Issue 1 - Law and Disorder Undergraduate Journal

Permanent link for this collection

Law & Disorder is a special education journal by undergraduate education students at Indiana University . It publishes undergraduate manuscripts on specific issues concerning learners with exceptionalities and the laws that govern them. The intent of Law & Disorder is to inform educators, parents, law-makers, preservice teachers, and undergraduate students of the effects of educational policy and law on students with exceptionalities.

The following artilces are published in this issue. Click on title links to display records and full texts of the articles.

  1. Introduction to Law and Disorder
  2. No Child Left Behind Act and Students with Disabilities
  3. Effects on No Child Left Behind Act of Special Education Regarding Standardized Testing
  4. NCBL Reform and Effects on Special Education
  5. Social Aspects of Autism in Conflict with NCLB
  6. Inclusion in the Classroom: Finding What Works for General Education Teachers
  7. Students with Asperger's Syndrome in General Education Classrooms
  8. Identifying Disabilities in Children with Limited English Proficiency
  9. Classroom Management and Teaching Stategies for Students with Attention Deficit Hyperactivity Disorder
  10. Educating Students with Emotional or Behavioral Disorders
  11. Using Technology to Teach Students with Mild Disabilities: Current Trends and Future Technologies
  12. Sex Education for Students with Disabilities

