scholarly journals HISTORICAL OVERVIEW OF U.S. INCLUSIVE EDUCATION FEDERAL LEGISLATION

2021 ◽  
pp. 39-43
Author(s):  
Tamara Bondar
Keyword(s):  
No Child Left Behind ◽  
Inclusive Education ◽  
The United States ◽  
Federal Legislation ◽  
Second Phase ◽  
Court Decisions ◽  
Equal Rights ◽  
Education Development ◽  
The Usa ◽  
The U.S

 The relevance of the research problem tackling the inclusive education evolution in the United States is explained by the fact that it the USA has been a leader in developing a rights-based model of inclusive education. The research is conditioned by the current stage of national education that undergoes modernization, the steady course of Ukraine to create an inclusive school, and government’s request to implement its initiatives. The purpose of this article is to present a reconsidered historical analysis of the inclusive education in the USA that represents an expansion of earlier research conducted by the author. Methods applied include historical and comparative research. The author’s periodization that describes the phases in the inclusive education development in the USA is presented. This is based on the chronologically arranged U.S. federal legislation related to ensuring equal rights and opportunities. It is stated that some court decisions and federal legislation that incorporated court decisions clearly marked the phases in inclusive education development. These legislative milestones beginning each phase include the U.S. Supreme Court decision Brown v. Board of Education of Topeka (1954), the Education for All Handicapped Children Act (1975), the Education of the Handicapped Students Act Amendments (1986), No Child Left Behind Act (2001), and Every Student Succeeds Act (2015). Consequently, there are five phases in the inclusive education development and each phase reflects the general trend in the U.S. inclusive education. The initial phase is referred to as the active social movement for the right to education (1954–1974). In the second phase, children with disabilities were integrated into regular schools through mainstreaming (1975–1985). Then comes the so-called Regular Education Initiative phase or full inclusion (1986–2000), followed by the accountable inclusive education phase (2001–2014). Finally, the phase of the high-quality inclusive education started in 2015 and continues today.

Equality Challenged: Equal Rights and Sexual Difference

1994 ◽  
Vol 6 (1) ◽  
pp. 40-72 ◽  
Author(s):  
Jane Sherron de Hart
Keyword(s):  
United States ◽  
Sexual Difference ◽  
The United States ◽  
Democratic Society ◽  
Constitutional Amendment ◽  
Federal Legislation ◽  
Equal Rights Amendment ◽  
Equal Rights ◽  
Republican Government ◽  
The Law

“ERA Won't Go Away!” The words were chanted at rallies and unfurled on banners at countless marches as the deadline—June 30, 1982—approached for ratification of the Equal Rights Amendment. To include in the Constitution the principle of equality of rights for women, supporters insisted, was an essential of republican government in a democratic society. Congress had shared that perception in 1972, passing a series of measures aimed at strengthening and expanding federal legislation banning discrimination on the basis of sex. Included was a constitutional amendment simply stating that “Equality of rights under the law shall not be denied or abridged by the United States or any state on account of sex.” Thirty-five of the thirty-eight states necessary for a three-fourths majority needed to amend the Constitution had given their approval.

scholarly journals Current Nuclear Strategies and Arsenals of the United States of America and the Russian Federation

2021 ◽  
Vol 30 (4) ◽  
pp. 23-44
Author(s):  
Adam Potočňák
Keyword(s):  
Cold War ◽  
United States Of America ◽  
The United States ◽  
The Other ◽  
Nuclear Forces ◽  
Nuclear Strategy ◽  
The Usa ◽  
The Russian Federation ◽  
The Cold War ◽  
The U.S

The article holistically analyses current strategies for the use and development of nuclear forces of the USA and Russia and analytically reflects their mutual doctrinal interactions. It deals with the conditions under which the U.S. and Russia may opt for using their nuclear weapons and reflects also related issues of modernization and development of their actual nuclear forces. The author argues that both superpowers did not manage to abandon the Cold War logic or avoid erroneous, distorted or exaggerated assumptions about the intentions of the other side. The text concludes with a summary of possible changes and adaptations of the American nuclear strategy under the Biden administration as part of the assumed strategy update expected for 2022.

scholarly journals Ewolucja instytucji sędziów pokoju w Stanach Zjednoczonych

2019 ◽  
Vol 28 (1) ◽  
pp. 39
Author(s):  
Ewa Gmurzyńska
Keyword(s):  
United States ◽  
The United States ◽  
General Tendency ◽  
Court Decisions ◽  
American Democracy ◽  
Modern Times ◽  
Justices Of The Peace ◽  
Pros And Cons ◽  
The U.S

<p class="Normalny1">This article presents a history and development of the institution of justices of the peace in the United States from the beginning of formation of American democracy until modern times. It presents jurisdiction, the scope of the activities and the role of justices of the peace in several states through different periods of times. It includes a thorough discussion concerning pros and cons of justices of the peace in the U.S. legal system and general tendency of declining the institution of justices of the peace in modern times. The article includes also a discussion of the major court decisions concerning justices of the peace.</p>

