The Americans with Disabilities Act (ADA): The Definition of Disability

[From Summary] The threshold issue in any Americans with Disabilities Act (ADA) case is whether the individual alleging discrimination is an individual with a disability. The ADA definition is a functional one and does not list specific disabilities. It defines the term disability with respect to an individual as (A) a physical or mental impairment that substantially limits one or more of the major life activities of such individual; (B) a record of such an impairment; or (C) being regarded as having such an impairment. The Supreme Court in the landmark decision of Sutton v. United Air Lines examined the definition of disability used in the ADA and found that the determination of whether an individual is disabled should be made with reference to measures that mitigate the individual\u27s impairment. This holding and related ones in other Supreme Court decisions have spawned new issues regarding the definition of disability in recent lower court cases. This report will briefly discuss the Supreme Court\u27s opinions and analyze how the lower courts are interpreting the Supreme Court\u27s holdings. It will be updated as appropriate

The Individuals with Disabilities Education Act: Part B Regulations

[Excerpt] The Individuals with Disabilities Education Act (IDEA) provides federal funding for the education of children with disabilities and requires, as a condition for the receipt of such funds, the provision of a free appropriate public education (FAPE). The statute also contains detailed due process provisions to ensure the provision of FAPE. On December 1, 2008, the Department of Education (ED) issued a final regulation to “clarify and strengthen current regulations” promulgated under the Individuals with Disabilities Education Act. The areas covered by the regulation include (1) parental revocation of consent after consenting to the initial provision of services; (2) a state’s or local educational agency’s (LEA’s) obligation to make positive efforts to employ qualified individuals with disabilities; (3) representation of parents by non-attorneys in due process hearings; (4) state monitoring, technical assistance, and enforcement of the Part B program; and (5) the allocation of funds, under Sections 611 and 619 of the act, to LEAs that are not serving any children with disabilities. The regulations take effect on December 31, 2008. This report will briefly discuss the issues raised by these changes

The Individuals with Disabilities Education Act (IDEA): Comparison and Analysis of Selected Provisions in H.R. 1350 as Passed by the House and by the Senate, 108th Congress

CRS ReportCRSIDEACompare.pdf: 489 downloads, before Oct. 1, 2020

Factors Contributing to Successful Transitions into the Role of a New Superintendency in Texas: A Mixed Methods Triangulation Convergence Inquiry

The study used a mixed methods research design, employing the triangulation convergence model, to investigate the possible factors contributing to successful transitions into the role of a new superintendency. Participating superintendents indicated that the training and education they received had adequately prepared them for the role of a new superintendent. Also, participants indicated that school board relations were important during the entry period and that their interaction with the board played an important part in the entry plan. Analysis of qualitative data resulted in three themes, namely, community, learning, and goals and expectations. In accordance with the convergence model, the quantitative and qualitative findings were synthesized and discussed

Love One Another! Merging Biblical Teaching and Social-Emotional Learning: A Framework for Introducing SEL in Christian Schools

This Improvement Science Dissertation in Practice (ISDiP) investigated to what extent professional development impacted teacher understanding of social-emotional learning (SEL) and its potential compatibility with Biblical teachings. The dissertation followed an Improvement Science framework to address a specific problem of practice: an increase in student maladaptive behavior. As student coping repertoires diminished following the COVID-19 and racial pandemics, teachers experienced stress and frustration. To bolster teachers\u27 learning and provide new pathways for teachers to address student behavior and build classroom climate, the researcher introduced SEL to a group of teacher volunteers (n=21) in an independent Christian school through six professional development (PD) sessions focused on building SEL knowledge and social-emotional competencies (SEC) of the participants. Additionally, the PD sessions allowed participants to explore the possible connections between SEL and Biblical teachings. This convergent mixed-methods action research study gathered quantitative data assessing teacher knowledge and SEC pre- and post-intervention and qualitative data through exit tickets and a semi-structured focus group. Data showed statistically significant growth in teacher awareness and SEL confidence, increased teacher SEC in their SEL actions, and a vi firm conclusion by the participants that SEL and Biblical teachings are compatible. This study can serve as a model for other Christian schools seeking to introduce SEL and integrate its benefits with Biblical teaching