Looking Into Student Disability

Sexual Harrassment

A description of sexual harassment behavior or conduct and three major examples of their intolerable effects in an organizational or educational setting.

There are two main forms of sexual harassments that can occur in schools. These are Hostile environment harassment and Quid pro quo.

Hostile environment harassment: This takes place when annoying sexual conducts occur in persistent, severe, or pervasive degree. Such form of sexual harassment keep the victim away from school activities or make the educational environment intimidating or abusive to her. This hostility can come from a staff of the school, another student, a visitor, or student or school worker from a different school. (Library.findlaw.com, 1997)

Quid Pro Quo Harassment: This occurs when the offensive school employee makes the victim of harassment believe he or she must agree to the offensive sexual behavior before the student can take part in any school activity or program. It also takes place when the offensive employee makes the student believe that any educational decision to be taken about the student will be based on whether he or she welcomes the offensive sexual conduct. For instance, when a teacher threatens to fail a student if he or she refuses to give in to the teacher's sexual advances. This is a good example of quid pro quo harassment.

Stier (2005) says that every sexual harassment that occurs within an organization, always come in form of behaviors and conducts with sexual undertone. These include:

Remarks about an individual's clothes, body or sexiness

Pinching, patting, touching or cornering in an unacceptable way

Looking at the victim in a seductive way

Showing objectionable photos and posters

Suggesting or asking for sexual favors, which is often accompanied by threats about one's results, promotion, job, or reference letter

Physical sexual abuse

Verbal abuse or harassment

Repeating offensive sexual behavior

Pressure for sexual intimacy

Description of one of the most important solutions for one of the three major sexual harassment conducts.

The most effective solution to sexual harassment is a policy against the act and it includes:

A policy statement by an organization, stating its commitment to deal with offenders, or anyone who engages in any kind of sexual harassment in the organization.

Application -- a definition of all employees that are bound by that policy.

Clearly defining sexual harassment

Responsibilities and outlooks- who oversees the policies and who implements it.

Processes involved in reporting cases of harassments-filing complaints, investigation, and resolution. (chrc-ccdp.ca, n.d)

SEXUAL HARRASSMENT 3

References:

Canadian Human Rights Commission. Developing a Workplace Anti-harassment Policy.

Retrieved on October 27, 2015 from http://www.chrc-ccdp.ca/sites/default/files/template_anti-harassment.pdf

Education Dept. Inspector General Off. Investigation Office. (1997). Sexual harassment: It's not academic. http://library.findlaw.com/1997/Aug/27/127484.html (accessed on October 27, 2015)

Stier, W. F. (2005). An Overview of Sexual Harassment. Strategies, 18(4), 13-15.

http://www.tandfonline.com/doi/abs/10.1080/08924562.2005.10591145#.U-0pcKOwU08 (accessed October 27, 2015)

Student Disability

Course

STUDENT DISABILITY 4

Student Disability

Three major areas where leaders in educational settings have failed students with disabilities

Inadequate mainstreaming: Placing students with special needs in general classes without duly considering their needs and the ability of that environment to meet those special needs.

Lack of proper inclusion: Most students with special needs do not get the chance to be in the general classroom for long. They spend most of their time in classrooms for students with special needs where they do not have access to broad subjects (Meador, 2008).

Inadequate preparation and training for the students concerning inclusion: It is important that the teacher has a full knowledge of all the needs of the students whether learning, social or physical needs. It is also the responsibility of the teacher to provide an enabling environment for students to involve in the learning, sharing and every other classroom activity. It is important that the child knows what to expect to avoid any unforeseen situation.

Inadequate peer support: In the inclusive classroom setting, peer support is a very important ingredient. With peer support, it will be possible to build a deep sense of belonging and oneness among the students. Disabled students are often the target of jesting and teasing in various forms. Giving them proper education will enable them know the importance of peer support, thereby reducing these inappropriate behaviors (Watson, 2008).

An effective legal action that can help disabled students perform better in their academic endeavors.

CEDAR RAPIDS COMMUNITY SCHOOL DISTRICT V GARRET F., by his mother and best friend, CHARLENE F.

IDEA-Individuals with Disabilities Education Act, 84 Stat. 175, was launched and partly amended to make provision for all students with disabilities such as an all free well-equipped public school with learning programs that specialized education and services that relate to it which address the students special needs. In line with this goal, IDEA permits federal financial aid to all states that agree they will provide students with special needs with specialized education and other such related services. In this case, the question that comes to mind is: whether these related services necessitates a public school in any of the participating states to make available ventilating system for ventilator-dependent students who have needs of special nursing services during classes.

One good example is Garret, a paralyzed student whose senses were not affected by his paralysis. Garret can speak, operate his wheelchair, and uses a device that understands the movement of the head to operate his computer. He is a student at the Cedar Rapids Community School District. He takes his classes with other students with very impressive academic performance. But Garret is a ventilator-dependent student who uses an electric ventilator or any other such external breathing device. Occasionally, he needs someone to help him pump some air into the airbag on his tracheotomy tube at times when his ventilator requires some maintenance services. He also needs someone to assist him with one or two issues during school periods. Garret's mother, in 1993, asked the District to take responsibility of the Garrets financial needs to cover the healthcare services he receives during school hours.