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The article discusses U.S. educational laws, how they directly impact public schools, and the kinds of laws that teachers and school administrators should know about. Issues such as freedom of speech, school discipline, teachers' conduct, teachers' rights, and due process. The Individuals with Disabilities Education Act (IDEA) and the level of special education services that schools should provide are discussed. One controversial topic is the place of religion in schools and it is noted that some religious activities are protected by the First Amendment of the U.S. Constitution and some are not. Other topics include school choice, publicly financed preschools, the U.S. No Child Left Behind Act (NCLB), and desegregation.

The article discusses special education laws in the U.S. The article discusses several U.S. Supreme Court cases that impacted education for children with disabilities including PARC v. Pennsylvania, Mills v. Board of Education, Irving Independent School District v. Tatro, and Ceder Rapids Community School District v. Garret F. The U.S. Individuals with Disabilities Education Act (IDEA) requires that districts offer educational opportunities to all children regardless of their disability. The concern that some children are labeled as learning disabled when they are in fact not is discussed as is the response to intervention (RTI) method for identifying learning differences.

The article compares special education programs in Portugal and the U.S. It is suggested that each country's cultural values play a large role in the way such programs are carried out. According to the author, U.S. legislation like the Individuals with Disabilities Education Act (IDEA) reflects the cultural goal that students with and without disabilities should attain the same level of academic achievement and independence. It is suggested that the U.S. approach, which centers on Individualized Education Programs (IEP) for students with disabilities, can create barriers to their social integration. In contrast, the author suggests, the major goal of Portuguese special education is inclusion, reflecting a culture that values social interdependence over self-sufficiency.

Since a 1997 amendment to the Individuals with Disabilities Education Act, students with disabilities who attend private schools have not had the same rights to services and due process that are afforded to those who attend public schools. However, as a recent Minnesota court decision makes clear, state law may grant rights that the federal regulations do not. [ABSTRACT FROM AUTHOR]

The article discusses inclusive education, and argues that placing special needs students in non-special needs classrooms and encouraging students of different ability and disability levels to work together is beneficial for all students' learning. An overview of the U.S. Individuals with Disabilities Education Act (IDEA) is also offered.

The article discusses legal aspects of the U.S. Individuals with Disabilities Education Act (IDEA) and its emphasis on the Individualized Education Program (IEP) in light of a mother's lawsuit against Massachusetts' Dracut School District on behalf of her son who had a combination of disabilities such as Asperger syndrome and anxiety disorder. Topics the legal requirements of school districts to provide special education services, the U.S. Supreme Court case "Hendrick Hudson Central School District v. Rowley," and the legal aspects of school-to-work preparation services by school districts for students with disabilities.

The article discusses the book "Life Without Lawyers," by Philip Howard, particularly focusing on Howard's argument that there exists in the U.S. too much law. Howard is a member of the Common Good nonpartisan organization though the author feels that the group is, in fact, partisan. Howard's analysis of the U.S. Supreme Court case Goss v. Lopez is analyzed in terms of his interpretation the Fourteenth Amendment of the U.S. Constitution. Howard's analysis of the U.S. Individuals with Disabilities Education Act (IDEA) is examined.