Provide a description of each component below.
IDEA 2004
Section 504
ADA
Type of Law/Administrative Office/Enforcing Agency
The IDEA is a four-phased public law that ensures children with disabilities across the United States have access to Free Appropriate Public Education (FAPE), which is suited for their unique needs. The act is enforced by the ministry of education through the national education system and through groups such as the Society for Disability studies, Disabled Peoples' International USA, and the local education agency (LEA).
Section 504 is a provision of American Civil rights law that ensures people with disabilities are not discriminated. The school, district, and regular education leaders are responsible for the government of this act. The legislation is enforced through higher education institutions by making their academic programs accessible to students with disabilities who are qualified. The provision also necessitates the K-12 school to render their benefits equivocally to children with disabilities.
The American Disability Act (ADA) is a provision of the Civil Rights Law. The provision prevents the job discrimination of qualified people with disabilities in public and corporate staffing activities. Local governments and agencies are required to accommodate people with disabilities by instituting friendly rules, practices, and policies. the enforcing agencies include the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), the Health and Human Services (HHS), and Administration of Community Living (Brennan, 2018).
Not all children with attention or learning difficulties qualify for special education IDEA. To qualify, a child must have one of these disabilities covered by 1DEA, language or Speech impairment,
Autism,
Deafness,
Hearing impairment,
Multiple disabilities,
Orthopedic impairment, Intellectual disability, emotional instability, specific learning disability, visual impairment, traumatic brain injury or any other incapacitating health impairment.
To be eligible in the Section...
References
Brennan, J. (2018). The ADA National Network Disability Law Handbook | ADA National Network. Retrieved from https://adata.org/publication/disability-law-handbook
Ellis, K. (2005). Disability rights in practice: the relationship between human rights and social rights in contemporary social care. Disability & Society, 20(7), 691-704. doi: 10.1080/09687590500335675
Individuals With Disabilities Education Act (IDEA): What You Need to Know. (2018). Retrieved from https://www.understood.org/en/school-learning/your-childs-rights/basics-about-childs-rights/individuals-with-disabilities-education-act-idea-what-you-need-to-know
Series, L. (2015). The development of disability rights under international law: from charity to human rights. Disability & Society, 30(10), 1590-1593. doi: 10.1080/09687599.2015.1066975
Law Enforcement Benefits of GIS Applications for Law Enforcement Resources Police methods have changed dramatically around the world in recent years due to the advent of geo-positioning and improved computer-aided mapping techniques. As has happened throughout the history of policing, law enforcement officials have always tried to use new scientific research to their benefit. Since the object is the safety and comfort of local citizens, a major aspect of the mission for police
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Workers With in Small Firms Chapter I outlines the problems this research aims to address, namely an information gap that may, if filled, enhance employment for potential and existing workers with disabilities. This chapter defines the problem background, purpose of research, theoretical framework through which conclusions will be drawn from survey data gathered in the field, the research questions the survey instrument seeks to answer, the definition of terms those questions
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