Due Jan.

9
The Individuals with Disabilities Act (IDEA) requires IEP teams to consider the effect of
a given disability on a child’s performance and identify each child’s unique strengths,
preferences, interests, and needs to develop specially designed instruction. This is
what makes special education different from providing general accommodations.
Review the “Special Education” and the “Section 300.39 Special Education” study
materials and describe the three major components that IDEA requires teams to
include in the IEP to adequately address specially designed instruction. Explain why
you think the law requires teams to explicitly describe specially designed instruction
that is different from the instruction provided to all students. In replies to peers,
support or refute the ideas presented using the topic materials, your own research,
and specific, real-world examples.

 What are Individuals with Disabilities Education Act or “IDEA”? IDEA is a

federal law that was introduced in 1975 but was enacted in 1990. This is a law to
ensure that students with special needs or disabilities have the same opportunity to
have free appropriate public education, as other children without disabilities have
(IDEA, 2017). This has helped to identify students who fit a certain standard and
they are given an Individual Education Plan (IEP).

IDEA requires IEP groups to have plans and lessons set for every student's
necessities and goals. There are three significant components that are set into these
plans that teachers and different individuals from the IEP group have for each and
every child. The first component is that the student must have realistic and
achievable goals. Their goals must measure their progress toward meeting such
goals and what they still help in. Second, in order for the student to be
“successful” and feel inclusive, it is important that they must participate in general
education classrooms and show growth in that area. That includes activities in
extracurricular and nonacademic areas. Lastly, each child should have educational
interactions with both children with disabilities and non-disabilities.

I also believe the law has implemented the IEP to disabled students to not only
help them learn and grow in their educational needs and goals, but to help with life
outside of academia. While a few children may have one inability, others may
have multiple disabilities meaning, there are no two students with exceptionalities
alike. Each student is very unique in their own way and they all learn at a different
pace. Because IEPs are created case by case, student by student, this helps the IEP
team to “address the unique needs of the child that result from the child’s
disability” (IDEA, 2017). Members of the IEP team are able to look at a student
and determine where the student’s strengths and weaknesses are. I believe that this
is what’s so unique about IEPs and why they are so important. Each disabled
student receives a specific, specialized learning plan and that will help them
achieve their highest potential. Without the IEP or knowing their student’s IEP,
special educators wouldn’t know how to properly teach their students, and the
 students would have a hard time trying to grasp onto education or real-life
problems.

SPAN, S. (2017, March 03). Developing Your Child's IEP. Retrieved January 09,
2021, from https://www.parentcenterhub.org/pa12/

IDEA, I. (2017, May 02). Sec. 300.39 Special education. Retrieved January 09,
2021, from https://sites.ed.gov/idea/regs/b/a/300.39

Due Jan. 11
Once a student meets the requirements for eligibility for services, special education
teachers use the characteristics and best practices defined by research and the
results of the evaluation and informal measures to plan specially designed instruction.
Specially designed instruction may include changes to the content that will be taught,
changes to the methodology or instructional strategies used to support the student,
and changes to the delivery of instruction. Explain how understanding the
characteristics of disability eligibility categories can assist teachers in planning
specially designed instruction to meet the unique needs of students. Include a real-
world example to support your ideas. In replies to peers provide and discuss
additional examples that support the ideas presented.

 According to the Parent Center Hub (2017), once a teacher finally has a grasp on
what eligibility categories are, they will be able to assist the student and their
families with the right services that are needed. Creating lessons can be very tough
for special educators whom not able to comprehend their different student’s
disabilities and abilities. It is important for a special educator or provider to know
and understand the characteristics of the disability categories. Educators have to
keep in mind that while one child may have one inability, another student may
have multiple disabilities meaning, there are no two students with exceptionalities
alike. That is why it is important to understand because having the knowledge of
the different categories can help assist teachers in developing lessons that is more
tailored to each student’s IEP and disability.

