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Goss v. Lopez, 419 U.S. 565 (1975). (n.d.). Justia Law. Retrieved October 24, 2022, from https://supreme.justia.com/cases/federal/us/419/565/
This document discusses the aspects of the U.S. Supreme Court case of a group of students who were suspended from school without the ability to tell their side of the story. The case went to the Supreme Court when the judges stated that the students' due process protections under the 14th amendment were violated.

Disability Discrimination: Frequently Asked Questions. (2022, July 19). U.S. Department of Education Office for Civil Rights. https://www2.ed.gov/about/offices/list/ocr/frontpage/faq/disability.html
This document provides answers to questions surrounding discrimination of a student with a disability and the federal protections provided.

Title IX Legal Manual. (2021). The United States Department of Justice. https://www.justice.gov/crt/title-ix
This document is a manual that presents the legal aspects of Title IX regarding the Education Amendments. This manual focuses on the requirements of federal organizations and agencies that are required to implement Title IX protections. Some topics in this manual include a historical overview of Title IX, the purpose of this Act, how Title IX is regulated and the financial assistance that is included educationally related programs and activities, the relation to the Civil Rights Act, and issues regarding discrimination.

Videckis v. Pepperdine University. (2015, December 15). Casetext Search + Citator. https://casetext.com/case/videckis-v-pepperdine-univ
This case discusses the details of Videckis and White bringing a legal case against Pepperdine University due to violations of Title IX. Both students were on the basketball team and were in a relationship with each other. The plaintiffs claims that the university requested of them documents and information that was not requested of other athletes, male or female, and that the complaints were not properly addressed when the athletes brought them to the attention of athletic personnel as well as the Title IX coordinator. The plaintiffs argue that their protections were violated as a result of them being in a same sex relationship.

Donovan v. Poway Unified School Dist. (2008, October 10). Casetext. https://casetext.com/case/donovan-v-poway-unified-school-dist
This case details two high school students who experienced severe peer sexual harassment on school campus. The students were subjected to violence, threats of violence, antigay derogatory comments, and vandalism of personal property. The students maintained a log of their encounters and shared this with administration. The court found that the administration failed to protect the students under Title IX and was ordered to provide financial compensation to each student.

Orr, A. (2011, October 10). Re: Student v. Arcadia Unified School District. https://www.nclrights.org/wp-content/uploads/2011.10.10.-Student-v.-Arcadia-USD-Complaint.pdf
This legal document discusses a student suing the Arcadia school district due to Title IX violations regarding sex discrimination. The student in the suit is transgender and despite legal name changes and full gender identity change, the district continued to segregate the student, and treat the student different than the student body by requiring that the student use the restroom in the nurses office and to change for gym. The district also segregated the student during an overnight field trip requiring the student to sleep by himself in a cabin instead of with his male friends. The verdict of the case was the school district did violate the Title IX protections for sex discrimination and the district was made to provide training to the board members and district administrators regarding Title IX protections and transgender students, and the district had to update their policies to ensure compliance of the Title IX regulations.

Chapman, N. S., & Yoshino, K. (n.d.). The Fourteenth Amendment Due Process Clause. National Constitution Center. Retrieved October 24, 2022, from https://constitutioncenter.org/the-constitution/amendments/amendment-xiv/clauses/701
This article discusses the due process clause of the 14th amendment. It also discusses procedural and substantive due process, and the bill of rights for states.

State and Local Governments. (n.d.). Beta.ADA.Gov. Retrieved October 24, 2022, from https://beta.ada.gov/topics/title-ii/
This document discusses the Americans With Disabilities Act (ADA) and the application of this Act to local and state program. Local and state programs include areas such as social services, health care, public education, and governmental offices and buildings. The requirement to make reasonable accommodations, to effectively communicate, and provide access to facilities and services for individuals with disabilities are discussed.

Mayerson, A. (1992). The History of the Americans with Disabilities Act. Disability Rights Education & Defense Fund. https://dredf.org/about-us/publications/the-history-of-the-ada/
This article discusses the history of the ADA and disability rights noting the discrimination and injustice that have been experienced by people in the disability community. Through ADA, segregation and exclusion were viewed as discrimination. This article also discusses Section 504 and the protections of people with disabilities.

Americans with Disabilities Act (ADA) and Educational Accommodation. (n.d.). Stimmel Law. Retrieved October 24, 2022, from https://www.stimmel-law.com/en/articles/americans-disabilities-act-ada-and-educational-accomodation
This article discusses the history of ADA and the disabilities covered under Section 504 along with the institutional requirements in adherence of Section 504. Accommodations are listed for physical and educational environments.

