Throughout the program, you will compile a list of resources you find as you complete assignments. This will be a resource for your Final Project and good preparation for your doctoral study, capstone, or dissertation. By the end of the program, you will have a significant amount of resources to help guide your doctoral study, capstone, or dissertation.There are several free online tools that can help you manage and easily update your annotated bibliography as you collect your research over the course of the program. Citelighter, Google Docs, Dropbox, and Pathbrite are reliable options to consider.Continue creating your annotated bibliography by finding two articles that address gifted education policies. Add an annotation for each article to your bibliography. (Note: I have attached my first, second, third, and fourth annotated bibliography with the instructor’s feedback for your references, please also follow the exact outline of the sample annotated bibliography attached below, the instructor will dock points if you do not follow the format of the sample annotated bibliography. Also do not forget you need to include the introduction).Note: The instructor is very strict with APA 6th edition formatting as you can see with the feedback he provided in my first and second annotated bibliography. Please use correct APA formatting and proper reference and citation formatting (LOOK AT THE FEEDBACK MY INSTRUCTOR PROVIDED FOR BOTH FIRST AND SECOND ANNOTATED BIBLIOGRAPHIES SO YOU WILL KNOW IF YOU ARE MAKING A MISTAKE). If you are not sure please google how to correctly format your references. Do not forget to list your references and you must include the in-text citations. Also please use current (meaning within the past 2 years) scholarly journal articles as references. Thanks.Running head: SAMPLE
Sample Annotated Bibliography
Student Name Here
Walden University
Sample Annotated Bibliography
Autism research continues to grapple with activities that best serve the purpose of
fostering positive interpersonal relationships for children who struggle with autism. Children
have benefited from therapy sessions that provide ongoing activities to aid autistic children’s
ability to engage in healthy social interactions. However, less is known about how K–12 schools
might implement programs for this group of individuals to provide additional opportunities for
growth, or even if and how school programs would be of assistance in the end. There is a gap,
then, in understanding the possibilities of implementing such programs in schools to foster the
social and thus mental health of children with autism.
Annotated Bibliography
Kenny, M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children
with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in
middle childhood (pp. 103–147). Washington, DC: American Psychological Association.
In this chapter from Play Therapy in Middle Childhood, Kenny, Dinehart, and Winick
(2016) provided a case study of the treatment of a 10-year-old boy diagnosed with autism
spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of childcentered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with
ADS often have sociobehavioral problems that can be improved when they have a safe therapy
space for expressing themselves emotionally through play that assists in their interpersonal
development. The authors outlined the progress made by the patient in addressing the social and
communicative impairments associated with ASD. Additionally, the authors explained the role
that parents have in implementing CCPT in the patient’s treatment. Their research on the success
of CCPT used qualitative data collected by observing the patient in multiple therapy sessions.
CCPT follows research carried out by other theorists who have identified the role of play
in supporting cognition and interpersonal relationships. This case study is relevant to the current
conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as
it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the
patient’s communication and socialization skills. However, Kenny et al. (2016) acknowledged
that CCPT has limitations—children with ADS, who are not highly functioning and or are more
severely emotionally underdeveloped, are likely not suited for this type of therapy.
Kenny et al.’s (2016) explanation of this treatments’s implementation is useful for
professionals in the psychology field who work with adolescents with ASD. This piece is also
useful to parents of adolescents with ASD, as it discusses the role that parents can play in
successfully implementing the treatment. However, more information is needed to determine if
this program would be suitable as part of a K–12 school program focused on the needs of
children with ASD.
Stagmitti, K. (2016). Play therapy for school-age children with high-functioning autism. In A.A.
Drewes and C. E. Schaefer (Eds.), Play therapy in middle cildhood (pp. 237–255).
Washington, DC: American Psychological Association.