For example; in my classroom, I have a student whom is deaf and can only
understand minimal sign language. Unfortunately, with them only knowing a little
of sign, this is hindering their education and we aren’t able to tell if they have any
other learning or mental disabilities. I only understand very minimal sign
language myself and there isn’t an interpreter in our classroom or school. Our
school district isn’t equipped with the right technology to help students with this
type of disability. So, not only are they having a rough time with their education,
but this is also taking a toll on their social life and making friends. They aren’t
developing at the speed that they should be at their age. Perhaps if we were able to
 have a sign language interpreter in our classroom, we would be able to identify
most of my student’s strengths and weakness in the classroom. I believe that an
interpreter would help my student to become more social and open to making new
friends.

SPAN, S. (2017, March 03). Developing Your Child's IEP. Retrieved January 09,
2021, from https://www.parentcenterhub.org/pa12/

Due Jan. 16
Demographics and needs vary from state to state and district to district. Research the
trends and prevalence of disability categories being served in your state and describe
them to the class. Explain where you located this information and discuss what you
can conclude about the needs of students in your state based upon this information.
Explain how knowing this type of information can help you plan instruction to
maximize the learning of all students. In replies to peers, discuss trends, or lack of
trends, in the types of disability prevalence and explain why you think these
similarities/differences occur from state to state.

 As a resident of Ohio, I will present information about the different categories of

disabilities and the percentages of those disabilities based in my home state. My main
focus of this assignment will be on Intellectual Disabilities because Ohio students with
ID are rank among the highest in the state and the nation. Still, like the rest of the
country, Ohio’s progress toward increased inclusivity for students with disabilities
remains a challenging goal that educators continue to work toward (ODE, 2018). I will
also talk a little about how student from different SES and racial backgrounds play a part
in disabilities.

Based on the information from Ohio Department of Education (ODE) website, the
percentage of students with disabilities in Ohio is higher than the national average and
has remained steady over time, increasing by less than a percentage point since 2008
(2019). For students with intellectual disabilities, Ohio is performing better than the
national average. In the state of Ohio, there are about subcategories, which are cognitive
disability, hearing disability, mobility disability, vision disability, independent living
disability, and self-care disability. Within those six subcategories, there are ten different
classifications of disabilities. The thirteen different classifications include autism,
emotional disturbance, learning disability, intellectual disability, multiple disabilities,
orthopedic impairment, other health impairments, speech and language impairment,
traumatic brain injury, and deaf-blindness. According to the ODE website, the
percentage of children and youths with disabilities between the ages of 3-21 receiving
special education service and programs is as follow: Autism 8.6 %, emotional
disturbances 6.4%, learning disabilities 39.1%, intellectual disability 33%, deaf-
blindness 11.8%, speech and language 11.8%, orthopedic impairment 17.8%,
traumatic brain injury 8%, and multiple disabilities 4.5%. States vary widely the
extent to which students with disabilities are educated with non-disabled peers and it
appears that progress toward greater inclusivity for students with disabilities has slowed
nationally in recent years.
 After doing my research based in my state, it has expended my knowledge of the
unknown, and by unknown, I mean the percentages of the students that have a disability
or multiple disabilities. I believe as educators, not only do we have to take our student’s
disability into account, we also need to be cognitive of their race and background. Did
you know that black students only make up 21 percent of Ohio's students with
disabilities, but 42 percent of disciplinary removals for students with disabilities? For
example: I wasn’t aware that in Ohio, students with disabilities are almost twice as likely
to receive suspensions as students without disabilities. Among students with disabilities,
Ohio’s black students are particularly at risk of disproportionately receiving exclusionary
disciplinary. This information also doesn’t show that disabilities can vary in every child,
each child disability is very unique and should be handle as such. This is where
Individual Education Plan (IEP) steps in and helps the special educators and other
providers to better meet the needs of each student.

Ohio Department of Education (2018, September). Positive behavior interventions and

support and restraint and seclusion 2016-2017. Retrieved from
http://education.ohio.gov/Topics/Other-Resources/School-Safety/Building-Better-
Learning-Environments/Policy-Positive-Behavior-Interventions-and-Support.

Ohio Department of Education 2017-2018 Report Card Advanced Reports, Proficiency

Levels with Student & Test Disagg (State) 2017-2018. Retrieved from https://
reportcard.education.ohio.gov/advanced. Ohio data based on data reported by
districts through the Education Management Information System

Due Jan. 18
Each state department of education provides resources intended for parent training
and information. These organizations provide advocacy services and community
resources and supports. The contact information for these centers are located in a
document, Procedural Safeguards, given to parents/guardians annually, and when
there is a critical change in services or placement.

