Thursday, August 27, 2020
Oppressiveness of Society Exposed in Emily Jane Brontes Wuthering Heights :: Emily Jane Brontes Wuthering Heights
Harshness of Society Exposed in Emily Jane Bronte's Wuthering Heights Wuthering Heights, the formation of Emily Jane Bronte, delineates not a dream domain nor the profundities of hellfire. Or maybe, the books centers around two primary characters' fight with the limitations of Victorian Society. Cultural weights and prohibitive social limits banish Catherine Earnshaw and Heathcliff from the world and afterward from each other. The story initiates in the forsaken fields of Yorkshire, home of the domain Wuthering Heights. Consistent with its setting, the novel creates Catherine and Heathcliff as naughty kids who meander the confined lowlands, isolating themselves from the exercises of Wuthering Statures. Catherine^s youth banish originates from her absence of consistence with the standards concerning the lead of a Victorian woman. As a youngster, her dad was too sick to even think about reprimanding the free lively youngster, ^who was excessively wicked and wayward for a favourite.^(33). Along these lines, Catherine grew up among nature and did not have the modernity of high society. Catherine expelled herself from society and, had ways with her, for example, I never observed a youngster take up previously; she put we all past our understanding multiple times and oftener in a day;...we had not a minute^s security that she wouldn^t be in devilishness. Her spirits were consistently at high-water mark, her tongue continually going- - singing, giggling, and tormenting each and every individual who might not do likewise. A wild, insidious slip she was- - (37). Catherine further dismissed social guidelines and remained companions with Heathcliff regardless of his corruption by Hindley, her sibling. ^Miss Cathy and he [Heathcliff] were presently very thick;^(33) what's more, she discovered her sole delight in his friendship. Catherine developed up alongside Heathcliff, ^in the fields. The two of them vowed to grow up as inconsiderate as savages; the youthful ace [Hindley] being completely careless how they behaved,^(40-41). During her early stages Catherine^s direct didn't mirror that of a youngster, ^and one of their boss beguilements [was] to flee to the fields toward the beginning of the day and remain there all day,^(41). Along these lines, Catherine^s conduct created and dismissed the goals of an abusive, oppressive society, which thusly made a seclusion from the regulated world. The two existed on their private island unchecked until Catherine endures a physical issue from the Linton^s bulldog. Compelled to stay at Thrushcross Grange, the Linton^s home, after her physical issue, detaches Catherine from Heathcliff and her previous universe of wild opportunity. Living among the tastefulness of the Lintons changes Catherine from a coarse youth into a fragile woman. Be that as it may, sublimation into Victorian culture doesn't accommodate her
Posted by Donald Rucker at 8:08 AM
Saturday, August 22, 2020
Ã Ã¢ Ã¢ Ã¢ Ã¢ Both Shelley, in Tribute toward the West Wind, and Wordsworth, in Hints of Immortality, are fundamentally the same as in their utilization of nature to depict the life and demise of the human soul. As the two of them depict nature these two writers utilize the examination of how the Earth and for its entire life is equivalent to our own human life. I feel that Shelley utilizes the seasons as a method of depicting the human life during rebirth. Wordsworth appears to focus more on the phases that an individual experiences during life. Shelley thinks about himself to such things as mists, leaves, and waves. He is composing the sonnet as though he were an object of the earth, and what it resembles to once live and afterward kick the bucket just to be renewed. Then again, Wordsworth takes pictures like knolls, fields, and feathered creatures and utilizations them to show what gives him life. Life being what ever an individual needs to proceed onward, and with out those ite ms can't have life. Wordsworth doesn't contrast himself with these things like Shelley, yet rather utilizes them for instance of how he feels about the phases of living. Beginning from a baby to a little youngster into a man, a man who realizes demise is coming and can fail to address it since it's a piece of life. Ã Ã Ã Ã Ã When a man gets old and has nothing to anticipate he will consistently think back, back to what are known as past times worth remembering. Nowadays were loaded with youthful blamelessness, and no concerns. Wordsworth depicts these youth days by saying that A solitary Field which I have viewed,/Both of them discuss something that is gone: The Pansy at my feet Doth a similar story rehash: Whither is fled the visionary glimmer? Where is it now, the magnificence and the dream?