Stagmitti (2016) discussed how the Learn to Play program fosters the social and personal
development of children who have high functioning autism. The program is designed as a series
of play sessions carried out over time, each session aiming to help children with high functioning
autism learn to engage in complex play activities with their therapist and on their own. The
program is beneficial for children who are 1- to 8-years old if they are already communicating
with others both nonverbally and verbally. Through this program, the therapist works with
autistic children by initiating play activities, helping children direct their attention to the activity,
eventually helping them begin to initiate play on their own by moving past the play narrative
created by the therapist and adding new, logical steps in the play scenario themselves. The
underlying rationale for the program is that there is a link between the ability of children with
autism to create imaginary play scenarios that are increasingly more complex and the
development of emotional well-being and social skills in these children. Study results from the
program have shown that the program is successful: Children have developed personal and social
skills of several increment levels in a short time. While Stagmitti (2016) provided evidence that
the Learn to Play program was successful, she also acknowledged that more research was needed
to fully understand the long-term benefits of the program.
Stagmitti (2016) provided an insightful overview of the program; however, her discussion
was focused on children identified as having high-functioning autism, and, therefore, it is not
clear if and how this program works for those not identified as high-functioning. Additionally,
Stagmitti (2016) noted that the program is already initiated in some schools but did not provide
discussion on whether there were differences or similarities in the success of this program in that
Although Stagmitti’s (2016) overview of the Learn to Play program was helpful for
understanding the possibility for this program to be a supplementary addition in the K–12 school
system, more research is needed to understand exactly how the program might be implemented,
the benefits of implementation, and the drawbacks. Without this additional information, it would
be difficult for a researcher to use Stigmitti’s research as a basis for changes in other programs.
However, it does provide useful context and ideas that researchers can use to develop additional
research programs.
Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy–Therapeutic play for children
with autism. Child Language and Teaching Therapy, 15(1), 17–28. doi:10.1037/14776014
Wimpory and Nash (1999) provided a case study for implementing music interaction
therapy as part of play therapy aimed at cultivating communication skills in infants with ASD.
The researchers based their argument on films taken of play-based therapy sessions that
introduced music interaction therapy. To assess the success of music play, Wimpory and Nash
filmed the follow-up play-based interaction between the parent and the child. The follow-up
interactions revealed that 20 months after the introduction of music play, the patient developed
prolonged playful interaction with both the psychologist and the parent. The follow-up films also
revealed that children initiated spontaneously pretend play during these later sessions. After the
introduction of music, the patient began to develop appropriate language skills.
Since the publication date for this case study is 1999, the results are dated. Although this
technique is useful, emerging research in the field has undoubtedly changed in the time since the
article was published. Wimpory and Nash (1999) wrote this article for a specific audience,
including psychologists and researchers working with infants diagnosed with ASD. This focus
also means that other researchers beyond these fields may not find the researcher’s findings
This research is useful to those looking for background information on the
implementation of music into play-based therapy in infants with ASD. Wimpory and Nash
(1999) provided a basis for this technique and outlined its initial development. Thus, this case
study can be useful in further trials when paired with more recent research.
Annotated Bibliography
Your Name
Walden University
Annotated Bibliography
School leaders and teachers face personal liabilities in school-related lawsuits. Most
professional educators answer it simply as the risk that minimally is for the common sense and of
a good judgment. The teachers issues and today’s school liabilities that are litigious to the society
that tells us of how anyone can easily be subjected to the lawsuit. The professional teachers have
to be educated as to their liabilities in our today’s litigious society that tells us of anyone who can
be subjected to the lawsuits. A professional teacher needs be educated as to the liabilities in the
classrooms, and being mindful on ways of minimizing the exposed lawsuit and student
complaints. The educator contracts and tort liability have two broader areas of the law pertinent
educators in United States. Tort law is usually based on the individuals premise liable for their
own conduct consequence where such actions result in an injury to others. In the
school/classroom setting, tort law is the laws most common area of the laws subject teacher to
the personal liabilities. In the educations most related civil lawsuit of the two main categories
related to the tort liabilities to educator profession.
