For Immediate Release From OSERS!
On May 17, 1954 – 70 years ago today – Brown v. Board opened the door for countless students by closing the door on legal segregation in our nation’s schools.
Brown v. Board of Education (1954)
Citation: Brown v. Board of Education of Topeka, Opinion; May 17, 1954; Records of the Supreme Court of the United States; Record Group 267; National Archives.
In this milestone decision, the Supreme Court ruled that separating children in public schools on the basis of race was unconstitutional. It signaled the end of legalized racial segregation in the schools of the United States, overruling the "separate but equal" principle set forth in the 1896 Plessy v. Ferguson case.
On May 17, 1954, U.S. Supreme Court Justice Earl Warren delivered the unanimous ruling in the landmark civil rights case Brown v. Board of Education of Topeka, Kansas. State-sanctioned segregation of public schools was a violation of the 14th amendment and was therefore unconstitutional. This historic decision marked the end of the "separate but equal" precedent set by the Supreme Court nearly 60 years earlier in Plessy v. Ferguson and served as a catalyst for the expanding civil rights movement during the decade of the 1950s.
Arguments were to be heard during the next term to determine just how the ruling would be imposed. Just over one year later, on May 31, 1955, Warren read the Court's unanimous decision, now referred to as Brown II, instructing the states to begin desegregation plans "with all deliberate speed."
Despite two unanimous decisions and careful, if vague, wording, there was considerable resistance to the Supreme Court's ruling in Brown v. Board of Education. In addition to the obvious disapproving segregationists were some constitutional scholars who felt that the decision went against legal tradition by relying heavily on data supplied by social scientists rather than precedent or established law. Supporters of judicial restraint believed the Court had overstepped its constitutional powers by essentially writing new law.
Read the full article HERE!:
https://www.archives.gov/milestone-documen... ******
Accessibility Statement
The U.S. Department of Education is committed to making its electronic and information technologies accessible to individuals with disabilities by meeting or exceeding the requirements of Section 508 of the Rehabilitation Act (29 U.S.C. 794d), as amended in 1998. Section 508 is a federal law that requires agencies to provide individuals with disabilities equal access to electronic information and data comparable to those who do not have disabilities, unless an undue burden would be imposed on the agency. The Section 508 Standards are the technical requirements and criteria that are used to measure conformance within this law. More information on Section 508 and the technical standards can be found at GSA, Section 508 and the US Access Board.
Our web pages are designed to meet or exceed the Section 508 standards, which are the technical requirements that ensure we’re complying with federal Section 508 law. We also conform to the World Wide Web Consortium (W3C) and their industry standard Web Content Accessibility Guidelines (WCAG) 2.1 . We meet Level AA standards, which means our content is accessible to most people in most circumstances. We continually modify our websites to ensure the information, features and content are accessible to persons with disabilities.
Our Section 508 Program Manager
Denise McGland can answer any questions about our implementation of 508 policy or guidelines.
Available complaint processes
If you experience difficulty accessing any resources or content on this site, please contact us via email and include:
The nature of your accessibility problem,
The URL of the page the inaccessible content was found on, The preferred format in which you want to receive any materials, and Your contact information (email, phone or address).
We will work diligently to provide you with accessible content that addresses your issues.
Requesting Reasonable Accommodations
We offer reasonable accommodations for federal employees and job applicants, consistent with Section 501 of the Rehabilitation Act. Please contact Kenton Stalder, Reasonable Accommodations Program Manager.
Use of the telecommunications relay service
Telecommunications Relay Services (TRS) allow persons who are deaf, hard of hearing, deafblind, or have speech disabilities to communicate by telephone in a manner that is functionally equivalent to telephone services used by persons without such disabilities. List of TRS services (FCC.gov)
Organizational policies or procedures on digital accessibility
Our agency exists to support other agencies in achieving their missions by providing policy, services, workspace, and contracting vehicles for procuring products and services. This is our approach to leveraging the capabilities of the internet and world wide web.
Information Technology Accessibility Program - pending
Accessibility aids: plug-ins and file viewers
Links to applets, plug-ins, or other applications required to access content provided on our web pages are available and linked below. Most of these links are to non-government sources. We do not endorse any of these products; they are provided for your convenience. Address questions about a particular plug-in or file viewer to the respective vendor.
Adobe Acrobat - Use Adobe Acrobat to read Portable Document Format (PDF) files.
Microsoft Word - Microsoft offers Doc Viewer and other converter programs to enable those who do not have Word to open and view Word files.
Microsoft Excel - Microsoft offers XLS Viewer Free to enable those who do not have Excel to view Excel files.
Microsoft PowerPoint - Microsoft offers PPTX Viewer to enable those who do not have PowerPoint to view PowerPoint files.
WinZip - Zip files are single files, sometimes called “archives,” that contain one or more compressed files. Files with this extension (.zip) require WinZip to open and extract them.