(190) Another case of how Wordsworth utilizes nature as a method of harping on his past youth encounters is the point at which he expresses O euphoria! That in our ashes/Is something that doth live,/That nature yet recollects/What was so outlaw! (192) Here a coal speaks to our blurring a very long time through life and nature is recalling the youth that has gotten away throughout the years. To the extent Wordsworth and his mind-sets go I think he is exceptionally moved naturally. I can picture him see ing life and feeling it in each bloom, insect, and bit of grass that crosses his way. The feeling he feels is firmly proposed in this line To me the meanest blossom that blows can give/Thoughts that do frequently lie unreasonably profound for tears. (193) Not just is this showi... ...d of this sonnet Shelley asks, If Winter comes, can Spring be a long ways behind? (678) Now I wonder if this is simply one more line underscoring resurrection and the similitudes between the seasons. Or on the other hand is Shelley saying this since he is getting the feeling that the closer he gets to death the more he addresses whether resurrection is genuine. Ã Ã Ã Ã Ã So after close assessment of both these bits of writing I feel that the contrasts between these two artists is that Wordsworth thinks back on how life was and Shelley considers what's in the afterlife. I would need to state that they're fundamentally the same as in the manner that they use nature as a method of depicting human life. The utilization of how nature influences them and their affection for nature carries me to that end. So what makes these pieces so incredible? Actually it's not the thinking among life and demise; it's the correlation of how other living things on Earth that we underestimate are like us as a human race. At the point when these two writers take a gander at a bloom or a nightfall they see something beyond a pretty blossom or an excellent dusk they see what life is comprised of, which is superb now and again and revolting at different occasions. Like the truism goes you can't have great without fiendish. Examination of the Use of Nature by Shelley and Wordsworth Essay Ã Ã¢ Ã¢ Ã¢ Ã¢ Both Shelley, in Tribute toward the West Wind, and Wordsworth, in Suggestions of Immortality, are fundamentally the same as in their utilization of nature to depict the life and passing of the human soul. As the two of them portray nature these two artists utilize the examination of how the Earth and for its entire life is equivalent to our own human life. I feel that Shelley utilizes the seasons as a method of depicting the human life during resurrection. Wordsworth appears to focus more on the phases that an individual experiences during life. Shelley looks at himself to such things as mists, leaves, and waves. He is composing the sonnet as though he were an object of the earth, and what it resembles to once live and afterward bite the dust just to be reawakened. Then again, Wordsworth takes pictures like glades, fields, and flying creatures and utilizations them to show what gives him life. Life being what ever an individual needs to proceed onward, and with out th ose articles can't have life. Wordsworth doesn't contrast himself with these things like Shelley, yet rather utilizes them for instance of how he feels about the phases of living. Beginning from a newborn child to a little fellow into a man, a man who realizes demise is coming and can fail to address it since it's a piece of life. Ã Ã Ã Ã Ã When a man gets old and has nothing to anticipate he will consistently think back, back to what are known as past times worth remembering. Nowadays were brimming with youthful guiltlessness, and no concerns. Wordsworth portrays these youth days by saying that A solitary Field which I have viewed,/Both of them discuss something that is gone: The Pansy at my feet Doth a similar story rehash: Whither is fled the visionary sparkle? Where is it now, the greatness and the dream?(190) Another case of how Wordsworth utilizes nature as a method of harping on his past youth encounters is the point at which he expresses O euphoria! That in our coals/Is something that doth live,/That nature yet recollects/What was so criminal! (192) Here an ash speaks to our blurring a very long time through life and nature is recalling the youth that has gotten away throughout the years. To the extent Wordsworth and his states of mind go I think he is extremely moved commonly. I can picture him s eeing life and feeling it in each blossom, insect, and bit of grass that crosses his way. The feeling he feels is emphatically proposed in this line To me the meanest blossom that blows can give/Thoughts that do frequently lie unreasonably profound for tears. (193) Not just is this showi... ...d of this sonnet Shelley asks, If Winter comes, can Spring be a long ways behind? (678) Now I wonder if this is simply one more line underlining resurrection and the likenesses between the seasons. Or then again is Shelley saying this since he is getting the feeling that the closer he gets to death the more he addresses whether resurrection is genuine. Ã Ã Ã Ã Ã So after close assessment of both these bits of writing I feel that the contrasts between these two artists is that Wordsworth thinks back on how life was and Shelley considers what's in the afterlife. I would need to state that they're fundamentally the same as in the manner that they use nature as a method of depicting human life. The utilization of how nature influences them and their adoration for nature carries me to that end. So what makes these pieces so incredible? Actually it's not the thinking among life and passing; it's the correlation of how other living things on Earth that we underestimate are like us as a human race. At the point when these two writers take a gander at a blossom or a nightfall they see something beyond a pretty bloom or an excellent dusk they see what life is comprised of, which is magnificent now and again and terrible at different occasions. Like the truism goes you can't have great without insidious.
