Here is the synopsis of our sample research paper on American With Disabilities Act, Section 504 Of The
Rehabilitation Act And Individuals With Disabilities Education Act: Disabled School Children. Have the paper e-mailed to you 24/7/365.
Essay / Research Paper Abstract
10 pages in length. The writer discusses how each of three legally mandated programs impacts disabled school children. Bibliography lists 8 sources.
Page Count:
10 pages (~225 words per page)
File: LM1_TLCada_504.rtf
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Unformatted sample text from the term paper:
- obligation to provide scholastic modifications for special needs students so they may be incorporated into the regular classroom (Gerstein et al, 2004). To avoid further segregation and encourage
mainstreaming, such adaptations must be implemented from the time the learning disabled student enters the environment. According to Martin (2005), "avoidances of the clear laws under Section 504, the
IDEA and the ADA with regard to early identification, evaluation, and placement have robbed many students of an appropriate program at the appropriate time" (p. 144). It is reflected
equally across the board how teachers and parents alike recognize a varying degree of perception with regard to the general frequency of different problems. II. THREE FORMS OF LEGAL
SUPPORT 504 The long-standing struggle to integrate special needs students with their non-disabled counterparts has been fought in courtrooms and classrooms alike; that
the learning disabled are viewed as needing extraordinary measures for appropriate learning leads many to argue that the attempts to mainstream them with regular students creates three problems: 1) Unreasonable
expectations for the disabled student to stay abreast of all goings-on in the classroom; 2) Unreasonable expectations for the other students to be held back in their lessons when disabled
students require extra attention from the instructor; and 3) Unreasonable expectations from an instructor whose training has not likely incorporated any special skills for teaching the disabled and whose workload
immediately expands to accommodate the special needs students. Because of these overwhelming implications, one must wonder if when the disabled child leaves the educational system, has the mandate of
Section 504 really helped them to learn despite their difficulties, or has it simply enabled and passed them through using such accommodations? Children
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