Tuesday, July 13, 2010



News
On September 25, 2008, the President signed the Americans with Disabilities Act Amendments Act of 2008 (ADAAA) . The Act, effective January 1, 2009, emphasizes that the definition of disability should be construed in favor of broad coverage of individuals to the maximum extent permitted by the terms of the ADA.

ADA Changes Apply to Section 504. Section 504 was amended so that it now incorporates the ADA by reference and applies to public school students under Section 504. Read more.
On March 31, 2008, in Draper, a District Court issued a decision denying the motion by the Atlanta Public School District (“APS”) to dismiss Jarron Draper’s civil rights claims for monetary damages after APS discriminated against him, harassed him, and retaliated against him and his family over a period of many years. Read story. Download decision. See this other ruling in Draper, click here.

Section 504 is a civil rights law that prohibits discrimination against individuals with disabilities. Section 504 ensures that the child with a disability has equal
access to an education. The child may receive accommodations and modifications. People barring entrance

Unlike the
Individuals with Disabilities Education Act (IDEA), Section 504 does not require the school to provide an individualized educational program (IEP) that is designed to meet the child's unique needs and provides the child with educational benefit. Under Section 504, fewer procedural safeguards are available to children with disabilities and their parents than under IDEA.
Office of Civil Rights sends Resolution/Closure Letter in 'life threatening" Peanut Allergy case. Gloucester County, VA argued to the Office of Civil Rights (OCR) that a child with a life-threatening peanut allergy was not a child with a disability and therefore not entitled to either an IEP or a 504 plan. With complaints, OCR normally looks at the "process requirements of Section 504" and not the substance of "individual placement and other educational decisions made by a school division." However, in "extraordinary circumstances" OCR will review placement and "other educational decisions."

OCR explained that when "a school division's decision that a student is ineligible for Section 504 services could result in death or serious illness, there is a basis for . . . 'extraordinary circumstances' . . ." Based upon OCR's findings, the school district voluntarily agreed to re-evaluate the child's eligibility for a Section 504 plan."

Note: this is a large file and we suggest you "right click" save it to your hard drive before opening.
Click here to download and read.
AdvocacyTo be an effective advocate for a child with a disability, you need to know your rights and responsibilities under the IDEA and Section 504. You also need to learn advocacy skills.
Download Free Flyer! Help for College Students with Disabilities Flyer. College-bound students need to learn self-advocacy skills - how to present information about their disability and accommodations so professors want to help. If students master these skills, they are more likely to make a successful transition from high school to college.

Qs & As

There is nothing in the law that says a child with a disability should have an IEP for some needs and a 504 plan for others. It’s confusing, it’s more work, and it’s unnecessary.

Section 504 of the Rehabilitation Act is a federal civil rights law that prohibits discrimination against individuals with disabilities. Compliance is not optional.
When schools punish sick children who miss school. Public schools are required by law to accommodate the health needs of these students. The plan to accommodate health needs may be called a health plan or a 504 plan.

"Although my daughter wants to play basketball in high school, she will only be eligible in 9th and 10th grades. She is being penalized because of her disability and I don’t think it’s fair. Is this legal?"
No, it’s not fair and some courts have found that this is discrimination.

Child with ADD Kicked Out of After-School Program. Parent attorney Bob Crabtree answers questions and describes responsibilities of private programs to provide services to children with disabilities; suggests strategies parents may use to resolve problems with day care and after-school program providers.
Discrimination: Sending Special Ed Kids Home Early. Surprisingly, we continue to receive questions about school districts that have one set of rules for "special ed kids" and a different set of rules for everyone else. This article answers the questions, then describes a successful OCR complaint brought by a group of parents in Virginia.
Child with 504 Plan Failing, School Won't Evaluate. Child has a 504 Plan; grades dropping; school will not evaluate for IEP because child does not have failing grades on report card. Parent needs a game plan.

Some students with disabilities need accommodations or modifications to their educational program. Even with consistent teaching of strategies, his areas of weakness will probably never be strengths. It’s time for the school to identify and focus on his strengths, and help him find ways to compensate with the problem areas.