Annotated Bibliography
Green, P. C., Baker, B. D., & Oluwole, J. (2015). The legal status of charter schools in state
statutory law. University of Massachusetts Law Review, Forthcoming? Retrieved
Green—need to use all names first time used et al. (2015) gives the recent increased
school charter and the traditional public education alternative system. The article explores the
position and legal status of charter schools. Most private schools characteristics are exhibited by
charter schools, in terms of management particularly, also in the retaining of most public schools
features. It also explores the law areas where the charter schools are either classified as private or
as public, in their regulations or state statutes, pending litigation and recent discussion. The
article first discusses whether the charter schools, education management organizations or
charter school boards who manage the charter schools are entitled to the government immunity,
which classifies them as public entity. Secondly, the article examines the interplay that is
between the charter schools, their organization management, and their boards and to whether
they are subjected to the public accountability law, as are the public schools counterparts. The
article thirdly, surveys as to whether the charter schools are a subject to the state prevailing wage
statutes. The article fourthly, examines whether the charter schools, require the same student
expulsion follow as a public school requirement. The article proceeds to tallying the litigations
results. It discusses whether both the charter schools are subjected to same laws and as a public
school regulation in their districts and as to whether the charter schools and its officials under the
law are public entities, which subject them to the same rules governing public official’s actions.
The article concludes on the often times, because the distinction is clearly not in the states
statutory requirement as they stand, and the legislators care taken in the charter school legislation
drafting, as the charter schools clearly set the rules to be followed and the courts having the clear
litigation application rules. The quo status particularly is troubling regarding the student
disciplinary issue and the educational management organizations’ fiducially obligations, with the
article urging legislators address the issues.—need at least three paragraphs. Please look at
Grimes, R. (2015). Problem-based learning and legal education–A case study in integrated
experiential study. REDU. Revista de Docencia Universitaria, 13(1), 361-375. Retrieved
Grimes (2015) describes the systems legal education as it currently exists in the rest of
the United Kingdom with the somewhat different structure with the perceived shortcomings in
the system highlights. The article goes on then to addressing and suggesting on how teaching and
learning can easily be improved through paying attention in the content formation as well, in the
particular perspective on how the legal education will be delivered. The paper has focused on a
particular approach to the legal education, termed as the problem-based learning. This has
formed the key meaning to the study at the United Kingdom leading law schools. The concepts
rationale for the Problem-based learning (PBL), is extensive and explained reference made to the
source material wealth on the effectiveness and nature such learning medium. The PBL in the
context implication learning experiential are also explored, including PBL use in the live-client
clinics. The chapter has concluded with a suggestion that is interactive or has handed on methods
of its study which increasingly features the legal education that’s across the common and the
civil law worlds.—need three paragraphs.
Ryan, C. J. (2014). Something corporate: The case for treating proprietary education institutions
like corporations. Journal of College and University Law, 40(2), pages. Retreived
Ryan (2014) shows how the postsecondary education, in particular the postsecondary
education proprietary, has turned out to a product-driven industry. The law has to apply same
accountability as such on these schools that is required by the other entities proprietary. The
article examines the distinction and history that is between the traditional postsecondary schools
and the proprietary schools, the regulation posting education industry proprietary that is more
akin to a traditional corporation regulating the postsecondary traditional school. The article
ultimately concludes the fiduciary duty, proprietary that exists in the education institutions and
their students, need to supplant the academic abstention doctrine, found to be having a long been
fixture in the court system. It shows the historical cause of action that’s against the proprietary
schools, inadequately in their modern context. The article also contends the state as the best
positioned to the harmful regulation trade practices of the proprietary schools than with the
federal government and the realistic makes of the modern recommendation of the proprietary
education institution regulation.—way too short.