Significant Disproportionality in Special Education: Current Trends and Actions for Impact (p. 14). (2020). National Center for Learning Disabilities. https://www.ncld.org/wp-content/uploads/2020/10/2020-NCLD-Disproportionality_Trends-and-Actions-for-Impact_FINAL-1.pdf
This document discusses the educational inequities for students of color, students with disabilities, and students from low-income homes. Three components regarding disproportionality are discusses – discipline, identification for special education, and placement once in special education. This document also discusses components of the Adverse Childhood Experiences (ACEs) survey. Efforts to address disproportionality include the Equity in IDEA regulations, alternative discipline practices, implementation of Multi-Tiered Systems of Support (MTSS) and Universal Design for Learning (UDL), restorative practices, culturally responsive teaching, and Positive Behavioral Interventions and Supports (PBIS).

Whitley, S. F. (2022). Racial/Ethnic Disproportionality and Special Education Assessment: Policy Analysis and Recommendations for Practice. Universal Journal of Educational Research, 10(5), 349–355. https://doi.org/10.13189/ujer.2022.100504
This article highlights the overrepresentation of students of color receiving special education services. Suggestions for districts are provided to assist with monitoring the students, through data, being identified for special education to make sure that students of color are not being overrepresented. Information regarding legally defensible and nondiscriminatory assessments are also provided.

Maholmes, V., & Brown, F. (2002). Over-representation of African-American Students in Special Education: The Role of a Developmental Framework in Shaping Teachers’ Interpretations of African-American Students’ Behavior. Trotter Review, 14(1). https://scholarworks.umb.edu/trotter_review/vol14/iss1/6
This article examines the large number of African American youth who are incorrectly identified for special education. There is discussion regarding teacher’s perceptions of African-American students learning and behavioral patterns. The article discusses a developmental pathways framework that can help to change the practices that contribute to the overrepresentation of African American students in special education.

Kincaid, A. P., & Sullivan, A. L. (2019). Double Jeopardy? Disproportionality in First Juvenile Court Involvement by Disability Status. Exceptional Children, 85(4), 453–470. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1219247&site=eds-live&scope=site&custid=natuniv
This study examined the frequency of young people with and without a disability in the juvenile justice system. This research shows that students with disabilities are overrepresented in the juvenile justice system who qualify under emotional or behavioral disorders and students identified under other health impaired. This study highlights the need for intervention strategies to reduce the number of students with disabilities encountering the juvenile justice system.

Shrider, E. A., Kollar, M., Chen, F., & Semega, J. (2021). Income and Poverty in the United States: 2020 (No. P60-273). US Census Bureau. https://www.census.gov/library/publications/2021/demo/p60-273.html
The information provided is census data from 2020 looking at poverty, earnings, income inequality, and household income. Information is provided charts that are broken down by race, sex, type of family (ex, single or two parent household, children or no children, married or non-married), full or part time work, and age.

Manifestation Determination Meeting: Special Education Students (PHP-c285; PACER Center Action Information Sheets). (2020). PACER Center, Inc. https://www.pacer.org/parent/php/PHP-c285.pdf
This document explains what a manifestation determination is and the procedures of the meeting. There are tips for parents in next steps if the manifestation determines that the behavior is related to the disability and if the manifestation determines that the behavior is not related to the disability.

15-827 Endrew F. v. Douglas County School Dist. Re-1. (2017). Supreme Court of the United States. https://www.supremecourt.gov/opinions/16pdf/15-827_0pm1.pdf
This document is the ruling from the Supreme Court regarding the ruling for Endrew F. v Douglas County School District. This case dealt with a student with autism and his IEP that did not include behavioral procedures which the Supreme Court felt was a violation of the student’s FAPE.

E.C. v. U.S.D. 385 Andover, Case No. 18-1106-EFM. (2020, May 27). Casetext. https://casetext.com/case/ec-v-usd-385-andover-2
The case E.C. v. U.S.D 385 Andover is a case that was brought before the court due to issues of creating and implementing a Behavior Intervention Plan to address the behavioral concerns of E.C. In this case, the student was evaluated and identified under the IDEA disability category of Autism, but the school district did not make that diagnosis his primary diagnosis. As such, the FBA and BIP did not include behavioral procedures to ensure that the student would be successful, nor did the school provide adequate behavioral supports for the student.

Pomraning, M., & Carter-Long, L. (2022, May 16). California Agrees to End Discrimination against Disabled Students and Provide Equal Access to Virtual Learning. Disability Rights California. https://www.disabilityrightsca.org/press-release/california-agrees-to-end-discrimination-against-disabled-students-and-provide-equal
This case summary discusses how the state of California engaged in disability discrimination regarding virtual learning options for students with disabilities. Students with disabilities were able to receive virtual learning options only if the student was on independent study. Due to COVID-19 and the health risk posed to many students with disabilities, parents kept their children home to keep them safe, running the risk of truancy concerns and losing financial benefits for the students' disabilities. The state ultimately agreed to a settlement to stop discriminating against students with disabilities regarding virtual learning.