Posted by Donald Rucker at 11:13 AM
Friday, August 21, 2020
How Fast Does the Average Person Speak There are several reasons why you may be asking how many words a minute the average person speaks (you can get an estimate on how long it will take to say what you have written with WordCounters Speaking Time detail). You may just be curious and enjoy trivia. You may have to make a speech and you want to get an idea of how long your presentation should take. Maybe youve been told you talk to fast or too slowly, and youre wondering what speed you should be shooting at. There are plenty of legitimate reasons to want to know how fast the average person speaks, but the actual answer isnt black and white. How Fast Does the Average Person Speak? Its never satisfying when you ask a question wanting a straight forward answer only to get That depends as the answer, but there are a lot of details that have an impact on this question. For example, if English is your first language, you probably speak faster than the average second-language English speaker. If youre excited, hurried or nervous, youll also tend to speak faster. On the other hand, if youre very relaxed, tired or bored, you speak more slowly. Even regional differences exist. Fast-moving New Yorkers speak faster than other Americans. Having said that, there really is an average speaking speed. Most people speak at an average speed of four to five syllables per second. Most words are two to three syllables long, giving you the answer that the average person speaks approximately 100 130 words per minute. A professional voice over artist usually uses 150 to 160 words per minute. An auctioneer, on the other hand, does a rapid fire 250 to 400 words per minute. Those, however, are exceptions. When youre just having a chat, youll usually speak at a rate of 110 to 130 words per minute. This number can be important to know if you are ever in the position to give a speech. How many words does the average person say per day? Just to take this to the next level, lets look at how many words the average person says per day. Assuming that you have a job where you work with other people, the number of words you speak every day ranges from 7,000 to 20,000. Assuming youre just using a chatty tone and arent an auctioneer, you probably spend 18 to 180 minutes a day talking. As you might expect, men use fewer words than women do, but you might be surprised to know both men and women use the same number of meaningful words to communicate something important. In other words, women tend to use more filler words when they speak than men. Does your speaking speed really matter? Although you probably shouldnt focus on your spoken word count per minute, you wont be a good speaker if you speak either too slowly or too fast. Have you ever listened to a presentation by someone whose words just seem to tumble out in a rapid-fire way? It can be difficult to keep up with them or to remember what they said. On the other end, slow speakers can rapidly become boring as they drone on and on. The mind wanders, and once again, the message doesnt come across as it should. Listen to radio talk show hosts. Youll notice that the speed theyre talking varies depending on what they are talking about and what mood they are conveying. They vary both speed and tone to keep listening interesting. Although most people do this automatically, you may have to teach yourself if youre a naturally speedy or naturally slow talker especially if you have to speak in public. Although listening to a recording of your own voice is many times a bit of a weird feeling, its the only way you can really understand what your talking speed is like from a listeners perspective. Try it, decide how you can improve, and then record yourself again and listen to the playback. Talking speed and the power of words Listen to powerful speakers who have their audiences on the edge of their seats. The speed they use adds to the power of the words they say. When they talk fast, you can feel the urgency and excitement. When they slow down, you can sense that something momentous is being said. Youll also hear the punctuation marks as they pause between phrases or adjust the tone of their voices. Timing and delivery are an art that not everyone can master, but if we pay attention, theres no reason we cant improve. (Photo courtesy of Brisbane City Council)