Locate the parent training and information resource center in your state and review
the site. Provide the link to your state’s parent information and training center and
describe at least three different services this organization provides. Include discussion
of how this tool can be used to support families and individuals with disabilities in
your future special education settings. In replies to peers, discuss additional ways
these resources could be utilized by teachers and families.

 Hello everyone,
A due process complaint is a written document used to demand a due process hearing.
Parents/guardians, school regions or different offices may demand a due process hearing.
A due process hearing is a lawful cycle that is a consultation before an impartial hearing
 official to determine a question about the ID, assessment and arrangement of a student or
the arrangement of a free appropriate public education (FAPE).

In the state of Ohio, our parent and resource center is The Ohio Coalition for the
Education of Children with Disabilities-PTI (OCECD). OCECD is a statewide nonprofit
organization that serves families of infants, toddlers, children and youth with disabilities
in Ohio, and is a guide for educators & agencies who provide services to them. It offers
trainings, resources and information for special educators, agencies and parents. It also
offers assistances to parents who are interested in requesting a due process and how to go
about doing so. The programs throughout OCECD helps parents become more informed
and effective representatives for their children in all educational settings and what their
laws are. In addition to that, youth will learn how to become advocates for themselves. 

As a parent to a child that is disabled, assuring that their child is getting the appropriate
service is ultimately the parents responsibility. In order to make this possible, parents or
guardians must first educate themselves on the differences between disabilities and what
exact disability their child has. The OCECD website is a great tool for parents to utilize
in order to gain more information about the different resources in our state that will help
with their child or children with disabilities. I believe that posting flyers and having
brochures in community centers and even grocery stores, will help parents to get more
acquainted and become more knowledgeable about different disabilities. I also believe
that having workshops and trainings can help not only parents, but also help teachers and
other members of the community with questions they may have. These resources are to
be used as a guide to help children meet their IEP goals and help with transitioning with
life outside of school. 

The link for OCECD https://www.ocecd.org/Default.aspx

OCECD, O. (2020). The Ohio Coalition for the Education of Children with Disabilities.
Retrieved April 8, 2021, from https://www.ocecd.org/AboutUs.aspx

Due Jan. 23
Many have said that Universal Design for Learning (UDL) promotes better teaching
practices for all educators. Discuss whether you agree or disagree with that statement
and provide specific reasons, facts, and real-world examples to support your ideas. In
replies to peers, support or refute the ideas presented using evidence from the study
materials and your research.
 What is Universal Design for Learning?

Universal Design For learning is an educational framework that is based upon research in
learning the different sciences. It is a way of thinking about teaching and learning that
helps give all students an equal opportunity to succeed (CAST, 2020). UDL is rooted in
neuroscience research and strongly aligns with Vygotsky’s theory of constructivism and
Piaget’s theory for cognitive thinking. These theories form the theoretical framework for
this study. UDL is made up on three major principals, they are:
 Representation- which offers information in more than one format.
Action and expression- which suggest giving children more than one way to interact with
the material and to show what they have retained.
Engagement- which encourages teachers to look for multiple ways to motivate students.

As an elementary school teacher with a variety of learners in my classroom, I try to

differentiate materials as much as possible to better meet the needs of all my students.
While I do believe that in using universal design can help students to become successful
learners, I also believe that I will struggle with the pressure to help prepare for success
and standardized testing. Having to say that, I don’t agree with this statement. There is a
challenge for educators to become more effective and evidence-based solutions to meet
the complex needs of every struggling learner. I do believe that as education continues to
change over time, more accommodations for different students have been made. Teachers
and administrators are now more aware of why and how new technologies can be used to
promote equitable and inclusive instruction as allowed by law. However, while current
literature on UDL addresses the effectiveness of the model, it does not address teacher
perceptions. As a result, this gap in information leaves administrators to their own
guesswork when planning for implementation and application of UDL.

