Accommodating the Disabilities of Future Teachers: Impact of Section 504 and the American Disabilities Act and the Legal Responsibilities for Teacher Education Programs and Policy Development.

Autor/in	Williams, Shirley J.
Titel	Accommodating the Disabilities of Future Teachers: Impact of Section 504 and the American Disabilities Act and the Legal Responsibilities for Teacher Education Programs and Policy Development.
Quelle	(1998), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Civil Rights; College Students; Disability Discrimination; Educational Policy; Elementary Secondary Education; Equal Education; Higher Education; Learning Disabilities; Legal Responsibility; Preservice Teacher Education; Teachers with Disabilities + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Collegestudent; Politics of education; Bildungspolitik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning handicap; Lernbehinderung; Strafmündigkeit; Lehramtsstudiengang; Lehrerausbildung
Abstract	As increasing numbers of students with disabilities enter the country's teacher education programs, violations of their civil rights are on the increase. The Rehabilitation Act of 1973 prohibits discrimination against individuals with disabilities at institutions which receive federal funds. Section 504 of the Act requires educational programs to remove barriers to the success of individuals with disabilities in higher education, and it defines who is protected. The Americans with Disabilities Act of 1990 (ADA) extends further coverage by prohibiting discrimination against qualified individuals with disabilities by public and private institutions. Students who have currently disabling conditions are entitled to receive academic adjustments and auxiliary aids and services. Universities require documentation of disabling conditions by appropriate specialists before providing special accommodations. Accommodations fall into the categories of classroom, lecture, examination, assignment, and administrative accommodations. Teacher education programs and partnering school districts must examine how various disabling conditions affect the requirements of the profession at both preservice and inservice levels. There needs to be a clear policy and a reasonable set of entrance competencies for these situations. A sample document for student notification of class requirements, accommodation needs, expected behaviors, and criminal records is included. (Contains eight references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC