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 46
... telling me their names , she was presenting these hearing girls who were her classmates to me formally , one by one . Nancy appeared with a piece of writing Amy had done . " She thinks she wants to be a writer , " Nancy said , looking ...
... tell into an exaggerated movement of the lips , an action I have since learned makes lipreading even more difficult . I even found my- self talking louder and , realizing that , felt at once ridiculous and glad that Clifford and Nancy ...
... telling the electrician . They read lips very well . The electrician would enter what might seem to him to be the ... tell the story later , omit- ting the part about his fears . He would talk about it as though it were a visit to a ...
... telling time , which was approximately twenty minutes a day for three days a week . This is accountable since Amy was not used to or aware of this sudden , added attraction in her classroom .... Her under- standing of the English ...
... telling the Rowleys ' attorney that the board of education had approved the committee's recommendations and that the district would appoint Dr. Frank Eckelt to conduct the impartial hearing . New York State law at that time called tor ...
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 |