CAST. (2020, December 02). About Universal Design for Learning. Retrieved January 22, 2021,
from https://www.cast.org/impact/universal-design-for-learning-udl

Due Jan. 25
After completing “Differentiated Instruction: Maximizing the Learning of All Students”
and “RTI (PART 1),” describe how a multi-tiered system of support and response to
intervention can support the learning of all students in a classroom. List at least four
benefits of using MTSS/RTI with struggling students. Defend your reasons with
citations and references. In replies to peers, discuss additional benefits that have not
already been mentioned.

Hello everyone,
After completing Differentiated Instruction: Maximizing the Learning of All Students and RTI
(PART 1), it is to my understanding that RTI's primary purpose is to support students
academically, using a combination of approaches for interventions. Whereas, MTSS is a school
model that uses data-driven problem-solving and incorporates system-level change to address
both the academic and non-academic needs of all students (PBIS, 2019). These two multi-
tiered systems are designed to help students with disabilities and non-disabilities. Perhaps
four of the greatest benefits of the MTSS and RTI approach is that (IRIS Center, 2007); 

 
1. It eliminates a “wait to fail” situation because students get help promptly within
the general education setting. 
2. There is early intervening for students who are struggling academically
3. They allow for collaboration among administrative staff, teachers, and parents
regarding students’ learning
 4. There is a potential reduction in the number of students that are referred for
special education services.

Progress monitoring with data is also a huge key in the MTSS and RTI process. Once an
intervention plan takes place, it is very essential to keep a steady pulse on whether the
student is making progress towards their goal or if they still need a little more assistance (IRIS
Center, 2007). In order to monitor progress, a teacher or provider must keep in mind that
strong progress monitoring is very dependent on strong goals set for the student. They would
want to create a SMART goal- a goal that is specific, measurable, attainable, relevant, and
timely. This goal should be tailored to each student based on where their strengths and
weaknesses are. Once an intervention plan is implemented, gathering and recording
qualitative and/or quantitative data is the next step. Many goals such as reading and
computational fluency are best tracked quantitatively- and this is to see if the student is on
the right track numerically. Whereas, behavioral and social-emotional learning goals may
work better from a qualitative viewpoint.

Thank you for reading my post.

The IRIS Center. (2007). RTI: Considerations for school leaders.
Retrieved  from https://iris.peabody.vanderbilt.edu/module/rti-leaders

PBIS, P. (2019, March 05). What is MTSS?: A Multi-Tiered System of Supports. Retrieved
January 26, 2021, from https://www.pbisrewards.com/blog/what-is-mtss/

Due Jan. 30
Review the “"FIEP: A Facilitated IEP Meeting.” Discuss your impression of the meeting
as it relates to the collaboration between members of the IEP team, compliance with
IDEA, and whether ethical principles of professional practice were demonstrated
during the execution of the IEP process. Defend your ideas by citing specific examples
from the video. In replies to peers, discuss whether you agree or disagree with the
opinions presented and justify your response using evidence from the video and other
study materials.

Hello everyone,
What is a Facilitated IEP meeting? 

A facilitated IEP meeting is an IEP team meeting that includes an impartial facilitator who
promotes effective communication and assists an IEP team in developing an IEP based on the
student’s needs. The facilitator keeps the team focused on the appropriate development of
the IEP while working through conflicts that arise and ensuring the participation of each IEP
team member. The facilitated IEP meeting includes all of the required team members
(Region, 2020).
After watching the video, I am very impressed by the way the IEP meeting was facilitated and
how professional each and every individual was in the video. In the video, everything as far
education the seating arrangement, the conversation and the location of the meeting was
intentional. It was nice to see that the principle was the one to facilitate the meeting, and I
think this is very big for me because it speaks volume. The reason I say it speaks volume
because the principle is focused on helping this one child to have a successful life in school.
His ideas and knowledge is allowing other people to contribute to this student success. I truly
had no idea how much goes into meeting about an IEP and the people who participates in
those meetings. The collaboration throughout the video was amazing, it allows everyone that
has a different viewpoint to come forward and speak on what may favor the student and what
may not. A huge point for me throughout the video is how involved the parents are in the IEP
goals and how they are developed. Amy’s mom was very involved, not only in her child’s
education but how her behavior is distracting her from achieving her education. She was very
professional and was very receptive to what the members of the IEP team had to say. 
This video has provided with more insight on how an IEP is developed and how IEP meetings
serve as better support for the student at hand. For a teacher to notice that there is a sudden
change in a students behavior, is very critical. We, as teachers, must make that we are very
vigilant and aware of any sudden changes in behaviors  and in education. We must also work
very closely with the parents of the student and other teachers. 