Posted by Donald Rucker at 8:55 AM
Monday, May 25, 2020
Microsoft Visual Studio integrated development environment doesnt run DOS commands, but you can change that fact with a batch file. When IBM introduced PCs, batch files and the original BASICÃ programming language were among the few ways to write programs. Users became experts at programming DOS commands. About Batch Files Batch files might be called scripts or macros in another context. Theyre just text files filled with DOS commands. For example: ECHO off ECHO Hello About Visual Basic! ECHO on The suppresses the display of the current statement to the console. So, the command ECHO off is not displayed.ECHO off and ECHO on toggles whether statements are displayed. So, after ECHO off, statements are not displayed.ECHO Hello About Visual Basic! displays the text Hello About Visual Basic!ECHO on switches the ECHO function back on so anything following is displayed. All of this was just to ensure that the only thing you actually see in the console window is the message. How to Execute a Batch File in Visual Studio The key to executing a batch file directly in Visual Studio is to Add one using the External Tools selection of the Tools menu. To do this, you: Create a simple batch program that executes other batch programs.Reference that program using the External Tools selection in Visual Studio. To be complete, add a reference to Notepad in the Tools menu. A Batch Program That Executes Other Batch Programs Heres the batch program that will execute other batch programs: cmd /c %1 pause The /c parameter carries out the command specified by string and then terminates. The %1 accepts a string that the cmd.exe program will try to execute. If the pause command wasnt there, the command prompt window would close before you could see the result. The pause command issues the string, press any key to continue. Tip: You can get a fast explanation of any console commandÃ¢â¬âDOSÃ¢â¬âusing this syntax in a command prompt window: /? Save this file using any name with the file type .bat. Ã You can save it in any location, but the Visual Studio directory in Documents is a good place.Ã Add an Item to External Tools The final step is to add an item to the External Tools in Visual Studio. --------Click Here to display the illustration-------- If you simply click the Add button, then you get a complete dialog that allows you to specify every detail possible for an external tool in Visual Studio. --------Click Here to display the illustration-------- In this case, enter the complete path, including the name you used when you saved your batch file earlier, in the Command textbox. For example: C:\Users\Milovan\Documents\Visual Studio 2010\RunBat.bat You can enter any name you like in the Title textbox. At this point, your new batch file executing command is ready. Just to be complete, you can also add the RunBat.bat file to the External Tools a different way as shown below: --------Click Here to display the illustration-------- Rather than make this file the default editor in External Tools, which will cause Visual Studio to use RunBat.bat for files that are not batch files,Ã execute the batch file by selecting Open With... from a context menu. --------Click Here to display the illustration-------- Because a batch file is just a text file that is qualified with the .bat type (.cmd works too), you might think that you can use the Text File template in Visual Studio to add one to your project. You cant. As it turns out, a Visual Studio Text File is not a text file. To demonstrate this, right-click the project and use Add New Item ...Ã to add a text file to your project. You have to change the extension so it ends in .bat. Enter the simple DOS command, Dir (display a directory contents) and click OK to add it to your project. If you then try to execute this batch command, you get this error: nDir is not recognized as an internal or external command, operable program or batch file. That happens because the default source code editor in Visual Studio adds header information to the front of every file. You need an editor, like Notepad, that doesnt. The solution here is to add Notepad to External Tools. Use Notepad to create a batch file. After you save the batch file, you still have to add it to your project as an existing item.