The Equal Rights Amendment

2019 ◽  
Author(s):  
Robyn Muncy
Keyword(s):  
Women Activists ◽  
The United States ◽  
Equal Rights Amendment ◽  
Court Decisions ◽  
Equal Rights ◽  
Substantive Equality ◽  
Labor Legislation ◽  
The Us ◽  
Us Constitution ◽  
Wage Earning

The Equal Rights Amendment (ERA), designed to enshrine in the Constitution of the United States a guarantee of equal rights to women and men, has had a long and volatile history. When first introduced in Congress in 1923, three years after ratification of the woman suffrage amendment to the US Constitution, the ERA faced fierce opposition from the majority of former suffragists. These progressive women activists opposed the ERA because it threatened hard-won protective labor legislation for wage-earning women. A half century later, however, the amendment enjoyed such broad support that it was passed by the requisite two-thirds of Congress and, in 1972, sent to the states for ratification. Unexpectedly, virulent opposition emerged during the ratification process, not among progressive women this time but among conservatives, whose savvy organizing prevented ratification by a 1982 deadline. Many scholars contend that despite the failure of ratification, equal rights thinking so triumphed in the courts and legislatures by the 1990s that a “de facto ERA” was in place. Some feminists, distrustful of reversible court decisions and repealable legislation, continued to agitate for the ERA; others voiced doubt that ERA would achieve substantive equality for women. Because support for an ERA noticeably revived in the 2010s, this history remains very much in progress.

scholarly journals HISTORY OF INCLUSIVE EDUCATIONAL PRACTICES IN THE USA

2021 ◽  
pp. 157-163
Author(s):  
Svitlana Shumaieva ◽  
Svitlana Kovalenko
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Education System ◽  
Children With Disabilities ◽  
The United States ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The Usa ◽  
Specific Concept ◽  
Definition Of

The article analyzes the historical stages of inclusive education in the United States: the first – 1960 – the stage of segregation and marginalization of people with special educational needs, the second (from 1968 to 1975) – the stage of normalization, the idea of involving disabled students in the educational environment, the third stage – educational mainstreaming (1975–1983), the fourth stage – (1983–2004) – inclusive education characterized by joint training of people with special needs with peers using typical development, the fifth –mixed educational system – a comprehensive inclusive education system starting in 2004 and until now in the United States.It was determined that the definition of “special educational needs” (learning disability), means developmental delay, disorder of one or more processes related to speaking, reading, pronunciation, writing or arithmetic abilities as a result of possible cerebral dysfunction, but not in the result of mental disorders, loss of sensitivity, cultural, educational or upbringing factors. It has been found that disorder or disability is not one specific concept, but often a mixture of disorders grouped under one broad term, and inclusive education is seen as “the process of addressing and responding to the diverse needs of students by ensuring their participation in learning, cultural activities and community life and reducing exclusion in education and the learning process”. Now intellectual level is determined by using standard intelligence tests, mostly Stanford-Binet, that allows to use individualized curricula as a basis for teaching children with disabilities in inclusive settings. But it is still clear that even in such circumstances, the problems of inclusive education remain to be complex and ambiguous. Keywords: special educational needs, children with disabilities, inclusive environment, inclusion, child with special educational needs, inclusive education, state acts, US general education system.

scholarly journals Interconnection of polycultural and inclusive education on the example of the USA

2021 ◽  
Vol 13 (3) ◽  
Author(s):  
I.S. Bessarabova ◽  
◽  
E.S. Kurysheva ◽  
Keyword(s):  
United States ◽  
Comparative Analysis ◽  
Multicultural Education ◽  
Inclusive Education ◽  
The United States ◽  
Individual Characteristics ◽  
Educational Process ◽  
Modern World ◽  
Equal Rights ◽  
The Relationship

The relevance of the research is due to the multicultural nature of the modern world, where all members of any society must have equal rights for high quality educational services, despite individual characteristics that may manifest themselves in race and gender, social status, and alternative development. Multicultural education, being a priority in the US educational policy, has stimulated the development of inclusive education in the country, thereby providing access to education for all citizens with disabilities. Thus, a comprehensive school acquired the status of the main institution for the socialization of students, regardless of their educational capabilities and needs. Consequently, the problem of the research is to identify the relationship between multicultural and inclusive education in the United States. The purpose of the research was to characterize the common features of multicultural and inclusive education on the example of the United States. In the course of the research, the following methods were used: analysis of domestic and foreign literature on the research problem, as well as methods of comparative analysis, generalization and systematization. The research results are the main features of multicultural and inclusive education in the United States have been analyzed, the main goals of multicultural and inclusive education in the United States have been correlated; the principles of multicultural education, which form the basis of inclusive education in the United States have been considered; the relationship of inclusive and multicultural education on the example of the United States has been substantiated. Key conclusions: the presented principles of multicultural education (the principle of variability, differentiation, exclusion of any kind of discrimination, humanistic orientation of the educational process) forms the basis for the organization of inclusive education in the United States. A comparative analysis of the goals of multicultural and inclusive education in the United States has shown their general focus on providing affordable and quality education to all members of society, regardless of identity.

