Article

Legal Advocacy for Deaf and Hard-of-Hearing Children in Education

Barbara Raimondo

in The Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2

Published in print June 2010 | ISBN: 9780195390032
Published online September 2012 | | DOI: http://dx.doi.org/10.1093/oxfordhb/9780195390032.013.0003

Series: Oxford Library of Psychology

 Legal Advocacy for Deaf and Hard-of-Hearing Children in Education

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This chapter outlines several laws that are key to the education and lives of deaf and hard-of-hearing (DHH) children and their families: the Individuals with Disabilities Education Act (IDEA), Elementary and Secondary Education Act/No Child Left Behind (ESEA/NCLB) Act,  Americans with Disabilities Act (ADA), and Section 504 of the Rehabilitation Act. It discusses the requirements of each law, those places where the laws intersect, and possible directions these laws could take in the future. It describes the evolution of the IDEA from a law that required that students with disabilities be educated, to one that brings their education in line with that of nondisabled children. It outlines the accountability provisions of ESEA/NCLB and the efforts being made to ensure that this law achieves its goal; that is, to bring the achievement of students from disadvantaged groups, including those with disabilities, up to par with that attained by non-disadvantaged students. It addresses the ADA and Section 504 of the Rehabilitation Act, laws that also have application outside of the education setting.

Keywords: education; legal rights; achievement

Article.  7515 words. 

Subjects: Psychology ; Educational Psychology ; Developmental Psychology

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