Section 504 of the Rehabilitation Act of 1973

Daugherty has written an introductory text on special education and related law, specifically for educators, advocates, and attorneys. Each area of the Individuals with Disabilities Education Act is presented simply and clearly with adequate examples and case studies. Also addressed are the frequently asked questions regarding student records, hearing preparation and procedures, attorney fees, and liability.

"Burke drills deep into America's unique culture of litigation and is rewarded with a powerful insight: it is not the public or even lawyers that are so darn litigious, but American law itself. This meticulous, dispassionate book stands not only to advance the debate but--I hope--to reshape it."--Jonathan Rauch, author of "Government's End: Why Washington Stopped Working

""Lawyers, Lawsuits, and Legal Rights is a fascinating study of the American penchant for public policies that rely on lawsuits to get things done. Burke's analysis is insightful and original. This book compellingly shows that litigious policies have deep roots in our Constitution, culture, and politics."--Charles Epp, author of "The Rights Revolution: Lawyers, Activists, and Supreme Courts in Comparative Perspective

"Burke's authoritative book demonstrates that the highly litigious American system is not an isolated anomaly but in fact fits in with deeply-rooted elements of American political culture. Where citizens of other countries,rely on expert or bureaucratic judgment to resolve disputes, Americans turn to the courts. Equally novel and compelling, "Lawyers, Lawsuits, and Legal Rights marshals an impressive set of evidence and delivers a refreshingly well-written look at the state of American litigation."--Frank R. Baumgartner, co-author of "Agendas and Instability in American Politics

The ability to use language in more literate ways has always been a central outcome of education. Today, however, "being literate" requires more than functional literacy, the recognition of printed words as meaningful. It requires the knowledge of how to use language as a tool for analyzing, synthesizing, and integrating what is heard or read in order to arrive at new interpretations. Specialists in education, cognitive psychology, learning disabilities, communication sciences and disorders, and other fields have studied the language learning problems of school age children from their own perspectives. All have tended to emphasize either the oral language component or phonemic awareness. The major influence of phonemic awareness on learning to read and spell is well-researched, but it is not the only relevant focus for efforts in intervention and instruction. An issue is that applications are usually the products of a single discipline or profession, and few integrate an understanding of phonemic awareness with an understanding of the ways in which oral language comprehension and expression support reading, writing, and spelling. Thus, what we have learned about language remains disconnected from what we have learned about literacy; interrelationships between language and literacy are not appreciated; and educational services for students with language and learning disabilities are fragmented as a result. This unique book, a multidisciplinary collaboration, bridges research, practice, and the development of new technologies. It offers the first comprehensive and integrated overview of the multiple factors involved in language learning from late preschool through post high school that must be considered if problems are to be effectively addressed. Practitioners, researchers, and students professionally concerned with these problems will find the book an invaluable resource.