Architectural Barriers Act of 1968 (42 U.S.C. && 4151--47)
The Architectural Barriers Act (ABA) requires access to facilities that are designed, built, altered, or leased by or on behalf of the Federal government. The Access Board is the federal agency responsible for enforcing the ABA. The Access Board's accessibility standards are available on their website at
www.access-board.gov/aba/ufas.html and information about filing a complaint may be found at
www.access-board.gov/enforcement. Learn more HERE!:
https://www2.ed.gov/notices/accessibility/... ****
This Global Accessibility Awareness Day, the Office of Special Education Programs and
Office of Technology highlighted accessibility-related items from USDE.
The Accessible Learning Experience Podcast:
The Accessible Learning Experience | CAST, Illustrations of a microphone, sound waves, digital text, and wifi.
Turn learning barriers into learning opportunities by exploring the world of accessibility and Universal Design for Learning.
Each episode of The Accessible Learning Experience features interviews with national, state, and local leaders whose work focuses on turning learning barriers into learning opportunities. These leaders share their top tips and strategies for implementing accessibility best practices in a variety of settings. They also shine a spotlight on the partnerships and collaboration that are needed to create robust systems for the timely provision and use of accessible educational materials and technologies in support of inclusive teaching and learning practices. Episodes are released monthly and you can listen on the web through Anchor or through the podcast app of your choice.
May 2024
Learn more HERE!:
https://aem.cast.org/get-started/accessibl... S.03, Ep.9: Accessibility in Correctional Settings
National AEM Center at CAST
On this episode, we are excited to welcome CAST Career and Technical Education and UDL trainer Donald Walker to the podcast. Donald is joined by Jennifer Montag, Director of Disability Services at Marion Technical College, which offers a number of programs that take place in a correctional setting.
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Learning Without Limits: Increasing Tech Accessibility In The K–12 Classroom
With a return to in-person learning on the horizon, how do schools ensure continuing availability of accessible technologies? by Doug Bonderud
Over the course of the past year, K–12 districts have created entirely new ways for teachers and students to connect and collaborate. Now, schools face mounting pressure to prioritize in-person teaching over online options, but not everyone is eager to return. Recent survey data from Echelon Insights found that 45 percent of parents would keep their children entirely online, if possible, while 22 percent of parents preferred a hybrid learning model.
And while a portion of this back-to-school reticence stems from safety concerns, a subset of students also found solace in the accessibility of e-learning. For some, it’s the ability to work at their own pace thanks to asynchronous learning options. For others, it’s the on-demand availability of assistive technologies (AT) such as closed captioning or customized peripherals.
This creates a new challenge for K–12 schools: How do they facilitate learning without limits as students come back to the classroom?
K-12 Influencer List Banner
How to Make Technology Accessible to Meet Students’ Needs
New technology for the classroom had been steadily increasing over the past few years, before the accelerated acquisition in response to the pandemic. “Technology is already integrated into nearly every aspect of students’ lives,” says Sheldon Horowitz, senior adviser at the National Center for Learning Disabilities. “Devices like interactive whiteboards, tablets, and a dizzying array of content sharing and curriculum enhancing tools and programs have, to varying degrees, been incorporated into ‘business as usual’ in virtually every classroom.”
Despite this uptick, however, Horowitz points to an emerging issue: “Students with disabilities and other traditionally disadvantaged students are often not considered from the outset when technologies are being developed and systems are put in place. This creates even greater inequalities and widens opportunity gaps for our most vulnerable learners.”
Teachers, administrators and CTOs must work to bridge the gap between technology availability and accessibility. For Horowitz, success in doing so requires a twofold solution.
First, schools must map the specific needs of students to assistive and instructional technologies. Next, districts must ensure that staff, students and parents “have the training and support needed to embrace the full range of benefits these technology tools have to offer,” he says.
Students with disabilities and other traditionally disadvantaged students are often not considered from the outset when technologies are being developed and systems are put in place.”
Sheldon Horowitz Senior Advisor, National Center for Learning Disabilities
There are a number of steps school districts can take to achieve these goals, Horowitz says. To begin, school leaders should look at AT as a type of accommodation and differentiate between AT devices and AT programs and services.
To appropriately meet the needs of students with disabilities, district leaders must also understand how AT helps them gain access to the general education curriculum.
Read the full article HERE:
https://edtechmagazine.com/k12/article/202... *****
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Resource: Medicaid Funding for School-Based Services
This resource helps families to access the Medicaid funds provides to schools annually to increase access to quality physical, mental, and behavioral health services for eligible students. These funds pay for services to students with disabilities served under the Individuals with Disabilities Education Act (IDEA) and students from low-income families enrolled in Medicaid or Children's Health Insurance Program (CHIP) programs.
Posted By: agnes levine
Friday, May 17th 2024 at 1:40PM
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