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. |
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... talk with her mother about that . Taking a different tack , I asked about her best friends in Mountain Lakes . Her face brightened and she began to toll off the names of her schoolgirl friends . Her eyes glistened with delight . She was ...
... talk about how I planned to write the book . I realized that this was the moment of truth for my fears of ... talking louder and , realizing that , felt at once ridiculous and glad that Clifford and Nancy couldn't know . I repeated ...
... talk about it as though it were a visit to a foreign country , not so difficult a passage as he had feared , but one he had no intention of ever making again . At La Guardia Airport and on the flight back home to Raleigh - Durham , I ...
... talk . A certified teacher of the deaf , Nancy had kept up with advances in deaf education and had worked extensively with deaf children . The literature she had left Zavarella dealt with the concept of " mainstreaming " by which ...
... talk . Thus the deaf individual misses out com- pletely " ( p . 6 ) . Mainstreaming could succeed , the authors observed , when an " interpreter- tutor " was present in the classroom to interpret into sign language what the regular ...
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 |