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This resource guide provides an overview of special-education laws and issues related to K-12 education for those interested in starting or currently operating a charter school, for host or sponsoring school districts, and for state departments of education. It is essential that charter-school operators and staff who are in any way responsible for the education of students with disabilities become fully familiar with federal and state laws, regulations, and policies that apply to the provision of special education in charter schools. This guide is meant to provide a framework for those needing information about special-education issues that impact on charter schools, and to advise charter schools of the rights of children with disabilities and their obligation to serve them. After the introduction and a brief history of special education, two sections delve into the separate matters of statutory and case-law requirements for special education, and issues for charter schools in the implementation of special education. A concluding section provides thoughts for policymakers and recommendations for charter-school personnel and state agency personnel. An appendix lists additional sources of information, and describes the growing role of "Charter Friends..." and the Charter Friends National Network. (RT)

This handbook (prepared to assist charter school operators, state department of education personnel, and policymakers) reviews special education case law and legislation as well as pertinent issues that can guide charter school personnel, host or sponsoring districts, and state agency personnel in the implementation of special education in charter schools. An introduction describes the development of charter schools, the school choice movement, and the role of special education in charter schools. Following this overview, a brief history of special education is provided. The legal requirements of the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act of 1973 are reviewed in a question and answer format. In the same format, issues are presented that charter schools should consider in the implementation of special education, including identification of students with special education needs; responsibility for serving students with disabilities; steps charter schools must take to ensure service are provided to students with low-incidence disabilities; funding services, transportation needs, personnel certification and waivers; and requirements for individualized education programs. A final section provides recommendations for charter school personnel in providing special education services and recommendations for state agency personnel in providing information and support to charter schools. Appendices include a list of additional sources of information and a glossary of terms. (CR)

Drawing from a current study, this article identifies critical issues and challenges for alternative educators and administrators. It contains a list of questions that can be used to identify and address key issues in alternative settings in order to promote successful school experiences for students with and without disabilities. (Contains references.) (Author/CR)

In this paper we analyse two Australian television programs, Marking Time (2003) and Molly & Mobarak (2004), foregrounding the ways in which ethnic Hazara refugees from Afghanistan have been (re)presented. We argue that by minimising cultural and religious differences both Marking Time and Molly & Mobarak construct and represent Hazara Afghan refugees as like a “certain us”, that is, as members of Australian core culture who are predominately white, family oriented and inclusivist. However, their differences are not concealed entirely and in both programs the Hazara also appear as the “other”, that is, unlike us. We point out some problems associated with privileging similarity and the possible consequences of these representations within policy making and Australian society more generally.

Many critics believe that because men and women have different life experiences, the writing of male and female authors will differ, as well. Some believe that male authors are not able to write accurately from the female perspective or present feminist ideals because they have not experienced life as women. The majority of the time, life from the female point of view is portrayed in literature by women authors, but male authors have also taken on the female perspective. When writing about women it is possible that authors will describe them differently depending on gender, nationality, and culture. To explore these issues, I have studied the representation of women in four novels: two African novels in French and two U.S. novels in English by male and female writers from each culture. By studying these primary texts and analyzing secondary sources about the writing styles of men and women, as well as they ways in which women are represented in literature, I have gained insights into the question of whether the gender of the author affects the way he or she writes about women., Published as part of the University of Wisconsin-La Crosse Journal of Undergraduate Research, Volume 11 (2008)