scholarly journals РОЗВИТОК ІНКЛЮЗИВНОЇ ОСВІТИ У СПОЛУЧЕНИХ ШТАТАХ АМЕРИКИ ТА КРАЇНАХ ЄВРОПИ

2019 ◽  
Vol 82 (1) ◽  
pp. 128-142
Author(s):  
BALUEVA O., BUNINA O.,
Keyword(s):  
Inclusive Education ◽  
Education Development ◽  
The Usa

У статті висвітлено проблеми на шляху розвитку інклюзивноїосвіти у США та країнах Європи. Здійснено огляд праць сучаснихнауковців, присвячених проблемам розвитку інклюзивної освіти.Розглядається законодавча база щодо інклюзивного напряму освіти.Проведено аналіз діяльності шкіл у США та країнах Європи, в якихздійснюється спільне навчання дітей з особливими освітніми потребамита їх однолітків. The problems of inclusive education development in the USA andEuropean countries are shown in the article. The survey of the researches ofmodern scientists’ on the problem of inclusive education development isconducted. The legislative basis for this direction of education is overviewed inthe paper. The work of school where children with special educational needslearn together with their peers is analyzed.

I Am Curious (Yellow) as Sex Education in the USA

2019 ◽  
pp. 319-326
Author(s):  
Saniya Lee Ghanoui
Keyword(s):  
United States ◽  
Sex Education ◽  
The United States ◽  
International Scale ◽  
Box Office ◽  
The Usa ◽  
The U.S

This chapter explores I Am Curious (Yellow) and the public’s response during its first box office run in the United States. It argues that the film functioned as a non-normative form of sex education, and that the U.S. government wanted to censor it swiftly not because it was pornographic, but precisely because it was deemed not to be. In other words, the film presented itself as a creative pseudo-documentary endeavor while the U.S. interpreted it as obscene and tasteless; the film pushed the definitions of what is and is not documentary and informational film. I place I Am Curious (Yellow) in the historical canon of internationally (in)famous Swedish sex education films, the most notable example being Language of Love (Ur kärlekens språk). I Am Curious (Yellow) was the first of several films that further blurred the line between sex education and pornography on an international scale.

The Equal Rights Amendment Reconsidered: Politics, Policy, and Social Mobilization in a Democracy

2008 ◽  
Vol 20 (1) ◽  
pp. 157-176 ◽  
Author(s):  
Donald T. Critchlow ◽  
Cynthia L. Stachecki
Keyword(s):  
United States ◽  
The United States ◽  
Social Mobilization ◽  
Equal Rights Amendment ◽  
Equal Rights ◽  
The Law ◽  
The U.S

In the early 1970s, fifty years after its first appearance in the U.S. Congress, the Equal Rights Amendment came the closest it ever would to ratification. The ERA declared: “Equality of rights under the law shall not be denied or abridged by the United States or by any State on account of sex.” After sailing through Congress in 1972 with bipartisan support, the amendment went to the states for ratification. The response was positive and immediate: Hawaii approved the ERA the same day, twenty-one other states approved it before the end of the year, and eight more states the following year. Yet, by 1982 the amendment lay dead, having fallen three states short of the thirty-eight states needed for ratification.

scholarly journals The Impact of Physical Activity on Disability Incidence among Older Adults in Mexico and the United States

2011 ◽  
Vol 2011 ◽  
pp. 1-10 ◽  
Author(s):  
Kerstin Gerst ◽  
Alejandra Michaels-Obregon ◽  
Rebeca Wong
Keyword(s):  
Physical Activity ◽  
Older Adults ◽  
Developed Countries ◽  
The United States ◽  
Healthy Habits ◽  
Aging Study ◽  
The Usa ◽  
The Impact ◽  
Positive Effect ◽  
The U.S

Evidence suggests that transitions among older adults towards healthy habits, such as physical activity, appear underway in developed countries such as the USA but not in developing countries such as Mexico. However, little is known about the potential benefit of physical activity in preventing disability among elders in countries at different stages of epidemiological transition. We explore the impact of physical activity on the disablement process among elders in Mexico compared to the USA. Data are from two waves of the Mexican Health and Aging Study and the Health and Retirement Study. We examine the impact of exercise on the transition from no disability to ADL limitations two years later. Findings indicate that exercise is more common in the U.S. than in Mexico. There is a positive effect of exercise on negative outcomes in both countries. However, the protective effect of exercise is stronger in the U.S. than in Mexico.

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