Menkel-Meadow, C. (2013). Crisis in Legal Education or the Other Things Law Students Should
Be Learning and Doing. McGeorge Law Review, 45(1), 2014-9. Retrieved from……
Menkel-Meadow (2013) reviews the legal education recent criticisms, job opportunity
loss, the contents of curricula and the cost, that suggests the better might law students who are
served by learning and studying of the different things that are in the law school that
conventionally not only Socrates, even and doctrinal, the clinical education adversarial, but
problem solving, group dynamics, organizational development, decision making, dispute system
design and the dispute resolutions. The article contracts two other professions. one is the
business consulting which is newer and the other which is about the same age of architecture, for
the educational change more adaptable model and the definitions professional tasks and the
realignment. The article rather than continuing with the negative critique of the legal education
current forms, it thus suggests a more slight optimistic course for the studying why and
practicing law, as the more broader defined discipline, that should attract both the students and
the caring faculty about making the world as a more just, efficiently, fair, peaceful and
effective.—way too short. Please look at the example in the classroom.
MiaFranz- Nice job with the second annotated bibliography assignment. I enjoyed reading about these
particular articles. Please review my comments and corrections. Kind regards, Dr. Marino
Grade = 2.5 points
Annotated Bibliography
The assignment was submitted late. -10%
The running head is not correct. It needs to be in the header.
Annotated Bibliography
Mia Franz A. Jones
Walden University
Annotated Bibliography
Annotated Bibliography
The debate on educational laws has been ongoing with much emphasis being on special
education needs. The main question lingering in most people’s minds is how effective the
measures currently put in place have contributed in promoting special education and their
effectiveness. What really translates to a good outcome in the investment in good education? Do
the tutors entrusted with this noble act fully understand the vital role they play in shaping the
future of children with disabilities and what more needs to be done?—too short.
Annotated Bibliography
Williams, O., Leighton-Herrmann, E., DeSorbo, A., Eimicke, J., Abel-Bey, A., Valdez, L., &
Teresi, J. A. (2016). Effect of two 12-minute culturally targeted films on intent to call
911 for stroke. Neurology, 86(21), 1992-1995. Retrieved from………..
William et al. (2016) highlights the changing terrain in special education provision and
how these changes are affecting special education. The analysis of the trends listed is interesting
to think about but the question asked whether increased spending on special education translates
to successful implementation of the special education is debatable. However, the writer quotes
studies by Fordham Institute, 2012 that could not confirm the hypothesis that increased spending
leads to successful special education programs. —this is it?
Levenson, N. (2012). Boosting the quality and efficiency of special education. Thomas B.
Fordham Institute. Retrieved from………………..
The report by Fordham Institute entitled, “Boosting the Quality and Efficiency of Special
Education” by Levinson—which is it? Two authors? (2012) recommended various
recommendations leading to a national debate that led to national reform in education sector. The
Annotated Bibliography
office of special education programs adopted a paradigm shift towards a result-driven
accountability that seeks to focus on results in the special education sector.—too short.
Furthermore, Will? makes the important points that if implemented, could provide the
elusive efficiency in special education provision. The advocating of technology as a way of
enhancing individual learning capabilities and providing flexibility in the classroom is one trend
that would a long way in transforming the special education. The article also advocates for
students with autism as one of the people who really require a special focus in the special
education debate. The focus on autism is mainly how such people can transit into adult and attain
self-dependence. There has been debate that people with autism receive fair treatment when it
comes to job opportunities and how more needs to be done. There is also the debate on whether
children with disabilities who are better served by the English language can be helped and how
this group can be instructed and assessed by use of this language, as they are an increasing
presence in American schools.
Repeated Williams, O., Leighton-Herrmann, E., DeSorbo, A., Eimicke, J., Abel-Bey, A., Valdez,
L., ..& Teresi, J. A. (2016). Effect of two 12-minute culturally targeted films on intent to
call 911 for stroke. Neurology, 86(21), 1992-1995”
However, the article, “Effect of two 12-minute culturally targeted films on intent to call
911 for stroke”, remains a literature review that is solely focused on the trends and developments
that have taken place over the past years concerning special education. The article is literal and
lacks a deeper understanding of the special education sector. The article tends to focus on the
students with disabilities showing little concern of the teachers. The role of other stakeholders is
also not highlighted and how they shape such trends in the educational sector. The article does
Annotated Bibliography
not offer a concrete way on how to resolve the challenges that may arise if these trends pose
challenges were to arise.—way too short.
