Urista 1

Sandra Urista

Mrs. Leffler

Cycle 38

6 September 2017

Annotated Bibliography: Law and Ethics

Crews, Kenneth D. Copyright and Distance Education. Change, vol. 35. No. 6, Nov/Dec2003,

pp. 34-35. EBSCOhost, search.ebscohost.com/login.aspx?

direct=true&db=a9h&AN=11275249&site=ehost-love.

This article examines the Technology, Education, and Copyright Harmonization (TEACH) Act

that was signed into law in the 2002. The TEACH act allowed a wide array of uses of

copyrighted works without the risk of copyright infringement. Educators will try to employ the

TEACH Act when demands of copyrighted material is needed for classroom instruction and as

the growth for distance learning grows. The law is replete with details of provisions that tacitly

demand the active engagement of many participants inside the educational institution. A major

benefit of the TEACH Act is its repeal of the earlier version of Section 110(2). The TEACH Act

offers considerable clarity and certainty about the legal rights of use. Mr. Kenneth concludes

educators should inform themselves had the TEACH Act can benefit them in the classroom.

deBettencourt, Laurie U. Understanding the Differences between IDEA and Section 504.
Teaching Exceptional Children, vol. 34, no. 3, Jan/Feb2002, p. 16 EBSCOhost,

search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=59995641&site=ehost-live.

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In article Laurie deBettencourt addresses the difference between IDEA and Section 504. Under

IDEA, the student is identified under specific criteria. The IDEA regulation is more specific in

terms of time frames, parental participation and formal paperwork requirements. Section 504

covers the lifespan and provides the rights of persons with disabilities in many areas of their

lives. Children who are not eligibility under IDEA may be entitled for accommodations under

Section 504. deBettencourt provides flowcharts regarding questions to ask when determining

appropriate services and understanding on the difference between IDEA and Section 504.

deBettencort also provides five tables: a t-chart comparing the identification differences between

IDEA and Section 504; the detailing the differences in evaluation; the difference in

Responsibility to Provide Free Appropriate Public Education (FAPE); differences in the due

process producers; and a list of suggestions for teachers as they familiarize themselves with

IDEA and Section 504.

Dieterich, Cynthia A. and Kristian J. Smith. the Impact of Special Education Law on Career

and Technical Education. American Secondary Education 43, no. 3 (Summer2015

2015): 60-72. Academic Search Complete, EBSCOhost (accessed September 6, 2017).

This article provides an overview of the legal issues related to delivering an appropriate Career

and Technical Education program for students with disabilities including a review of legislation,

relevant case law, and suggestions for practice. The Career and Technical Education Program is

a viable option for secondary students regardless of their academic ability, social skill

competence, or intentions for post-secondary education. However, secondary student with

disabilities in CTE program may require adaptations, accommodations, and specially designed

instruction in order to benefit from the program and meet the learning needs to the student.

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Ingles, Ignatius Michael D. Are You Sure You Want to Post That? Examining Students Social

Media Use and Constitutional Rights. Ateneo Law Journal 60, no. 2, Nov 2015, pp. 484-510.

EBSCOhost, search.ebscohost.com/login.aspx?

direct=true&db=a9h&AN=121100383&site=ehost-live.

This article will discuss the constitutional implications of social media use in the context of

students and schools. Ignatius Michael Ingles focus on three constitutional rights that come into

play whenever a student goes on rant and posts something outrageous on social media. The three

constitutional rights are: the rights of free of speech, the rights of privacy, and the right of due

process. All these should be taken into consideration in the schools right to disciple. Included is

a survey and analysis of local and foreign law. In the end, Mr. Ingles present the framework for

answering constitutional issues involving the use of social media by students.

Sulkowski, Michael L. The Student Homeless Crisis and the Role of School Psychology:

Missed Opportunities, Room for Improvement, and Future Directions. Psychology in

the Schools, vol. 53, no. 7, Aug. 2016, pp. 760-771. EBSCOhost, doi:10.1002/pits.21936

This article discusses barriers to the academic success and ways to reduce these barriers of

homeless students. These barriers include lack of permanent residence, parental absenteeism,

transportation, chronic absenteeism, feeling socially disconnected and having limited access to

basic necessities such as food, clothing and shelter. Student homelessness is growing at an

unprecedented rate in the United States. It is alarming because homeless students face significant

barriers in their academic success. Homeless students are often overlook and not provided with

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important educational and emotional support. Research suggests that a combination of

cumulative risk factors and residential instability contribute to the academic underachievement

of homeless students. Michael Sulkowski concludes homeless students are often not a priority in

schools. Sulkowski stresses to become more active with efforts to support homeless students.