resources for Parents & Educators
![]() PAVE ( Parents Are Vital in Education) is a non profit organization developed to help parents with children with special education navigate the education system and give them free advice about their rights. They also provide additional services when there are conflicts between families and schools:
National Association for the Education of African American Children with Learning Differences (AACLD) http://www.aacld.org/home.html
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Sound Options Group: http://soundoptionsgroup.com/
This is another non-profit organization that helps to mediate between families and schools. They specialize particularly in discipline procedures against students and offer mediation to resolve conflicts.
PACER Center is a parent training and information center for families of children and youth with all disabilities from birth through 21 years old. Located in Minneapolis, it serves families across the nation. Parents can find publications, workshops, and other resources to help make decisions about education, vocational training, employment, and other services for their children with disabilities. PACER’s National Bullying Prevention Center provides resources designed to benefit all students, including those with disabilities.
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Articles
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Books
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In The Shadow of Brown: Special Education and Overrepresentation of Students of Color (2005)
http://www.academia.edu The Washington Board of Education: Disciple Data and Accountability (2014) http://www.sbe.wa.gov/documents/BoardMeetings/2014/Jan/02DisciplineData.pdf Codrington, J., & Fairchild, H.H.(2012) ,Special Education and The Miseducation of African American Children: A Call to Action http://www.abpsi.org/pdf/specialedpositionpaper021312.pdf U.S Commission On Civil Rights(2009): Minorities in Special Education http://www.usccr.gov/pubs/MinoritiesinSpecialEducation.pdf Frankenberg, E., Lee, C., & Orfield, G. (2003). A multiracial society with segregated schools: Are we losing the dream? The Civil Rights Project Harvard University. http://civilrightsproject.ucla.edu/research/k-12-education Addressing over-representation of African American students in special education: The prereferral intervention process: An administrator's guide. (2002). Arlington, VA: Council for Exceptional Children. Schlosser, E. (1998, December). The prison industrial complex [Editorial].The Atlantic. Retrieved from http://www.theatlantic.com/magazine/print/1998/12/the-prison-industrial-complex/4669/ Schott Foundation for Public Education, F. (2012). The urgency of now: The Schott 50 state report on public education and black males. Retrieved from http://blackboysreport.org/urgency-of-now.pdf Valerie E. Lee, David T. Burkam (2001) Dropping Out of High School: The Role of School Organization and http://escholarship.org/uc/item/3z4802zq Findings: "Curriculums, school size, and social relations. In schools whose curricula are composed mainly of academic courses, with few non-academic courses, students are less likely to drop out. Similarly, students in schools enrolling fewer than 1,500 students more often stay in school until graduation. Most important, students are less likely to drop out of high schools where relationships between teachers and students are consistently positive. The impact of positive teacher-student relations, however, is contingent upon the organizational and structural characteristics of high schools." (Lee & Burkam, 2001) |
Harry, B., Klingner, J.K., Cramer, E.P. & Sturges, K.M. (2007). Case studies of minority student placement in special education. New York, NY: Teachers College Press.
Rhodes, R. L., Ochoa, S. H., & Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: A practical guide. New York: Guilford Press. Harry, B., & Klingner, J. K. (n.d.). Why are so many minority students in special education?: Understanding race and disability in schools. References
Cartledge, G.(2005) Restrictiveness and race in special education: The failure to prevent or to return. Learning Disabilities a Contemporary Journal, 3(1), 27-32.
Discipline Disproportionality (2012). Retrieved from www.seattleschools.org/modules/groups/homepagefiles/cms/158316/file/SEAAC/Discipline-disproptionality-04132014.pdf Skiba, R. J., & Knesting, K. (2001). Zero tolerance, zero evidence: An analysis of school disciplinary practice. In R. J. Skiba & G. G. Noam (Eds.) New directions for youth development. San Francisco: Jossey- Bass. National Center on Universal Design for Learning. (2012). About UDL: UDL guidelines: Version 2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines Osbourne, W.J. (1999). Unraveling Underachievement among African American Boys from an Identification with Academics Perspective. Journal of Negro Education, 68 (4), 555-565. |
Additional websites
American Civil Liberties Union: Defending Targets of Discrimination › Children's Rights in eduction
https://www.aclu.org/human-rights/corporal-punishment-students-disabilities
http://www.tolerance.org: Resources and information for educators
https://www.aclu.org/human-rights/corporal-punishment-students-disabilities
http://www.tolerance.org: Resources and information for educators