School of Education Website

Browse

Recent Submissions

Now showing 1 - 12 of 12
  • Item
    Sex Education for Students with Disabilities
    (Theresa A, Ochoa, School of Education, Indiana Univeristy, 2006-01) Boehning, Alison
    What accounts for the high rates of teen pregnancy, contraction of sexually transmitted diseases and infections? Sex education is crucial for students with developmental disabilities, and the current sex education curriculum violates the spirit of the Individuals with Disabilities Education Act which offers a free and appropriate education to students with disabilities. Educators, parents, and health professionals must not only be available, but also must find the necessary curriculum to establish healthy living skills for America's youth in general and more specifically for students with disabilities.
  • Item
    Using Technology to Teach Students with Mild Disabilities: Current Trends and Future Technologies
    (Theresa A. Ochoa, School of Education, Indiana University, 2006-01) Roper, Rachel
    The use of technology has seen a significant increase in U.S. public schools. Evidence has shown more and more student success as new technologies are being integrated into the educational curriculum. The area that is experiencing growing attention with regard to technology integration is that of special education, as it has become an IEP (Individualized Education Program) requirement established by the Individuals with Disability Act (IDEA). A growing body of evidence is showing the benefits of this aid to students with special needs. Many technologies can be used for individuals with mild disabilities, such as computer-managed instruction, electronic books, and technology tools. One of the drawbacks to using technology in the classroom is that many educators are not prepared to use these resources. Fortunately, a growing number of pre-service teachers are becoming familiar with these technologies for use in their classroom.
  • Item
    Educating Students with Emotional or Behavioral Disorders
    (Theresa A. Ochoa, School of Education, Indiana University, 2006-01) Salmon, Hallie
    Because of the large number of students with Emotional and Behavioral Disorders (EBD) being mainstreamed into general education classrooms, it is important and essential for teachers to learn effective practices to educate this group of students. Some methods that have been proven to be effective are increasing praise and student opportunities to respond to academic requests. Additional procedures include setting up the classroom in an organized manner and improving the education preservice teachers receive. While research has identified these as helpful practices, few teachers actually employ these strategies in the classroom, which has led to high turnover rates among teachers of students with EBD. Preparing teachers on how to educate students with EBD will lead to less teacher stress and increased opportunities for students with EBD to be successful.
  • Item
    Classroom Management and Teaching Stategies for Students with Attention Deficit Hyperactivity Disorder
    (Theresa A. Ochoa, School of Education, Indiana University, 2006-01) Gehrling, Allison
    Attention Deficit Hyperactivity Disorder, also know as ADHD, is becoming a more common diagnosis among students. There are three subcategories of ADHS: (1) attention deficit hyperactivity disorder, prdominately hyperactive; (2) impulsive type, attention deficit hyperactivity disorder, predominately inattentive type; and (3) attention deficit hyperactivity disorder, combined type. Attention Deficit Hyperactivity Disorder is primarily a neurological condition, also influenced by hereditary, biological and environmental factors. Some parents have sought pharmaceutical strategies to help aid their child with ADHD, while teachers approach ADHD behaviors from a cognitive and behavioral perspecive. However, due to recent legislation, medication may not always be an option. Therefore, it is important for teachers to know and use other forms of behavioral management strategies. Also, educators should focus their attention on the subjects that give students with ADHD the most trouble, such as reading. The author provides several strategies for classroom management, teaching and reading instruction of students with AHD, some from a cognitive approach while others are from a behavioral approach.
  • Item
    Identifying Disabilities in Children with Limited English Proficiency
    (Theresa A. Ochoa, School of Education, Indiana University, 2006-01) Beier, Alison
    Research shows there is a disproportional number of limited English proficient (LEP) students in special education. This misrepresentation is due to the inability of general educators to confidently identify students with LEP. Special education legislation has attempted to clarify the identification procedures for special education placement with limited success. The consensus in the field is that the process of making a decision about special education is more complex when the student at hand is limited in English proficiency. This article discusses the issues surrounding the process and provides guidelines for teachers as they make the difficult decision of referral for special education evaluation.
  • Item
    Students with Asperger's Syndrome in General Education Classrooms
    (Theresa Ochoa, School of Education, Indiana University, 2006-01) Reinking, Jaclyn
    Since the 1980's the number of students with Asperger's Syndrome (AS) have been seen in larger numbers in the general education classroom. Children with AS may resemble their counterparts without disabilities both physically and in IQ scores. However, students with AS have significant differences in social skills and their ability to function in the general classroom. Often unable to decipher social cues, verbal cues, and body language, these children are considered social outcasts. Regardless of the characteristics of children with AS, educators are required by law, specifically the Individuals with Disabilities Education Act (IDEA), to provide a free and appropriate public education. This article provides characteristics of AS and evidence-based interventiosn teachers can implement in their general classrooms to help educate students with AS.
  • Item
    Inclusion in the Classroom: Finding What Works for General Education Teachers
    (Theresa Ochoa, School of Education, Indiana University, 2006-01) Refice, Angela
    The Individuals with Disabilities Education Act (IDEA) enabled students with disabilities to be included in a general education classroom. A students can be part of a full inclusion classroom where a general education teacher teaches the students with and without disabilities for the entire day. Exceptional students are also immersed in partial inclusion classrooms where the students spends part of the day in the general education classroom and the other part of the working with a special education teacher outside of the general education classroom. In a partial inclusion classroom, general and special education teachers will work together to find a method of instruction that will benefit these special students. This article identifies the advantages and disadvantages of inclusion, the laws that govern it, and how general educators can integrate different methods of teaching into their classroom to maximize its success. The writer argues that both forms of inclusion have their benefits, but partial inculsion is the ideal method for students with disabilities.
  • Item
    Social Aspects of Autism in Conflict with NCLB
    (Theresa A. Ochoa, School of Education, Indiana University, 2006-01) Doddridge, Jason
    Teaching children with autism presents an enormous challenge to educators. Professionals who have students with autism in their classrooms must decide how they will structure their curriculum to meet the special needs of these students. Current research suggests that educators should focus on developing the social behaviors of children with autism. In fact, much of the research on teaching autism does not focus on strategies and theories for teaching students specific subjects. Instead, most articles suggest that social learning serves as a foundation for all other learning in the education system. This type of research and philosophy seemed to be making headway in America's schools until the implementation of the No Child Left Behind Act of 2001(NCLB). This powerful piece of federal legislation intends to level the playing field for all demographic groups, including special education groups. Contrary to its own goals, the NCLB actually places students with autism at a disadvantage because of its emphasis on academic standards and goals at the expense of social aspects of education for students with autism. Under NCLB, educators have very few opportunities to build a solid social behavior foundation within their students with autism. In short, children with autism seem to be back where they started prior to the Individuals with Disabilities Act (IDEA) provision of a Free and Appropriate Education (FAPE).
  • Item
    NCBL Reform and Effects on Special Education
    (Theresa A. Ochoa, School of Education, Indiana Univeristy, 2006-01) Jara, Lorenza
    The implementation of No Child Left Behind has many critics regarding its effects on both general and special education. This author will specifically address NCLB's effects in both of these fields. No Child Left Behind affects both by failing to justify the purpose of an Individualized Education Program (IEP), failing to adequately define a qualified teacher, placing unforeseen pressures on both general and special educators, and widening the gap of student's performance. On the surface it appears NCBL has great intentions in leveling out the playing field in education, but after deeper examination this author reveasl flaws and makes suggestions on possible solutions.
  • Item
    Effects on No Child Left Behind Act of Special Education Regarding Standardized Testing
    (Theresa A. Ochoa, School of Education, Indiana University, 2006-01) Gensler, Rebecca
    The No Child Left Behind Act (NCLB) has been the cause of much controversy sinct its enactment by President bush in 2001. NCLB requires schools to be held accountable for all their students to meet the state standards for their grade level. The controversy over NCLB lies in the fact that all students, regardless of their race, ethnicity, socio-economic background, native language, or disabilities are assessed on whether or not they have learned the state standards through one standardized test. In this article, the author will discuss how NCLB has affected special education positively by offically raising expectations fot all students and negatively by providing little flexibility for alternate assessment, often resulting in inaccurate measures of special educatin students' progress. The author will then present a solution to the single-test strategy that would include providing alternate exams and alternative forms of assessment based on the individual student's needs as reported in the student's IEP.
  • Item
    No Child Left Behind Act and Students with Disabilities
    (Theresa A. Ochoa, School of Education, Indiana University, 2006-01) Barkley, Megan
    No Child Left Behind (NCBL) will affect many aspects of education for a student with a disability. The standardized tests are not taking into consideration the special needs of these students, and due to schools not meeting the national standards, they are losing a great deal of funding that could be used to acquire more assistance and electronic equipment that would benefit students with disabilities. Most importantly, NCBL might also compromise the individualized education that students with disabilities need and deserve. When students with disabilities lives are changed, so are the teacher's who educate them. Teachers are pressured to find ways to educate their students with disabilities so that when they are tested they are also spending a great deal of time writing Individualized Education Plans (IEP's) for their students with disabilites and are attempting to assist these students with limited money and resources.
  • Item
    Introduction to Law and Disorder
    (Theresa A. Ochoa, School of Education, Indiana University, 2006-01) Ochoa, Theresa A.
    It was Sunday, almost Monday, but sleep failed me. My eyes burned. I'd return Independent Projects in the morning. What could I do? Unaware of the time of night, the answer to my question struck me. A journal, I concluded. I'll start an undergraduate journal to feature my students' Independent Projects. "I'm crazy," I thought in my sleep depravation state of mind. "Sleep, it's late." I thought. And then, my eyes opened again ... Law and Disorder .. that's it.