Cole, S. R. (2014). Blurred Lines: Are Non-Attorneys Who Represent Parties in Arbitrations
Involving Statutory Claims Practicing Law. UCDL Rev., 48(?), 921. Retrieved from…
In their article on special education give a clear demarcation of the Special Education
law—huh?, which stated that children with special education are not discriminated against and
they have access to public education. The article, though brief, highlights the various legal
challenges that schools and staff have to navigate in order to comply with the special education
law. It highlights the need for various seminars and conferences to teach tutors and school heads
on the knowledge they require to comply with the federal laws on provision of special education
to the children with disabilities.
The article helps to bring forth the challenges that schools continue to face in
implementing the special education law. Through this article, conflicts are revealed in the
stakeholders who are involved in the provision of special education. Some schools are depicted
as not having proper policies and even the required human capital to cater for the children who
experience the various forms of disabilities. The assistance of the IDEA—spell out the first time
used to schools is also scrutinized with special emphasis on the Rehabilitation 504. For instance,
it becomes hard to say that a teacher who has not been trained to handle children with disabilities
to suddenly acquire skills to teach such children. There is also the debate on placement on
children with the focus on the least restrictive environment. The problems highlighted show that
the special education law accomplished some roles but not wholly. There exist some loopholes,
which can be exploited by unscrupulous tutors and staff to the disadvantage of the children with
special needs.
Annotated Bibliography
Samwels, C. & Samwels, D. (2008). The impact of federal public policy on curriculum and
instruction for students with disabilities in the general classroom. Preventing School
Failure: Alternative Education for Children and Youth, 52(2), 5-11. Retrieved from……
In the article, “The impact of federal public policy on curriculum and instruction for
students with disabilities in the general classroom,” Samwels and Samwels (2008) go through the
journey of four decades since the special education law was enacted in 1975. Various challenges
are brought forth in the implementation. First, it is revealed that the formula used to share the
funds for special education has not been revised for the last twenty years. This is a dangerous
trend since there has been population growth, which is uneven in most states and thus the
formula should be revised to cater for such realities. The problem of the delicate act of meeting
all the requirements of IDEA is also covered and how schools struggle to avoid reaching the red
tape of this act. Cultural shift also shows that people with disabilities are no longer viewed as
people who are entrenched to them by the federal government by the law but rather as a people
trying to lead a normal live just like the rest.
The above articles can be used to illustrate the need for a review of the special education
law. This law should be updated to reflect the current reality in the country on the conditions of
the students with disabilities. There is also the need to view how the current technological
advancements can be funded with a special focus on the learning of the students with disabilities.
Technological companies should be funded to focus on how better to focus on students with
disabilities and how best they can be helped to ease their education. The articles can also be used
to seal the current loopholes that currently exist in the special education law to make it more
effective and accommodating to people with disabilities.
Mia Franz – Good job with the first assignment in this course. I really enjoyed reading your
annotated bibliography. Please review my comments and corrections. Thank you for your hard
work. Kind regards, Dr. Marino
Grade – 2.5 – .3 (late) = 2.2 points
Annotated Bibliography
Mia Franz A. Jones
Walden University
Annotated Bibliography
Collective bargaining in education is a concept that details the interaction between
teachers and their administrators on matters pertaining to how they deliver their services and how
they are compensated. The concept is widely applied in the American public education system
and it largely influences the outcome of education. In the country, teachers are represented by a
teachers’ union that advocates for their rights and makes deals with the different states regarding
how these teachers are to be compensated. Poorly paid teachers deliver poor quality education
and vice versa. The compensation of these teachers has been a debatable topic for long after
flaws are found in the current system which relies on seniority or quality of education these
teachers offer. There exists an intellectual gap in the determination of how these education laws
govern the system of collective bargaining and how this should be carried out.—citations???
