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"Lawton et al. v. Success Academy Charter Schools, Inc." (2018): Charter School Disciplinary Approaches and Students with Disabilities
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Luke J. Rapa; Antonis Katsiyannis; Meghan Edwards-Bowyer – Intervention in School and Clinic, 2025
By being public entities, charter schools must meet U.S. federal legislative mandates (e.g., Section 504) in providing a free, appropriate public education (FAPE) to students with disabilities--just as their traditional district public school counterparts must do. This legal update reviews a prominent case, "Lawton et al. v. Success Academy…
Descriptors: Charter Schools, Discipline, Students with Disabilities, Public Schools
Services for Disabled People in TRNC: Legislation and Communication Perspectives, Disabled People, Social Life, Education and Interaction Process
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Sevki Can Atik; Mükerrem Yilmaz – Turkish Online Journal of Educational Technology - TOJET, 2024
This study comprehensively analyzes the effectiveness of the services provided to disabled people in the Turkish Republic of Northern Cyprus (TRNC) within the legislation framework and the communication barriers experienced by these individuals. The research examines how disability affects individuals' participation in social life and how TRNC…
Descriptors: Foreign Countries, Disabilities, Communication Problems, Legislation
Examining SGIDs through a Disability Lens: Increasing Awareness and Access in a CTL Program
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Emily O. Gravett; Daisy L. Breneman – To Improve the Academy, 2024
Centers for teaching and learning (CTLs) have increasingly been attending to diversity, equity, inclusion, justice, and access (DEIJA), offering myriad programs for instructors to learn how to make their teaching more welcoming and effective for all students. Yet considerations of disability continue to lag behind in higher education, and…
Descriptors: Small Group Instruction, Disabilities, Higher Education, Inclusion
Employability for Inclusion: The Urgent Need for a Biopsychosocial Model Perspective
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Mollie Dollinger; Tim Corcoran; Denise Jackson; Sarah O'Shea – Journal of Higher Education Policy and Management, 2024
Definitions of disability are changing, shifting from a narrow medical diagnosis to a biopsychosocial model of disability, where disability is conceptualised as a series of relational conditions that can potentially disadvantage individuals within environments. Implications of this new understanding of disability will have significant effects in…
Descriptors: Employment Potential, Inclusion, Biological Influences, Social Influences
Elevating Disabled Voices: Decentering Power in School Psychology Scholarship
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Devadrita Talapatra; Laurel A. Snider; Kayla McCreadie; Eileen Cullen – School Psychology International, 2024
People with intellectual disabilities (IDs) have experienced involuntary and inhumane research practices. Consequently, researchers have shifted towards "excluding" those with IDs; caregivers, teachers, or peers compose study samples, dominating a space they "indirectly" experience. Researcher bias regarding intellectual…
Descriptors: Intellectual Disability, School Psychology, Students with Disabilities, Student Empowerment
Challenges Posed during and after the COVID-19 Pandemic: Implications for Special Education Teachers
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Mitchell L. Yell; Antonis Katsiyannis – Intervention in School and Clinic, 2024
The COVID-19 pandemic affected the ways in which school districts provide educational services to all students, especially students with disabilities. Eligible U.S. students with disabilities have a right to a free, appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA), and students with disabilities who…
Descriptors: Barriers, COVID-19, Pandemics, Special Education Teachers