The parent is distressed when his child was suddenly dismissed as manager of a sports team. Sue Heath offers a plan to deal with the crisis and answers his questions about how to get an appropriate 504 Plan and ensure that the school implements the plan.
Child Has Health Problems, School Reports Him Truant Sue Heath explains, "You need to take steps to document that your child's absences were due to illness. You also need to prevent this from happening again. Here is your plan . . .". This article includes links to sample Section 504 plans and health plans.
Self-Advocacy: Know Yourself, Know What You Need, Know How to Get It by Nancy Johnson. "Self-advocacy is the ability to understand and effectively communicate one's needs to other individuals. Learning to become an effective self-advocate is all about educating the people around you. There are three steps to becoming an effective self-advocate . . ."
Who is Eligible for Protections Under Section 504 - But Not Under IDEA? Who is protected under Section 504? A student with AIDS? A student with ADD? A student with asthma?
Help! My Son with LD Graduates: Who Will Write His 504 When He Loses His IEP? Post-secondary schools have no obligation to create a document like the IEP and there is no protection under IDEA. But post-secondary schools are subject to Section 504 and Title II of the Americans with Disabilities Act. You need to make sure you both know what to expect.
Word Banks and Calculators: Pete Answers Questions About Accommodations and Modifications. Do teachers have to provide the accommodations and modifications listed in the IEP? Pete answers questions, offers thoughts about teaching skills v. providing accommodations and modifications, Diana Hanbury King and Helen Keller, and his "Big Gripe" about special education. Accommodations and Modifications for College Students. Do colleges have to provide accommodations for disabled students? Dr. Mike Brown offers advice about dealing with colleges.
Legal Articles

Law-Damages? Deliberate Indifference? Lawsuit Against Hawaii DOE Goes to the Jury. After a 4 1/2-week jury trial, the first damages case against the Hawaii DOE went to the jury 24 hours ago. Three more cases alleging deliberate indifference on the part of the DOE are poised to go forward.
ADA & Day Care Centers: Burriola v. Greater Toledo YMCA. Many parents find day care centers unwilling to accept their children with disabilities. The doors to day care centers opened wider for children when a federal judge issued an injunction on behalf of Jordan Burriola, ordering the center to reinstate him and train their staff. This article includes links to pleadings and an article by Tom Zraik, Jordan's attorney.

Advocating for the Child with Diabetes - This article by Dr. William L. Clarke provides specific examples of how parents and others encountered barriers and resolved conflict with schools; includes suggestions for participation in the advocacy process.
Doing the Right Thing: Court Vindicates School Nurse in Retaliation Case - Linda McGreevy is a licensed professional nurse, a pediatric nurse practitioner, and a certified school nurse. During the first five years when she worked as a school nurse in the Bermudian Springs Elementary School, she received excellent performance evaluations. Suddenly, her evaluations dropped to unsatisfactory levels. What caused her fall from grace? Education Discrimination Information - excellent resources from the American Diabetes Association.

Employment Law Protections for Parents of Disabled and Ill Children. Attorney Loring Spolter describes The Family and Medical Leave Act (FMLA) that provides important job protections to parents who take time off from work to be with children receiving medical and psychiatric care or are recuperating from serious health concerns.
Model Policy Prohibiting Harassment, Intimidation and Bullying on School Property, at school Sponsored Functions, and on School Busses from Sussman and Greewald, a New Jersey law firm that represents children with disabilities and their parents.
Section 504, the ADA, and Education Reform. Describes key concepts under Section 504 and ADA: comparable benefits and services, criteria and methods of administration, reasonable accommodations; and maximum feasible integration. Describes use of standards as a strategy for education reform.
Wrightslaw Discussion of Section 504, the ADA, and the IDEA. Many parents and educators are confused about rights and benefits under Section 504 and the IDEA. This article describes the purposes of these laws and differences in legal rights in several important areas: eligibility, procedural safeguards, impartial hearings, access v. educational benefit, and discipline.
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Section 504 Plans, Accommodations & Modifications
Sample Section 504 and Medical Management Plans - The American Diabetes Association offers excellent model 504 Plans and health plans. These forms can be modified to cover other medical problems. Tip: Consult with your child's pediatrician to make sure the plan is complete and covers all your child's health needs.
Qs & As about IDEA, Students with Disabilities and State and District Assessments. "Family friendly" version of OSEP Memorandum about assessments; 26 questions and answers about parental permission, role of IEP team, accommodations and modifications; alternate assessments, out-of-level testing, accountability, and more.
Accommodations & Modifications. Some students with disabilities need accommodations or modifications to their educational program. This short article defines these terms and provides helpful suggestions for changes in textbooks and curriculum, the classroom environment, instruction and assignments, and behavior expectations. (4 pages, pdf)
Caselaw
Burriola v. Greater Toledo YMCA. Jordan Burriola, a young child with autism, was abruptly terminated from his day care center. In Jordan Burriola v. Greater Toledo YMCA,the Court issued an injunction against the YMCA. The YMCA was ordered to reinstate Jordan and train staff to work with him. Order in pdf
Jarron Draper v. Atlanta Public School District (N.D. GA 2008) Court denies motion by Atlanta Public Schools (“APS”) to dismiss Jarron’s civil rights claims for damages after APS discriminated against him, harassed him, and retaliated against him and his family over many years; monetary damages requested under Section 504. (PDF)