Annotated Bibliography
Donn, C. B., & Kirby, B. J. (2014). Attitudes about teacher labor unions and collective
bargaining: Results from a national sample. International Journal of Business and Social
Science, 5(7), 52-59. Retrieved from
In this article “Attitudes about Teacher Labor Unions and Collective Bargaining: Results
from a National Sample”, Donn and Kirby (2014) examine a crucial component mixture in the
collective bargaining system of education in the United States. They use an empirical approach
of conducting a survey to determine the sentiment of various people on the topic in different
states. The researchers also conducted a research to determine the critics’ view on the topic and
the viability of their reasoning. Their theoretical research found out that most critics of the
system fault the way teachers are compensated. The current mode of compensation among the
teachers is based on the seniority as well as performance measurement of the teacher. The critics
also argue that unions have an upper hand when it comes to negotiating and making deals with
various school managers. The disciplining of teachers is rare as they are protected by state laws
rather than the collective bargaining package. According to these critics, the end result is a
failing system of public education in various states (Donn & Kirby, 2014).
The various respondents identified in this research take a different stand in this topic.
Their argument is that irrespective of the unions having much negotiation powers, the standards
of public education are not yet compromised. The reasoning is that teachers who are in those
unions are protected from poor compensation by the fact that the union has a higher power to
engage in collective bargaining for their behalf than they have as individuals. Efforts to limit the
collective bargaining of these teachers have been met with hostility and lack of support from the
public. The end result is that teachers get better forms of compensation and in return, they teach
better. It is a win-win situation in the end.
The article has been instrumental in the provision of basic facts pertaining to how various
respondents feel about the collective bargaining power that unions have. It will be a useful
resource but more research would have to be conducted to determine whether this attitude rallies
across the whole country or individual states as well as categories of schools.
Kahlenberg, R. D. (2016). How defunding public sector unions will diminish our democracy:
The high stakes of friedrichs v. california teachers association. Issue brief, vol. no., 1-13.
Retrieved from
Kahlenberg (2016) addresses the issue of defunding public sector and in particular the
effect it would have on education in this brief “How defunding public sector unions will
diminish our democracy: The high stakes of Friedrichs v. California Teachers Association.” This
case seeks to restrict the right of public employees to bond together and form unions or their
collective bargaining against the free speech rights by those not willing to be in those unions.
The case is presented by a school teacher who argues that she should not be made to pay fees to
the California teachers association to cover the costs of collective bargaining. Her argument is
that collective bargaining infringes on the freedom of speech of individuals and the blanket
solutions that the collective bargaining in the education sector does not always cover the needs of
every teacher.
Further research from this brief shows that a rule in the favor of Friedrich would be a
devastating blow to various public unions across the state (Kahlenberg, 2016). This would mean
that the collective bargaining power that these unions hold is no longer recognizable and hence
hold no value. The research shows that these unions are vital in the advocating for better terms of
payments for their members as well as other civil rights causes. To do so, they need to have
resources and since the government would not facilitate the same, individual members are
entitled to contribute towards the same. This raises their collective bargaining power. Once they
become members, they lose the ability to speak on their own behalf on matters affecting their
work and remuneration. These unions step in every time to make deals with school heads and
the government to ensure that teachers have good working environments and better pay. If the
ruling goes in Friedrichs favor, various unions across the state will lose their autonomous power
as people will stop believing in them. This will consequently affect the collective bargaining
power that they posses. In so doing, democracy would be doomed in the public sector. This
resource is helpful in that it offers insight into what would happen if the collective bargaining
power of public sector is removed. These unions would lose their powers. Consequently, they
would not be able to advocate for the welfare of their members and this would create a ripple
effect in the way these members work to the quality of service delivered to the final consumer.
MiaFranz – Great job with the third annotated bibliography. I really enjoyed reading
about these two articles. Please review my comments and corrections. Kind regards, Dr. Marino
Grade = 2.75 points
Annotated Bibliography
Mia Franz A. Jones
Walden University
Annotated Bibliography
Children with special needs have been neglected repeatedly over the years. Some
children with special needs are even hidden because of shame from their parents. These children
are recognized by the law and have the right to receive all the needs that parents should provide
for. Apart from the basic needs, food, clothing, and shelter, education is very important. These
children have the right to education (Reichhardt, 2010). There are many different schools that
provide specialized education for children with needs depending on the type of condition. This is
why, lawyers, and children rights activists in the country have been trying to ensure that there are
laws that protect these children and it should be made mandatory that they should receive proper
and quality education just like all other children.
