Question to answer in essay: 

Can law be used to challenge deep-seated social problems and achieve meaningful social change? First, using course materials, (1) choose one social problem that you would like to focus on. Tell us about this problem, and why you see it as a problem. Second, using course materials, please explain how you would (2) define “meaningful social change.” This can take up reform and/or abolitionist frameworks. Third, using course materials, (3) explain why or why not you believe that law can be used successfully toward attaining your vision of social change. 

1. Social Problem to focus on for this paper: mass incarceration. 
You can use this link to discuss mass incarceration: https://www.prisonpolicy.org/reports/pie2020.html
2. Meaningful social change (possible docs): Mariame Kaba “So You’re Thinking About Becoming an Abolitionist” (will post file below)

3. Law and social change: https://www.naacpldf.org/ldf-celebrates-60th-anniversary-brown-v-board-education/significance-doll-test/
https://www.youtube.com/watch?v=9f5Mc7e0Vr8

As we explored this week from Mary Gentile’s work in Giving Voice to Values, practicing actively speaking up on issues is important to building our ethical muscles. For this assignment, you are invited to complete steps 1 and 2.Step1: Practice Speaking UpChoose a “practice site” at home or at work to speak up about an issue and/or situation that is challenging to try to resolve or improve your situation/issue. Consider the insights from our reading as you consider how you want to go about giving voice to your values in a new way.Step 2: Write up your reflections After you have completed your experiment in “speaking up” write a 3 -4 page double spaced reflective memo that captures your responses to the following questions: How did you decide on the situation/issue to address? Describe the situation/issue in your response.What happened? How do you feel about the experience?What would you do differently next time you need to speak up? How will that help in the future? What are your key lessons and/or validations gleaned from this experience?References to use :

Part 1: Writing AssignmentExercise A: Body EnglishFrom your first draft, choose an important moment and write it as a scene. This will be a “conversation” between two of your characters, but very few words should be said aloud. Work mostly with gesture and body language (also called body English). Remember that we often learn more about characters from stage business than from direct dialogue (e.g., one of the characters could be cutting down a tree, playing solitaire, fixing a car, etc.).Maximum word count: 500 words.Part 2: Peer ResponseNote: Please respond in the order in which work is posted (i.e., respond to the earliest posted piece that has yet to receive a response from someone else).Read your peers’ dialogue carefully and answer the following two questions:Is the dialogue formatted properly? If not, reformat it for clarity.Is the dialogue accomplishing at least two of the five things on the list of the uses of dialogue? If so, list which things are being accomplished. If not, rewrite the dialogue to accomplish one of the five things that it is not doin

During this discussion, you will get the opportunity to explore your values; share an analysis of ethical standards and violations of those standards, specific to your state; and share how human service professionals, ethically, have unique responsibilities for different groups.Please respond to the following:Discuss the responsibilities owed by human services professionals to clients, students, colleagues, the profession, employers, and society as a whole.How are the obligations owed to these various groups similar? How are they different?Identify a scenario in which an ethical obligation performed for (or on behalf of) one group might be unethical if performed for (or as) another.What are some ways you can use the NOHS Ethical Standards to prevent yourself from engaging in unethical behavior? In what ways do values affect decision-making?Conduct some research on how ethical violations are addressed in your state. Discuss some of the procedures and any sanctions that have recently been imposed on professionals who have been found to violate ethical practices.

Special education teachers are part of the assessment team that determines eligibility for special education services. There are 14 major eligibility categories defined by the Individuals with Disabilities Education Act (IDEA). For each of these disability categories, educators must have general knowledge of the guidelines for eligibility, characteristics, causes, effects on learning, and how often the disabilities occur within a defined population in order to contribute to team collaboration and consult articulately with staff and parents/guardians. Additionally, there are specific conditions, such as dyslexia, that are included within each of the broad categories, and special education teachers must be well informed about the potential effects on learning for each specific disorder.Use the information in the textbook and study materials to complete the “Disability Comparison Template” to summarize information for the categories of disability under IDEA as well as for common, specific learning disabilities. The first category, Autism, is completed for you.