Posted by Donald Rucker at 12:32 PM
Thursday, May 14, 2020
Federal law in the United States (according to the IDEA) prescribes that students with disabilities should be placed in their neighborhood school with as much time as possible in a general education setting. This is LRE, or Least Restrictive Environment, provides that children should receive educational services with their typical peers unless education there cannot be achieved satisfactorily even with appropriate supplementary aids and services. A district is required to maintain a full range of environments from least restrictive (general education) to most restrictive (special schools).Ã The Successful Inclusive Classroom Keys to success include: Students need to be active - not passive learners.Children should be encouraged to make choices as often as possible, a good teacher will allow students some time to flounder as some of the most powerful learning stems from taking risks and learning from mistakes.Parental involvement is crucial.Students with disabilities must be free to learn at their own pace and have accommodations and alternative assessment strategies in place to meet their unique needs.Students need to experience success, learning goals need to be specific, attainable and measurable and have some challenge to them. What is the Teachers Role? The teacher facilitates the learning by encouraging, prompting, interacting, and probing with good questioning techniques, such as How do you know its rightÃ¢â¬âcan you show me how?. The teacher provides 3-4 activities that address the multiple learning styles and enables students make choices. For instance, in a spelling activity a student may choose to cut and paste the letters from newspapers or use magnetic letters to manipulate the words or use colored shaving cream to print the words. The teacher will have mini-conferences with students. The teacher will provide many learning manipulatives and opportunities for small group learning. Parent volunteers are helping with counting, reading, assisting with unfinished tasks, journals, reviewing basic concepts such as math facts and sight words. In the inclusive classroom, a teacher will differentiate instruction as much as possible, which will benefit both the students with and without disabilities, since it will provide more individual attention and attention to What Does the Classroom Look Like? The classroom is a beehive of activity. Students should be engaged in problem solving activities.Ã John Dewey once said, the only time we think is when were given a problem. The classroom that is child centered relies onÃ learning centers to support whole group and small group instruction. There will be a language center with learning goals, perhaps a media center with opportunity to listen to taped stories or create a multimedia presentation on the computer. There will be a musicÃ center and a math center with many manipulatives. Expectations should always be clearly stated prior to students engaging in learning activities. Effective classroom management tools and routines will provide students with reminders about the acceptable noise level, learning activity and accountability for producing a finished product or accomplishing the center tasks. The teacher will supervise learning throughout the centers while either landing at one center for small group instruction or creating Teacher Time as a rotation. Activities at the center take into consideration multiple intelligences and learning styles. LearningÃ center time should begin with whole class instructions and end with whole class debriefing and evaluation: How did we do with maintaining a successful learning environment? Which centers were the most fun?Ã Where did you learn the most? Learning centers are a great way to differentiate instruction.Ã You will place some activities that every child can complete, and some activities designed for advanced, on level and remediated instruction. Models for Inclusion: Co-teaching:Ã Often this approach is used by school districts, especially in secondary settings.Ã I have often heard from general education teachers who are co-teaching provide very little support, are not involved in planning, in assessment or in instruction. Sometimes they just dont show up and tell their general ed partners when they have scheduled and IEP.Ã Effective co-teachers help with planning, provide suggestions for differentiation across abilities, and do some instruction to give the general education teacher the opportunity to circulate and support all the students in a classroom. Whole Class Inclusion:Ã Some districts (like those in California) are placing dually certified teachers in classrooms as social studies, math or English Language Arts teachers in secondary classrooms.Ã The teacher teaches the subject to both students with and without disabilities and carries a caseload of students enrolled in a specific grade, etc.Ã They would most likely call these inclusion classrooms and include students who are English Language Learners or struggling with grades. Push In:Ã A resource teacher will come into the general classroom and meet with students during centers time to support their IEP goals and provide small group or individualized instruction.Ã Often districts will encourage teachers to provide a mix of push in and pull out services. Sometimes the services are provided by a para-professional at the direction of a special education teacher. Pull Out:Ã This sort of pull out is usually indicated with a Resource Room placement in the IEP.Ã Students who have significant problems with attention and staying on task may benefit from a quieter setting without distractions.Ã At the same time, children whose disabilities put them at a significant disadvantage with their typical peers may be more willing to risk reading aloud or doing math if they arent worried about being dissed (dis-respected) or mocked by their general education peers.Ã What does Assessment Look Like? Observation is key. Knowing what to look for is critical. Does the child give up easily? Does the child persevere? Is the child able to show how he got the task right? The teacher targets a few learning goals per day and a few students per day to observe for goal attainment. Formal/informal interviews will help the assessment process. How closely does the individual remain on task? Why or why not? How does the student feel about the activity? What are their thinking processes? In Summary Successful learning centers require good classroom management and well known rules and procedures. A productive learning environment will take time to implement. The teacher may have to call the whole class together regularly in the beginning to ensure that all rules and expectations are being adhered to. Remember, think big but start small. Introduce a couple of centers per week. See more information on assessment.
