The Case About AmyTemple University Press, 2010 M06 30 - 344 páginas The Rowley family's struggle began when Amy entered kindergarten and culminated five years later in a pivotal decision by the U.S. Supreme Court. In effect, the Court majority concluded that the Individuals with Disabilities Education Act did not mandate equal opportunity for children with disabilities in classes with typical children; a disappointing decision for disability advocates. The Supreme Court decided that schools were required only to provide enough help for children with disabilities to pass from grade to grade. The Court reversed the lower courts' rulings, which had granted Amy an interpreter, setting a precedent that could affect the quality of education for all individuals with disabilities. From the time Amy entered kindergarten in Peekskill, New York, her parents battled with school officials to get a sign language interpreter in the classroom. Nancy and Clifford Rowley, also deaf, struggled with officials for their own right to a communications process in which they could fully participate. Stuck in limbo was a bright, inquisitive child, forced to rely on partial lipreading of rapid classroom instruction and interaction, and sound amplifiers that were often broken and always cumbersome. R.C. Smith chronicles the Rowley family's dealings with school boards, lawyers, teachers, expert consultants, advocates, and supporters, and their staunch determination to get through the exhaustive process of presenting the case time after time to school adjudicative bodies and finally the federal courts. The author also documents his own "coming to awareness" about how the "able" see the "disabled." In the series Health, Society, and Policy, edited by Sheryl Ruzek and Irving Kenneth Zola. |
Dentro del libro
Resultados 1-5 de 56
... experience once she learned that she would not have an interpreter with her . No interpreter out here , no interpreter now in class . And for all of her parents ' long fight in court , Amy realized that she had never known how important ...
... experience what the other children would at Ashokan without interpretive help . Not only would they pay for Amy's interpreter ; they would do anything else the district might require to assure the courts that the district had acted with ...
... experience qualifying me to un- dertake this work . Since 1968 , when I left the newspaper business , I had been employed by a nonprofit organization in Chapel Hill , N.C. , known as MDC ( originally the North Carolina Manpower ...
... experience as a teacher of deaf children . More- over , the interpreter - tutor approach seemed to her perfect for Amy , who had been brought up with total communication — sign language as well as lipreading and amplification of her ...
... experience with discrimi- nation , from a woman staff member at the local community college who walked ahead of her ( making lipreading impossible ) and finally told her that she had no interest in opening channels of communication with ...
Contenido
1 | |
11 | |
40 | |
4 Vindication by Trial | 63 |
5 A Case about Amy | 92 |
6 A Voice in the Classroom | 114 |
7 Full Potential in the Court | 126 |
8 Maybe It Wouldnt Happen Today | 168 |
11 Amy in Oz | 220 |
12 Equal Opportunity Writ Large | 229 |
13 Is It Really Money? | 240 |
14 Amy Remembering | 260 |
15 Not Quite Human | 269 |
16 Struggling and Succeeding | 282 |
17 If Heaven Isnt Accessible God Is in Trouble | 292 |
18 To Be Who We Are | 302 |