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 90
Robert C. Smith. warding read : Smith has the writing ability to teach us public policy through one child's story — and to make that story interesting . I first learned of A Case about Amy when Nancy and Clifford Rowley called me to ...
... teacher and then only if no other student asked a question . She had decided to make Ashokan a visual , private experience once she learned that she would not have an interpreter with her . No interpreter out here , no interpreter now ...
... teacher of the deaf , the woman who spent an hour every day with her out of class , could not go along . That meant that nobody could sign with Amy , nobody could communicate quickly information Amy might vitally need , with a high ...
... teacher says when the teacher's lips can be seen .... When student discussion takes place , the situation is even more impossi- ble . By the time the deaf youngster locates the student who is speaking , someone else has started to talk ...
... teacher and principal . The request was granted , and Cliff and Nancy wrote a thank - you note afterward . " The ... teach a deaf child . On the other hand , as time went by , he could feel the resistance in the administration above him ...
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 |