Posted by Donald Rucker at 7:26 PM
Wednesday, May 6, 2020
However the American Dream is perceived there is no question that the dream is on the verge of becoming extinct. Bob Herbert addresses this in his article Hiding from Reality. He argues that the American Dream is dead. Similarly, Cal Thomas also argues that the American Dream is dead in his article Is the American Dream Over?.Ã¢â¬ Although both authors agree that the American Dream is extinct, they have differing opinions as to why. While they both believe that the government plays a large part in the death of the American Dream, Herbert believes the government is not doing enough and Thomas argues the government is out of control. Herbert and Thomas both agree that America has become a hapless society that relies on others to make decisions, making personal responsibility elusive. Both men believe that until America recognizes the problem, finding a solution will be nearly impossible. Herbert argues the American Dream is in shambles. He bases his argument on the weak economy, high unemployment, declining educational standards and constant involvement in wars overseas. He says there is no doubt that the standard of living are far from where it once were. He states that the damage done by the recession has not even come close to being repaired. Herbert refers to statistics that show that foreign-born workers gained nearly half a million jobs while native-born Americans lost over one million jobs in 2009. Herbert states that the only way to revive the crumbling Dream is forShow MoreRelatedMonsanto: Better Living Through Genetic Engineering96204 Words Ã |Ã 385 Pages When developed and presented effectively, with rich and interesting detail, cases keep conceptual discussions grounded in reality. Experience shows that simple Ã¯ ¬ ctional accounts of situations and collections of actual organisational data and articles from public sources are not as effective for learning as fully developed cases. A comprehensive case presents you with a partial clinical study of a real-life situation that faced managers as well as other stakeholders, including employees. A caseRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words Ã |Ã 1573 PagesThree Ethical Decision Criteria 187 Ã¢â¬ ¢ Improving Creativity in Decision Making 188 Summary and Implications for Managers 190 S A S A S A L L L Self-Assessment Library What Are My Gender Role Perceptions? 166 glOBalization! Chinese Time, North American Time 171 Myth or Science? Creative Decision Making Is a Right-Brain Activity 181 Self-Assessment Library Am I A Deliberate Decision Maker? 183 An Ethical Choice Whose Ethical Standards to Follow? 185 Self-Assessment Library How Creative Am I? 190
Posted by Donald Rucker at 3:37 PM
Tuesday, May 5, 2020
Due Process and Parental Rights 2 One court case that addressed parental rights and due process is Zachary Deal v. Hamilton Board of Education (6th Circuit 2004). This case involved a three year old little boy and his parents, Maureen and Phillip Deal. Zachary Deal began preschool comprehensive development class at Ooltewah Elementary School. In September of 1997 while he was attending preschool, his parents chose to begin teaching him at home using a program developed by the Center for Autism and Related Disorders or CARD (United States Court of Appeals, 2009).This program used one-on-one applied behavioral analysis or Ã¢â¬Å"ABA.Ã¢â¬ On May 11, 1998 the Deals met with an IEP team to determine ESY or extended school year. The told the IEP team about Zacharys progress using the CARD program at home and they wanted Zachary to receive a school system funded home based ABA program for forty hours per week, as well as, speech therapy. The IEP team agreed on speech for three days a weeks. The Deals had a few other IEP meetings over the following year. During the year of 1998-1999 Zachary attended public schools sixteen percent of the time. When they reconvened in May 1999 to discuss ESY for the summer, the school refused to grant the Deals their request of the school funded ABA program again. They stated that because of his infrequent attendance they could not document any regression without the ABA program. Zachary attended a private preschool for the 1999-2000 school year and did not attend public school at all. For the 2000-2001 school year, Zachary did attend public school, but only part time. Throughout this time, the Deals continued to request at all IEP meetings that the school system provide Zachary with system funded private ABA. Each time this request was denied. In September of 1999 the Deals requested a due process hearing under the provisions of the IDEA. (United States Court of Appeals, 2009). Zacharys parents felt that he was not receiving a FAPE and they were not willing to give up without fighting for what they felt