Constructing Effective Responses: Considerations for Integrating a Service Animal Into a Public School

2019 ◽  
Vol 22 (4) ◽  
pp. 45-64
Author(s):  
Anita F. Morgan ◽  
Julie A. Sears ◽  
Lisa G. Driscoll
Keyword(s):  
Public School ◽  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
School Setting ◽  
Educational Leaders ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
Individuals With Disabilities ◽  
Classroom Space ◽  
Education Improvement

A respected principal finds himself caught in the middle of a complex legal conundrum when a student requests to bring a service animal to his public school where another student may be dangerously allergic to the animal. This case explores how accommodations per the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, and the Individuals with Disabilities Education Improvement Act (IDEA) intersect in a public school setting where classroom space and personnel resources are limited. Educational leaders will be able to construct effective responses by understanding how the three laws apply to students with disabilities who request that their service animals accompany them to public school and when their requests may come into conflict with the needs of others.

University Students' Knowledge of Civil Bights Laws Pertaining to People with Disabilities

1996 ◽  
Vol 27 (4) ◽  
pp. 25-29 ◽  
Author(s):  
Darin Stageberg ◽  
Jerry Fischer ◽  
Alice Barbut
Keyword(s):  
Civil Rights ◽  
University Students ◽  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
People With Disabilities ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
Workplace Accommodation ◽  
Significant Difference ◽  
The University

The purpose of this study was to gather data about university students' familiarity with the civil rights laws pertaining to people with disabilities: Section 504 of the Rehabilitation Act of 1973 and Americans with Disabilities Act of 1990. A majority of nondisabled students and students with disabilities reported that they had little, very little, or no knowledge at all of civil rights laws pertaining to people with disabilities. In addition, a significant difference was found between the number of university students with disabilities and students without disabilities requesting accommodations from employers. Furthermore, less than 30% of the university students with disabilities in this study requested a workplace accommodation. Given the results of this research, it is recommended that university students with disabilities receive greater exposure to civil rights laws pertaining to people with disabilities.

Are Educational Administrators Prepared to Meet the Needs of Employees with Disabilities?

2002 ◽  
Vol 21 (3) ◽  
pp. 21-28 ◽  
Author(s):  
Kimberly G. Griffith ◽  
Mark J. Cooper
Keyword(s):  
Students With Disabilities ◽  
Educational Administration ◽  
Americans With Disabilities Act ◽  
Role Model ◽  
Personal Characteristics ◽  
Legal Rights ◽  
Individuals With Disabilities ◽  
Persons With Disabilities ◽  
Educational Administrators ◽  
Employees With Disabilities

Although educational administrators have been aware of the needs of students with disabilities since the 1970s, many are still not familiar with the legal rights of school employees with disabilities. Attitudes toward individuals with disabilities as well as knowledge of the Americans with Disabilities Act (ADA) may be factors that influence the recruitment of qualified persons with disabilities into the education profession. The purpose in conducting this study was to determine the extent of the relationship of administrators' attitudes toward disabilities and their knowledge of the Americans with Disabilities Act. Respondents in the study were currently employed as educational administrators and/or educators completing educational administration certification requirements. Results from the study indicated there was a significant relationship between attitudes toward persons with disabilities, experience with individuals with disabilities, personal characteristics and employment characteristics. Both attitudes and knowledge of the ADA were found to be lower for respondents in educational administration positions. Educators who have disabilities are valuable to our schools. Their presence can influence the perceptions and attitudes of coworkers and students as well as provide a role model for students to live their lives fully integrated into our society. A creative look at inclusion of educators with disabilities in our rural schools may be the answer to our search for competent and caring special education teachers.

Students' Familiarity With and Attitudes Toward the Rights of Students Who are Disabled

1994 ◽  
Vol 25 (2) ◽  
pp. 38-40 ◽  
Author(s):  
James A. Pitman ◽  
John R. Slate
Keyword(s):  
College Students ◽  
Analysis Of Variance ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
Academic Status ◽  
Disabled Students ◽  
Individuals With Disabilities ◽  
Rehabilitation Act ◽  
Student's Attitudes

Investigated undergraduate and graduate college students' familiarity with Section 504 of the Rehabilitation Act of 1973 and student's attitudes concerning disabled students and their rights. Analysis of variance procedures indicated that students lacked knowledge regarding rights of disabled students. Differences existed by sex and academic status in knowledge of Section 504 and attitudes towards individuals with disabilities. Implications are discussed.

Workplace and Disabilities: Opinions on Work, Interpersonal, and Intrapersonal Factors

1998 ◽  
Vol 29 (3) ◽  
pp. 31-37 ◽  
Author(s):  
Felix O. Chima
Keyword(s):  
College Students ◽  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
Rehabilitation Counseling ◽  
Work Demands ◽  
Individuals With Disabilities ◽  
Informal Network ◽  
Intrapersonal Factors ◽  
Interpersonal Factors ◽  
College Students With Disabilities

Designed to provide for the elimination of discrimination against individuals with disabilities, the Americans with Disabilities Act (ADA) more significantly provided for the removal of barriers to their employment. This study ascertained opinions of college students with disabilities regarding work, interpersonal, and intrapersonal factors as concerns to their workplace opportunities and participations. The study found that they have less opportunities than others without disabilities, supervisors are less understanding than co-workers, and they are not fully optimistic about ADA's role in eliminating discrimination. Disrespectful treatment and exclusion from informal network were concerns found among interpersonal factors. Self-doubt, worries about health, and managing time and work demands were found as intrapersonal factors. Implications for rehabilitation counseling are discussed.