Lawyers and children rights activists should understand the law in order for them to make
their fight legal. There are many ways to do so, but the best way is to understand civil and
criminal liability. This will help them draft laws that are more suitable for the children. With the
help of this information, they will also be able to fight for justice for children with special needs.
They all deserve to be in school. If not, there are laws to protect these children. In other cases,
children with special needs are often mistreated. This is a criminal liability and proper action
should be taken.—no citations from the other article.
Annotated Bibliography
Reichhardt, W. B. (2010). Legal considerations when advocating for children with special
education needs. The Journal of the Virginia Trial Lawyers Association, 21(?), pages.
Retrieved from
According to Reichhardt (2010), children whether with special need or not should receive
good and quality education. This article focuses on the common problems and issues faced by
children with special needs in family law, personal injury and criminal law cases. This article is
divided into four major parts. The first part is on the general provisions of special education law.
These are the provisions of the state and federal laws. There are laws that focus on children with
special needs but they are not good enough. There is need to create more reliable laws to help
children with disabilities. The second section is on the considerations for family law cases. All
children maters in most cases fall under family law. These laws will help children identify their
interests and together with their parents they will be expected to accomplish them. The third
section is personal injury advocacy and special education. There are some medical and
neuropsychological injuries that effect children ability to study. Reichhardt (2010) insists that
these children too should have their special law—huh? to help them out. The last section is the
special education issues in juvenile criminal cases. These children have the right to education.
This article is reliable because Reichhardt (2010) has addresses many issue pertaining
special.–awkward One of the things that stand out in this article is that it caters for all children
whether free or locked up. The second advantage is that with the help of nonprofit making
organization and activists, these laws have been well proposed. They—who? cater for all the
needs of the children. One major limitation is that the article does not fully describe the type of
education that is needed for children with special needs. These special needs are also not well
In my research, this will be a very helpful source. This article contains a lot of
information that I am required to understand when dealing with children with special needs. It is
also divided into four sections that are well written. For my research, it covers almost everything
that I need. (Reichhardt, 2010) has good points and information that will help me conduct
minimal research from other sources because most of the needed information is in the article.
Al Nahas, S. (2013). Criminal liability and civil liability. Hadef & Partners—huh???. Retrieved
Al Nahas (2013) is trying to help people understand different types of offenses and hoe
they are dealt with y the law. Many are times, when people find themselves in situations that
require legal help but do not understand the procedure. This article helps such people especially
children rights activists. Children with special needs need someone who can speak up for them.
The findings of the article are narrowed down to criminal liability, civil liability, contractual
liability, and liability in tort. These are the most common legal problems that children rights
activists are faced with today. Al Nahas (2013) shades some light on such matters and the way
forward when person is in a legal dilemma.
Some of the benefits of this article are that the information is very clear and
straightforward. A person can easily identify the situation they would like to analyze. According
to Al Nahas (2013), any these differences are important and should be well analyzed. The second
benefit is that a major comparison is drawn in the different type of liabilities. Each one of them is
well explained in comparison to the other. One of the limitations of this article is that it is too
brief. A lot of information has been left out. Only the major points have been drawn, which is a
good thing, but for a person looking for an in-depth analysis, they will not be able to access the
information. It will be easy for people fighting for rights for children with special needs know
the correct path to take.
This article is useful when it comes to research. There are different types of legal
offenses, and narrowing them down is difficult. With the help of this article, a person will easily
identify the legal situation they are in (Al Nahas, 2013). Even though the information is brief,
they will be able to know the steps to follow, and what to expect as penalty by the end of the
legal proceedings.
MiaFranz – Great job with the fourth annotated bibliography assignment. Please review my comments
and corrections. Kind regards, Dr. Marino
Grade – 2.75 points

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