J. S. v. Isle of Wight VA Sch. Bd, U. S. Court of Appeals for the Fourth Circuit. Money damages are not available because Congress intends disabled children to pursue claims to FAPE through remedial mechanisms in the IDEA statute; extensive discussion of statute of limitations and federal "borrowing" doctrine. (2005)


Linda McGreevy v. Stroup, Tsosie, Soltis, Bermudian Springs Sch. District - U. S. Court of Appeals for the Third Circuit held that school administrators may be officially and individually liable for retaliating against a school nurse who advocated for children with disabilities. (2005)
Polera v. Bd Ed. Newburgh City Sch. Dist, U. S. Court of Appeals for the Second Circuit. In damages case under Section 504 and ADA, disabled child must first exhaust administrative remedies under IDEA (2002).
Judith Scruggs, Administratix of Estate of Daniel Scruggs v. Meriden Bd of Ed., E. Ruocco, M. B. Iacobelli, and Donna Mule (U. S. D. Conn. 2005) Suit for actual and punitive damages against school board, superintendent, vice principal and guidance counselor under IDEA, ADA, 504, 42 USC 1983, 1985 and 1986. Child bullied, harrassed in school for years while school personnel looked on, did nothing. Child committed suicide. Includes a discussion of why parent did not have to exhaust admininistrative remedies under IDEA.
W.B. v. Matula, U. S. Court of Appeals for the Third Circuit. Availability of damages under Section 504, IDEA, and Section 1983 when district refused to evaluate, classify and provide appropriate services to disabled child; exhaustion, qualified immunity, due process (1995).

Yankton v. Schramm. In a case involving a high school student with cerebral palsy, the U. S. Court of Appeals for the Eighth Circuit discusses eligibility for special education and related services under IDEA, Section 504, and transition plans.
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Free Pubs
Legal Rights of Children with Epilepsy in School & Child Care: An Advocate's Manual (PDF) Advocate's Manual published by The Epilepsy Foundation that provides detailed practical guidance to help parents and non-attorney advocates understand the rights of children in the special education process.This new manual is not limited to children with epilepsy, it's reach is far broader. It provides excellent information about how to effectively advocate to secure the rights of all children with disabilities.
Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities (U. S. Department of Education). Five-page booklet answers questions about admissions, accommodations & academic adjustments, documentation, evaluations, and discrimination under Section 504 of the Rehabilitation Act

The Accommodations Manual presents a five-step process for individualized educational program teams, 504 plan committees, general and special education teachers, administrators, and district-level assessment staff to use in the selection, administration, and evaluation of the effectiveness of the use of instructional and assessment accommodations by students with disabilities. The guidance in the manual pertains to students with disabilities who participate in large-scale assessments and the instruction they receive. Word Format
All Kids Count: Child Care Centers & the ADA. (The Arc) Describes obligations of child care providers under the ADA.
Becoming a Diabetes Advocate in the School - Learn how to advocate for students with diabetes using a four-pronged approach - educate, negotitate, litigate, and legislate. Published by the American Diabetes Association (8 pages, PDF)
Commonly Asked Questions About Child Care Centers and the Americans with Disabilities Act. (U. S. Department of Justice) 13-page publication explains how ADA requirements apply to Child Care Centers; describes ongoing enforcement efforts in child care by Department of Justice; provides resource list of information about the ADA.

Protecting Students from Harassment and Hate Crimes: A Guide for Schools (U. S. Department of Education Office for Civil Rights and National Association of Attorneys General). Many children experience sexual, racial and ethnic harassment at school. This Guide provides guidance about protecting students from harassment and violence based on race, color, national origin, sex, and disability. Download
Rehabilitating Section 504 (National Council on Disability) One of a series of analyses by the National Council on Disability (NCD) about federal enforcement of civil rights laws.Rehabilitating Section 504 provides a blueprint for addressing the shortcomings that have hindered compliance and enforcement of Section 504 of the Rehabilitation Act.

Safe at School: Diabetes in the Classroom - Is your child's school equipped to treat your child's diabetes? Includes success stories of school districts that have adopted policies to ensure that children are safe.
Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities
(U. S. Department of Education). Booklet for students who plan to continue their education after high school; includes questions and answers about admissions, accommodations & academic adjustments, documentation, evaluations, and discrimination under Section 504 of the Rehabilitation Act. In html
Information from the Office of Civil Rights (OCR)
Office of Civil Rights - "We serve student populations facing discrimination and the advocates and institutions promoting systemic solutions to civil rights problems. An important responsibility is resolving complaints of discrimination."
Student Placement in Elementary and Secondary Schools and Section 504 and Title II of the Americans with Disabilities Act. (Code No. 19) (1998). This OCR publication explains Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans With Disabilities Act and how they affect student placement in elementary and secondary schools. It also explains evaluation and placement procedures, the educational setting, reevaluations, the individualized education program, procedural safeguards, and nonacademic services and activities.

