Issue 1 - Law and Disorder Undergraduate Journal

 

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

Recent Submissions

  • Boehning, Alison (Theresa A, Ochoa, School of Education, Indiana Univeristy, 2006-01)
    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 ...
  • Roper, Rachel (Theresa A. Ochoa, School of Education, Indiana University, 2006-01)
    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 ...
  • Salmon, Hallie (Theresa A. Ochoa, School of Education, Indiana University, 2006-01)
    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 ...
  • Gehrling, Allison (Theresa A. Ochoa, School of Education, Indiana University, 2006-01)
    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; ...
  • Beier, Alison (Theresa A. Ochoa, School of Education, Indiana University, 2006-01)
    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 ...
  • Reinking, Jaclyn (Theresa Ochoa, School of Education, Indiana University, 2006-01)
    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 ...
  • Refice, Angela (Theresa Ochoa, School of Education, Indiana University, 2006-01)
    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 ...
  • Doddridge, Jason (Theresa A. Ochoa, School of Education, Indiana University, 2006-01)
    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 ...
  • Jara, Lorenza (Theresa A. Ochoa, School of Education, Indiana Univeristy, 2006-01)
    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 ...
  • Gensler, Rebecca (Theresa A. Ochoa, School of Education, Indiana University, 2006-01)
    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 ...
  • Barkley, Megan (Theresa A. Ochoa, School of Education, Indiana University, 2006-01)
    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 ...
  • Ochoa, Theresa A. (Theresa A. Ochoa, School of Education, Indiana University, 2006-01)
    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 ...