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improving the lives of people with disabilities

Advocate Academy
Time for Change:
Challenging School Policies &
Practices to Help Students with Disabilities Stay in School

November 10, 2010


Kathleen B. Boundy, Esq., is co-director of the Center for Law and Education (CLE) and has an extensive background in education law. An attorney with CLE for more than 30 years, Ms. Boundy has played a significant role through legislation, policy development and litigation in implementing and enforcing the rights of students with disabilities, including improved educational outcomes under the Individuals with Disabilities Education Act, as amended, and Section 504 of the Rehabilitation Act of 1973 and No Child Left Behind.

Lili Garfinkel is Project Coordinator for the Juvenile Justice at the PACER Center in Bloomington, MN. Ms. Garfinkel has coordinated PACER’s Juvenile Justice Project since 1994 and prior to that served as the coordinator of PACER’s Child Abuse project. From 1999-2006 she was also the Assistant Director of the National Center on Education Disability and Juvenile Justice or EDJJ, a unique partnership that provided research, training and technical assistance as well as parent advocacy in this emerging field. Ms. Gar­finkel has written more than 10 publications on youth with disabilities and juvenile justice, and is a frequent presenter at national conferences.

Webinar Archive and Materials

Webinar Presentation Handout*: This is the Handout for the Webinar presentation. (PDF, 26 pgs)

Webinar Archive*: This is the recording of the live Webinar (audio and visuals) conducted on November 10, 2010. The recording is 1 hr, 36 minutes in length. You can start, stop, pause, fast forward or rewind the recording using the controls on the ReadyTalk player. (Note: Playing the archive requires Adobe's free FLASH Player to be installed on your computer.)

Webinar Archive MP3: This is the MP3 audio file of the live Webinar presentation (1 hr, 36 minutes). You can listen using free software such as Windows Media Player or RealPlayer, and download to your IPod and Smart Phone.


American Bar Association :: Recommendations developed in partnership with the Center for Law and Education and adopted by the ABA's Commission On Youth At Risk and Commission On Homelessness And Poverty
> Right to a High-quality Educational Program
> Right to Remain in School
> Right to Resume Education

Charles Hamilton Houston Institute for Race and Justice, Policy Brief, March 2010
First, Do No Harm: How Educators And Police Can Work Together More Effectively To Keep Schools Safe And Protect Vulnerable Students

NOTE: The following resources require Internet access:

What Matters for Staying On-Track and Graduating in Chicago Public Schools: A Focus on Students with Disabilities
(PDF, 56 pages)
This report, developed by the Consortium on Chicago School Research at the University of Chicago Urban Education Institute (CCSR) with support from the National High School Center, looks at the freshman year course performance of Chicago Public Schools (CPS) students who receive special education services and ask whether grades, course failures, absences, and on-track status are useful for identifying students who are at risk of dropping out.

Making the Right Turn: A Guide About Improving Transition Outcomes for Youth Involved in the Juvenile Corrections System: This Guide provides professionals with well-researched and documented facts, offers evidence-based research, highlights promising practices, and provides the Guideposts for Success for Youth Involved in the Juvenile Corrections System, in addition to pointing out areas requiring further attention by policymakers and identifying promising practices. Published by the National Collaborative on Workforce and Disability. Get it here.

Youth with Disabilities in the Juvenile Justice System: Prevention and Intervention Strategies: Issue Brief published by the National Center on Secondary Education and Transition.

Suspended Education: Urban Middle Schools in Crisis: Study published by the Southern Poverty Law Center finds that African-American children are suspended far more frequently than white children, in general, with especially high racial differences in middle school. The study also notes there is, in general, no evidence that racial disparities in school discipline are the result of higher rates of disruption among black students. Get the study here.

* PLEASE NOTE: These materials are for the exclusive use of purchasers of Advocate Academy Webinar live events and archives. Please do not distribute or provide others with access to these materials. Thank you.

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