scholarly journals "Just How Much Diversity Will the Law Permit?": The Americans with Disabilities Act, Diversity and Disability in Higher Education

2015 ◽  
Vol 35 (3) ◽  
Author(s):  
Lauren Shallish
Keyword(s):  
Higher Education ◽  
Civil Rights ◽  
Title Ix ◽  
Americans With Disabilities Act ◽  
Educational Inequality ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
Legal Compliance ◽  
Marginalized Groups ◽  
Disability Law

<p><span>Civil rights laws including the Civil Rights Act of 1964, Title IX of 1972, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 worked to protect classes and individuals for whom discrimination had been documented. In an effort to further remedy educational inequality, colleges and universities increasingly used identity categories to enable access and participation in postsecondary life. In addition to anti-discrimination statutes, attention to marginalized groups evolved to include larger networks of academic and co-curricular support such as formations of identity centers, cultural events, fields of study and scholarships yet disability is largely absent from this work as much of higher education maintains a singular focus on legal compliance. This study investigates how disability law is conceived and enacted on five divergent campuses and how participants understood both the function of disability law and other cultural, social and political aspects of disability-related identities.</span></p>

Section 504 Policies and Procedures

1994 ◽  
Vol 15 (5) ◽  
pp. 311-318 ◽  
Author(s):  
ANTONIS KATSIYANNIS ◽  
GREG CONDERMAN
Keyword(s):  
Students With Disabilities ◽  
District Of Columbia ◽  
Legal Framework ◽  
State Policies ◽  
Section 504 ◽  
Special Education Directors ◽  
Rehabilitation Act Of 1973 ◽  
Review Of The Literature ◽  
Policies And Procedures ◽  
Education Directors

THIS STUDY FOCUSES ON THE COMPLEXITIES OF PROVIDING SERVICES TO STUDENTS WITH DISABILITIES WITHIN THE LEGAL FRAMEWORK OF SECTION 504 OF THE REHABILITATION ACT OF 1973. A BRIEF SURVEY INSTRUMENT, SENT TO ALL STATE SPECIAL EDUCATION DIRECTORS, WAS USED TO DETERMINE STATE PRACTICES ADDRESSING THE EDUCATIONAL NEEDS OF STUDENTS WITH DISABILITIES UNDER SECTION 504. ALL 50 STATES AND THE DISTRICT OF COLUMBIA PARTICIPATED IN THE STUDY. EXISTING STATE POLICIES/GUIDELINES WERE ALSO EXAMINED IN LIGHT OF SEVEN COMPONENTS OUTLINED IN SUBPART D OF SECTION 504. BASED ON THE DATA COLLECTED, AS WELL AS THE REVIEW OF THE LITERATURE, SUGGESTIONS ARE PROVIDED FOR DEVELOPING SECTION 504 POLICIES AND PROCEDURES.

Implications of U.S. Federal Law and Court Cases for Physical Education Placement of Students with Disabilities

1996 ◽  
Vol 13 (2) ◽  
pp. 127-152 ◽  
Author(s):  
Martin E. Block
Keyword(s):  
Physical Education ◽  
Education Reform ◽  
Students With Disabilities ◽  
Section 504 ◽  
Board Of Education ◽  
Rehabilitation Act Of 1973 ◽  
Court Cases ◽  
Federal Laws ◽  
Rehabilitation Act ◽  
Education Act

Inclusion, the philosophy of placing all children with disabilities in regular education settings, is easily the most discussed and controversial education reform issue since the 1975 passage of PL 94-142, Education of Handicapped Children Act (EHA). However, inclusion is never mentioned in the original EHA or the updated PL 101-476, Individuals with Disabilities Education Act (IDEA) (e.g., Sherrill, 1994; Stein, 1994). What is discussed in IDEA as well as Section 504 of the Rehabilitation Act of 1973 is the “continuum of least restrictive environments” (LRE). The purpose of this paper is to (a) review United States federal laws regarding inclusion and LRE, most notably IDEA and Section 504 of the Rehabilitation Act of 1973; (b) review recent U.S. court cases regarding inclusion and LRE including three landmark cases: Roncker v. Walter (Ohio) (1983), Daniel R.R. v. State Board of Education (Texas) (1989), and Sacramento Unified School District, Board of Education v. Rachel H. (California) (1994); and (c) apply these federal laws and court decisions to physical education placement.

Under the Law: Disciplinary policies for students with special needs

2020 ◽  
Vol 101 (8) ◽  
pp. 64-66
Author(s):  
Julie Underwood
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Section 504 ◽  
Students With Special Needs ◽  
Individuals With Disabilities ◽  
Special Education Placement ◽  
Disabilities Education Act ◽  
The Law ◽  
Education Act

Schools must have rules and procedures in place for disciplining all students, but for students with special needs, there are special considerations. Students with disabilities receive special protections under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. When determining whether and how to discipline students, schools must consider whether the behavior is caused by the disability. If students are eligible for services under IDEA, schools must also consider whether the consequences, such as suspension, could constitute a change in the student’s special education placement. In this Under the Law column, Julie Underwood describes the current laws related to disciplining students with disabilities and shares some example cases.

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