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This is the fight of our professional careers. Are You In or Out?

What's taking so long? This is the fight of our professional careers. Are You In or Out? "Hell has a special level for those who sit by idly during times of great crisis."
Robert Kennedy

The Art of SETTING LIMITS, Its not as easy as it looks.

Art of Setting Limits Setting limits is one of the most powerful tools that professionals have to promote positive behavior change for their clients, students, residents, patients, etc. Knowing there are limits on their behavior helps the individuals in your charge to feel safe. It also helps them learn to make appropriate choices.


There are many ways to go about setting limits, but staff members who use these techniques must keep three things in mind:
Setting a limit is not the same as issuing an ultimatum.
Limits aren’t threats—If you don’t attend group, your weekend privileges will be suspended.

Limits offer choices with consequences—If you attend group and follow the other steps in your plan, you’ll be able to attend all of the special activities this weekend. If you don’t attend group, then you’ll have to stay behind. It’s your decision.
The purpose of limits is to teach, not to punish.
Through limits, people begin to understand that their actions, positive or negative, result in predictable consequences. By giving such choices and consequences, staff members provide a structure for good decision making.
Setting limits is more about listening than talking.
Taking the time to really listen to those in your charge will help you better understand their thoughts and feelings. By listening, you will learn more about what’s important to them, and that will help you set more meaningful limits.
Download The Art of Setting Limits

SYSTEMATIC USE OF CHILD LABOR


CHILD DOMESTIC HELP
by Amanda Kloer

Published February 21, 2010 @ 09:00AM PT
category: Child Labor
Wanted: Domestic worker. Must be willing to cook, clean, work with garbage, and do all other chores as assigned. No contract available, payment based on employer's mood or current financial situation. No days off. Violence, rape, and sexual harassment may be part of the job.

Would you take that job? No way. But for thousands of child domestic workers in Indonesia, this ad doesn't just describe their job, it describes their life.

A recent CARE International survey of over 200 child domestic workers in Indonesia found that 90% of them didn't have a contract with their employer, and thus no way to legally guarantee them a fair wage (or any wage at all) for their work. 65% of them had never had a day off in their whole employment, and 12% had experienced violence. Child domestic workers remain one of the most vulnerable populations to human trafficking and exploitation. And while work and life may look a little grim for the kids who answered CARE's survey, it's likely that the most abused and exploited domestic workers didn't even have the opportunity to take the survey.

In part, child domestic workers have it so much harder than adults because the people who hire children are more likely looking for someone easy to exploit. Think about it -- if you wanted to hire a domestic worker, wouldn't you choose an adult with a stronger body and more life experience to lift and haul and cook than a kid? If you could get them both for the same price, of course you would. But what if the kid was cheaper, free even, because you knew she wouldn't try and leave if you stopped paying her. Or even if you threatened her with death.



Congress Aims to Improve Laws for Runaway, Prostituted Kids

by Amanda Kloer

categories: Child Prostitution, Pimping

Published February 20, 2010 @ 09:00AM PT

The prospects for healthcare reform may be chillier than DC weather, but Democrats in the House and Senate are turning their attention to another warmer but still significant national issue: the increasing number of runaway and throwaway youth who are being forced into prostitution. In response to the growing concerns that desperate, runaway teens will be forced into prostitution in a sluggish economy, Congress is pushing several bills to improve how runaway kids are tracked by the police, fund crucial social services, and prevent teens from being caught in sex trafficking. Here's the gist of what the new legislation is trying to accomplish:

Shelter: Lack of shelter is one of the biggest vulnerabilities of runaway and homeless youth. Pimps will often use an offer of shelter as an entree to a relationship with a child or a straight up trade for sex. In the past couple years, at least 10 states have made legislative efforts to increase the number of shelters, extend shelter options, and change state reporting requirements so that youth shelters have enough time to win trust and provide services before they need to report the runaways to the police. Much of the new federal legislation would make similar increases in the availability and flexibility of shelter options.

Police Reporting: Right now, police are supposed to enter all missing persons into the National Crime Information Center (NCIC) database within two hours of receiving the case. In reality, that reporting doesn't always get done, making it almost impossible for law enforcement to search for missing kids across districts. This hole is a big problem in finding child prostitution victims and their pimps, since pimps will often transport girls from state to state. The new bill would strengthen reporting requirements, as well as facilitate communication between the National Center for Missing and Exploited Children and the National Runaway Switchboard

We Must Never Forget These Soldiers, Sailors and Airmen and Women

We Must Never Forget These Soldiers, Sailors and Airmen and Women
Nor the Fool Politicians that used so many American GIs' lives as fodder for the fight over an english noun - "Communism"