Dear EdEquity members:
This has been an amazing week with the Dialogue on Disability and Gender.
To review this past dialogue go to our URL at
The panelists posed various questions and provided suggestions on the need
to continue opening the doors for all children with disabilities in our
school systems, in research and in teacher training.
This weeks resource list highlights the various resources that WEEA Equity
Resource Center has to offer and I hope you call the 800 number at
1-800-793-5076 to order these wonderful publications.
Our information for EdEquity Weekly resource list comes from various
e-sources, including external list serves and web sites, EDC, and our own
WEEA Equity Resource Center: Disability Resources
Training for Educators Working with Students with Disabilities
This new WEEA resource is an inservice training program that helps teachers
and other professionals working with students with disabilities recognize
bias, and create a gender equitable classroom environment that benefits all
students. Intended to promote gender equity in inclusive general education
settings as well as separate special education settings, Gender Matters:
introduces the concept of gender equity, and addresses double
discrimination based on gender and disability bias
provides a comprehensive overview of gender bias issues for all students as
well as the unique issues students with disabilities face
gives educators the information and skills they need to develop gender and
disability equitable classrooms for the classroom.
This guide is scheduled for release in August. Call 800-793-5076 to place
your pre-publication order now.
(202 pp.) Harilyn Rousso and Michael Wehmeyer, 2002
#2814 -- $25
WEEA Resources on Disabilities
To order any of the resources you read about below, please call
Serving Young Women with Disabilities
". . . An exceptional resource, the book leads the reader through a process
of greater awareness on both a personal and professional level and helps
groups examine some important issues that disabled young women--like all
teenaged girls--face: career exploration, independent living, and
sexuality. "--Careers Guidance Index
Designed to increase the educational, vocational, and social options of
adolescent girls with physical or sensory disabilities. (52 pp.)
Linda Marks and Harilyn Rousso, YWCA of the City of New York 1991
#2732 -- $12.00
2)Disability FAQ Packet
Provides educators with information and practical tools for the classroom
to insure that gender equity is part of the curriculum for students with
disabilities. Includes information on laws, data on education, answers to
frequently asked questions, resources, and a WEEA Digest.
WEEA Equity Resource Center 2000
#2817 -- $5.00
3)Strategies for Maintaining a Support Group
Women with disabilities face special trials that only other women with
disabilities can fully understand. Designed to help support groups
establish healthy, ways to work through difficulties and keep going. (64
Pearl R. Paulson, The Oregon Health Sciences University 1989
#2706 -- $12.00
Connecting Gender and Disability
Summarizes the status of girls and women with disabilities, the challenges
and discrimination they face, and how school systems can improve education.
Sold in packs of 50. For a free single copy of this digest call the center
at 800-225-3088. (12 pp.)
WEEA Equity Resource Center 1999
#D9911 (pack of 50) -- $8.95
A New Era: Revitalizing Special Education for Children and their
Families: Final Report from the President's Commission on Excellence in
President Bush created the Commission on Excellence in Special
Education in order for them to recommend reforms to improve the nation's
special education system. The commission listened to people from many
perspectives including students with disabilities, teachers, therapists,
principals, directors of special education and administrators in order
to develop their report.
Their recommendations are based on the following findings taken from
Finding 1: IDEA is generally providing basic legal safeguards and
access for children with disabilities.
Finding 2: The current system uses an antiquated model that waits for a
child to fail, instead of a model based on prevention and intervention.
Finding 3: Children placed in special education are general education
children first. Despite this basic fact, educators and policy-makers
think about the two systems as separate and tally the cost of special
education as a separate program, not as additional services with
resultant add-on expense.
Finding 4: When a child fails to make progress in special education,
parents don't have adequate options and little recourse.
Finding 5: The culture of compliance has often developed from the
pressures of litigation, diverting much energy of the public schools'
first mission: educating every child.
Finding 6: Many of the current methods of identifying children with
disabilities lack validity. As a result, thousands of children are
misidentified every year, while many others are not identified early
enough or at all.
Finding 7: Children with disabilities require highly qualified
Finding 8: Research on special education needs enhanced rigor and the
long-term coordination necessary to support the needs of children,
educators and parents.
Finding 9: The focus on compliance and bureaucratic imperatives in the
current system, instead of academic achievement and social outcomes,
fails too many children with disabilities.
The commission made the following three major recommendations:
Major Recommendation 1: Focus on results-not on process.
Major Recommendation 2: Embrace a model of prevention not a model of
Major Recommendation 3: Consider children with disabilities as general
education children first.
The report finishes the commission's work. Read the detailed
recommendations for yourself.. A New Era: Revitalizing Special Education
for Children and their Families is available online in
1)When It's Your Own Child: A Report on Special Education From
the Families Who Use It. This report examines the controversy over special
education and the problems associated with special education. It examines
the attitudes of those closest to the problem - the parents of
special-needs children. The authors believe this is the first study to be
based on a randomly selected,nationally representative sample of
specialeducation parents. The survey found mixed views on whether the right
kids are getting the rightservices. Six findings are offered and explained
To obtain a copy, visit:
To order a copy, contact:
6 E 39th Street
New York, NY 10016
Tel: (212) 686-6610
Fax: (212) 889-3461
2)The National Centers for Career and Technical Education have just
"Career and Technical Reforms and Comprehensive School Reforms in High
Schools: Their Impact on Educational Outcomes for At-Risk Youth" by Marisa
Castellano, Samuel Stringfield, and James R. Stone III with Morgan Lewis
(Highlight Zone no. 8).
This review examines the research on current reforms in light of a growing
number of at-risk students in public high schools, the changing needs of
the workplace, and new ideas about preparing students to be productive and
successful workers. The larger review upon which this paper is based
encompasses broad areas of education research: student risk factors;
secondary vocational education, now known as career and technical education
(CTE); and the interplay of CTE with broader whole-school reforms.
It includes a summary of eight strategies to improve secondary school
performance through a career focus and an extensive bibliography.
It is available at no cost in PDF and paper copy and will be on our website
within the week. Send your requests to email@example.com and indicate which
format you prefer. If you are requesting paper copy, be sure to include
your mailing address.
Final note: Information on these resources is provided as a service to
listserv subscribers. EdEquity does not review or necessarily endorse
these publications or events.
EdEquity (the Educational Equity Discussion List, is an international
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equity practitioners, advocates, parents, policymakers, counselors, and
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