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ESE548 : The Class : In Practice : In Practice

Module 2: In Practice- aka the Bubble Gum Brief


CLICK HERE TO READ THE PROLOGUE and learn about the Bubble Gum Brief

Marlo and Jimmy will introduce you.

In this second module, you join Marlo and Jimmy in their efforts to ferret out the intentions of the Convoluted Fabrication School District (CFSD). In this episode, you will move about the world of educational services and legal mandates that protect children with special needs. You will get an opportunity to peek inside the world of parents - partners in your search for doing what is best for students, and get an idea of how they view student needs and the services available to them. You may be surprised when you realize how desperate many parents are to help and protect these youth they love so much.

In your previous work on module one, you came to appreciate and value the individuality of each youngster. Now, you no longer look through a youngster in a wheel chair or turn your head and ignore those around you who are visually impaired. You have learned a new appreciation for their desire to be loved and accepted as people. You have come closer to "walking a mile in their shoes," and you see how important it is to honor every person.

The study of the fight to secure protection for those who are not able to fight for themselves is a poignant history. It is not without valor on both sides. Like most ethical issues, the legal battle has been a series of defeats and victories - skirmishes and battles, if you will, in the long human story of equality. Of course, as you learned in your study of history, both sides are often willing to fight long and hard to ensure their world view is upheld.

The United States Educational system has a peculiar and proud history. While other countries were busy developing tests to determine who belonged in school, we were laying the foundation that allowed all children to receive an education. Of course, when we said all children, we really did not envision today's schools. But here we are. The school is the fulcrum of the US Constitutional image of equality -- Equal rights for all, or equality for those who can stand up and fight for their rights?

Equal rights - especially for those who are economically stressed, the English Language Learner, those new to our country, the oppressed, the youngster with Down Syndrome, the student with Cerebral Palsy -- no wonder you are so excited about learning more. You can make a difference. You, in your life work can be a Dorothea Dix or a Clara Barton. You can be for your students who Sam Kirk was for people with learning disabilities.

But enough rhetoric. What do you know about the history of educating children with disabilities? How many major court cases has it taken to get to this point? And where do we need to go now? Join Marlo and Jimmy, learning about the critical issues so you are fully prepared to join those of us who believe that Lady Liberty needs our help.

The following course objectives will guide your work.

Course Objectives for this Module

2. Demonstrate knowledge of IDEA 1997, AZ Statutes and Section 504, Rehab. Act
3. Analyze legal responsibilities of schools, parents, students.
7. Demonstrate an understanding of the roles of parents with children who have disabilities.
13. Knowledge of current issues and trends in special education and consultation/ collaboration

The search for critical court cases can begin at any time. You will find it fascinating as you realize how much case law and legal information is just a mouse click away. The United State Legislature offers numerous sites that provide full disclosure of activities, legal business being conducted and how each member votes. There is access to the briefs and decisions of many lower courts and even sites to learn more about what the Supreme Court is reviewing, as well as the briefs they prepare to explain decisions. You may want to begin finding these sites by clicking here

You will also find it helpful to access the Boss Man's personal set of briefs. He was quite interested in the rights of children for a while and summarized a set of cases that you can gain access to: He also kept a large number of bound notes. These certainly should be checked out in detail!

Boss Man's Notes

Linear Lou
Perceptive Pat
Caring Kit
Turnbull workbook
Busy BJ
2. Demonstrate knowledge of IDEA 1997, AZ Statutes and Section 504, Rehab. Act Chapter 1
pp. 5 - 35
Chapter 1
Chapters 1 & 2
pp. 1 - 70
Chapter 1
pp. 13 - 33
3. Analyze legal responsibilities of schools, parents, students. Chapters 1 & 2
pp. 5 - 65
Chapters 1 & 2
pp. 3 - 75
Chapters 1 & 2
pp. 1-70; 585 -594
see index for specifics
Chapters 1 & 2
pp. 13 - 48
7. Demonstrate an understanding of the roles of parents with children who have disabilities. Chapters 1 & 2
pp. 5 - 65
Chapter 2 and sub-topics
pp. 79 - 120; 140 - 147;
198 - 202; 218 - 220;
339 - 348; 370 - 384
Chapter sub-topics
pp.187-90; 235-6;
409; 461-4; 506; 597;
+ see index for more
Chapter 2
pp. 35 - 48
13. Knowledge of current issues and trends in special education and consultation/ collaboration Chapter 2
pp. 04-58
Chapter2 pp. 44-46 Chapter 3
pp. 72 - 102


This is an important work, you are beginning. Of course, you will earn credits and you will learn many things as you complete the objectives, but most importantly, as you come to understand the critical nature and significance of helping each child become all he or she can be, you will be answering that daunting question asked by John Donne.

You will know for whom the bell tolls . . . and you will be ready to respond,



To complete this module successfully, please click on your chosen persona. You will find readings and assignments geared to your book and learning style.

  1. Linear Lou
  2. Pensive Pat
  3. Busy BJ
  4. Caring Kit

Once you have completed this module you should:

Go on to Module 3: IEP She Wrote
Go back to Module 1: Introduction to Exceptional Children

E-mail J'Anne or Martha Affeld at

Course developed by J'Anne & Martha Affeld


Copyright © 1999 Northern Arizona University