Published from to
Publication Types
Categories
Reece Erlichman, Michael Gregory & Alisia St. Florian, The Settlement Conference as a Dispute Resolution Option in Special Education, 29 Ohio St. J. on Disp. Resol. 407 (2014).
Categories:
Civil Practice & Procedure
,
Family Law
Sub-Categories:
Negotiation & Alternative Dispute Resolution
,
Litigation & Settlement
,
Education Law
Type: Article
Abstract
The article contributes in defining the significance of settlement conference as the means of dispute resolution for cases related to special education. Topics discussed include dispute resolution of the cases for violating the U.S. Individuals with Disabilities Education Act (IDEA), role of the Massachusetts Department of Elementary and Secondary Education (DESE) in the administration of complains for resolution and the importance of the individualized education program (IEP).
Yael Cannon, Michael Gregory & Julie Waterstone, A Solution Hiding in Plain Sight: Special Education and Better Outcomes for Students with Social, Emotional, and Behavioral Challenges Special Education in Urban Schools: Ideas for a Changing Landscape, 41 Fordham Urb. L.J. (2013).
Categories:
Family Law
Sub-Categories:
Education Law
Type: Article
Susan Cole, Anne Eisner, Michael Gregory & Joel Ristuccia, Helping Traumatized Children Learn: Creating and Advocating for Trauma-Sensitive Schools (Mass. Advoc. for Child. vol. 2 ed. 2013).
Categories:
Family Law
Sub-Categories:
Children's Law & Welfare
,
Education Law
Type: Other
Abstract
Volume 2 of Helping Traumatized Children Learn: Creating and Advocating for Trauma-Sensitive Schools, safe, supportive learning environments that benefit all children offers a Guide to a process for creating trauma-sensitive schools and a policy agenda to provide the support schools need to achieve this goal. Grounded in theory and practice in schools and with families, the Guide is intended to be a living document that will grow and change as more schools become trauma sensitive and add their ideas. The policy agenda calls for changes in laws, policies, and funding streams to support schools in this work. Together, the online learning community and the book are designed to complement each other, helping to build a growing and increasingly visible trauma-sensitive learning community.
Michael Gregory & Emily Nichols, From the Outside In: Using a Whole-School Paradigm to Improve the Educational Success of Students with Trauma Histories and/or Neurodevelopmental Disabilities, in Trauma, Autism, and Neurodevelopmental Disorders: Integrating Research, Practice, and Policy 241 (Jason M. Fogler & Randall A. Phelps eds., 2018),
Categories:
Family Law
Sub-Categories:
Education Law
,
Children's Law & Welfare
Type: Book
Erin R. Archerd, Esther Canty-Barnes, Ruth Colker, Robert Dinerstein, Michael Gregory, Dean Hill Rivkin, Cathy Skidmore & Mark Weber, The Ohio State University Dispute Resolution in Special Education Symposium Panel, 30 Ohio St. J. on Disp. Res. 89 (2014).
Categories:
Civil Practice & Procedure
,
Family Law
Sub-Categories:
Dispute Resolution
,
Negotiation & Alternative Dispute Resolution
,
Education Law
Type: Article
Michelle Lerner, Colby Brunt, Susan Cole, Michael Gregory, Dana Kandel Sisitsky, Kathyrn Rucker & Jeffrey Wolf, Educational Rights of Children Affected by Homelessness and Domestic Violence (Mass. Advoc. for Child. 2006).
Categories:
Family Law
Sub-Categories:
Children's Law & Welfare
,
Education Law
Type: Other
Susan Cole, Jessica Greenwald O'Brien, M. Geron Gadd, Joel M. Ristuccia, D. Luray Wallace & Michael Gregory, Helping Traumatized Children Learn (Mass. Advoc. for Child. vol. I ed. 2005).
Categories:
Family Law
Sub-Categories:
Children's Law & Welfare
,
Education Law
Type: Other
Abstract
Published in 2005, TLPI’s landmark report summarizes research from psychology and neurobiology that documents the impact trauma from exposure to violence can have on children’s learning, behavior and relationships in school. The report also introduces the Flexible Framework, a tool organized according to six core operational functions of schools that can help educators maintain a whole-school perspective as they create trauma-sensitive learning environments for all children.