽  
History Of ◽  
American Spanish ◽  
Education Act

This epilogue briefly identifies some of the major changes in Spanish language politics since World War II. These include community shifts in activism. For example, the Chicano Movementreclaimed the language and advocated for culturally affirming bilingual education programs. The epilogue also turns to federal support for Spanish instruction with the 1968 Bilingual Education Act and with the 1975 extension to the Voting Rights Act that provides federal protection for ballots in languages other than English. Spanish is no longer a language of just the Southwest and there are major populations of Spanish speakers in cities like Chicago, New York, and Miami today. In 2013, tens of millions of U.S. residents spoke Spanish in their homes. Spanish language perseverance in the United States is due to a long history of Latin American migration to the country. It began as a language of settlement and power in the nineteenth century and has transformed into a language often deemed as foreign or un-American. Spanish is an American language historically and this book has recovered that history.

EAHCA (Education for All Handicapped Children Act); IDEA (Individuals with Disabilities Education Act)

2019 ◽  
pp. 109-112
Author(s):  
Shawn S. Sidhu
Keyword(s):  
Public Education ◽  
Spina Bifida ◽  
Board Of Education ◽  
Individual Education Plans ◽  
Individuals With Disabilities ◽  
Handicapped Children ◽  
Independent School District ◽  
Disabilities Education Act ◽  
Education Act ◽  
Individual Education

Chapter 14 includes two cases involving the EAHCA, now called the Individuals with Disabilities Education Act (IDEA), that have heavily influenced the way public education is provided to school children with disabilities. Hendrick Hudson Board of Education v. Rowley helped to establish the requirements and limits of Individual Education Plans (IEP), a free academic service for any school child with a learning disability. Irving Independent School District v. Tatro, although specific to a child with spina bifida, helped to establish the medical care accommodations that a school must provide for a child with a physical disability.

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