was the best education possible for their son. The main disagreement that the Deals had with the Hamilton County Board of Education Due Process and Parental Rights 3 was they wanted Zachary to attend school in the LRE and for him to receive school funded private ABA or another form of ABA therapy. The school board was accused of predetermining not to offer Zachary ABA on any level, regardless of how beneficial it was which violated IDEA (United States Court of Appeals, 2009). Additionally, Zacharys parents were not fully involved in the IEP process which deprived Zachary a FAPE. At one IEP meeting Zacharys parents were informed that they were not allowed to ask any question which goes completely against parental rights (County Schools, 2005). The IEP meetings also failed to have a general education teacher present. The Deals began their administrative hearing in March of 2000. In October of 2001 they initiated a review of portions of the ALJs decision in district court. Finally in December of 2004 the courts decided a verdict. The decision had been made to reimburse the Dealss with the money they had spent on private ABA and related services (United States Court of Appeals, 2009). Sadly, it took years in court and an estimated 2,2850,000 to defend a relatively small reimbursement claim (County Schools, 2005). I find this court case to be pretty confusing. There are many different variables and angles which you can take. I agree with the ruling for a number of reasons, however, I also feel that the parents were not fully cooperating like they could have to achieve the best results possible. In the one article I read it actually addresses how many could Ã¢â¬Å"thinkÃ¢â¬ that the school district is the victim, but in all actuality if you read the full court transcripts you will see that is simply not the case. The article was written by the Deals attorney so it is biased, but it makes some very good points. I am not quite sure how to draw the line in how much should be expected from the school system and at what point a family is demanding too much. Obviously I am not the only one who thinks this is confusing or thereÃ would be more concrete federal laws. On one hand I feel that the most important thing to keep in mind is parental rights. Who else is going to fight for a child like their own parents? If parents are denied proper notification, proper time to plan to attend the meeting, supply the materials in the native Due Process and Parental Rights 4 language and/or supply a translator, the school district is violating IDEA and there should be consequences. This I feel is more of a black and white issue so there is not as much room for confusion. I think it is when it comes down to issues such as LRE and additional programs/ services that it goes more in to a gray area. This is when parents have to turn to due process. I assumed that many school districts give in at this point to keep from incurring court cost and media attention. After reading this case, I am not sure that my logic is correct. Clearly in the case of the Deals the school showed no interest to hear their side of the story or take in to consideration Zacharys progress with his at home ABA therapy. A school cannot discredit a parents opinion and do as they please, but when a child is rarely attending the program, can the school be responsible for paying for private therapy for a child they know little about? It is a catch twenty two in my opinion. The parents do not want to send they child to a school where they will regress and the school does not feel responsible for giving out additional funding and services for a student they have little data on. Someone has to give somewhere. The bottom line is there are always going to be situations that are difficult to know who is right and what placement will be right for a student to be truly successful. I think that a family does not always have their own childs best interest at heart and pushes to help them receive social security benefits, etc. This is a truly sad situation and one that I hope is a rare occurrence. Some parents struggle with denial and push for services that the child cannot truly benefit from just so they feel more Ã¢â¬Å"normal.Ã¢â¬ My heart breaks in these instances, but we somehow must help a parent understand that their childs future might look a little differently than planned. Lastly, we must all try to have the students best interest at heart and not think of what will be the easiest or the cheapest, etc. Working together with the parents of special needsÃ children should be a team effort. No matter how demanding and difficult a family is, we as special education teachers must try to find a middle ground so that a case like this does not present itself again. Due Process and Parental Rights 5
Posted by Donald Rucker at 5:40 PM