 
Thank you. 

 
Region 13 Education Service Center. (2020). Facilitating IEPS: A facilitated IEP
meeting. https://esc13.net/special-education/facilitating-ieps-fiep.

Due Feb. 1
According to GCU’s Statement on the Integration of Faith and Work, “we are assured
that our work within the world matters to God and our neighbors, and that we honor
God by serving others in ways that promote human flourishing.” Select a verse or
quote that exemplifies your desire to become an educator. Explain how this quote
applies to you personally and your service to students, families, and colleagues. In
replies to peers, discuss how you might apply this quote in professional practice.

Hello class and Dr. Myers,

A quote that I have been living by for a few years is Proverbs 17:5 “he who mocks the poor
taunts his maker, he whom rejoices at calamity will not go unpunished.” 
Growing up, I’ve always been told “don’t do unto others what you wouldn’t want to be done
unto you” or in other words, what goes around comes right back around. I believe that a lot
of people forget about that and they chose to still do what is wrong by God. This verse has
such powerful words and an even deeper meaning. 

This resonates with special education because unfortunately, they are the most talked about
community, especially in school. When I think about those words “ He who mocks the poor
taunts his maker”, the singular word KARMA comes to mind. Unfortunately, nothing good ever
comes to a person who makes fun of someone else because of a disadvantage that the other
person may have. When I think about the words “ He who rejoices at calamity will not go
unpunished”, I think of someone who sees no error in their wrongdoings, and they will
eventually have to answer to God in the end. As person that has worked with different
people, I’ve always been aware of everyone that I encountered.
I believe my quote ties into GCU mission statement about faith and work, which states “we
are assured that our work within the world matters to God and our neighbors, and that we
honor God by serving others in ways that promote human flourishing.”As a special educator, it
is my job to protect my students from any danger that may seem to come their way. I will do
everything in my power to make sure that my students are bully-free, safe, and most
importantly, happy. I have to be their advocate all across the board and teach them how to
become their advocate as well. Not only will I help to build their self-esteem, I will always
reiterate how to love thy self. 

Thank you!

Grand Canyon University. Integration of Faith, Learning and Work at Grand Canyon University.
Retrieved from https://www.gcu.edu/sites/default/files/media/documents/about/christian-
identity-heritage/intergration-faith-work-at-GCU.pdf

Due Feb. 6
Think about what you experienced when you completed the simulations from the
“Through Your Child’s Eyes” study material. Summarize the challenges you faced and
what completing the simulations taught you about how dyslexia affects students
academically and away from the educational environment. Identify the grade level
you selected. In replies to peers, discuss commonalities you see in the realizations
you had about the effects of dyslexia and share additional examples of the effects of
this disability on students in and away from school.

Hello all

After watching the videos and going through the simulations, I became very
emotional. I knew how hard it was for students and youth with dyslexia, but I had no
idea the specific challenges each student faces. Before watching the videos, my
understanding of dyslexia was that the individual with the disability often sees a word
or sentence backwards, but now I know that it is more to it. I watched Reading
Challenges with Jade in 8th grade and Merrill in 5th. The similarities I noticed between
the two were that they both had challenges with reading. Jade would mix her letters
up, instead of seeing “W”, she would see “M” and Merrill would become frustrated
with reading any book. Outside of the educational environment, they both expressed
how hard it was to make friends because of their disability. This takes a toll on a
child’s mental and emotional well-being, they are often seen as “stupid” or as
“dumb”, when that is never the case. They are just as smart as a “regular” child,
they just have a different way of learning. After watching the two videos, I know now
that just because two students have the same disability, doesn’t mean that they learn
the same or act the smart. One student’s disability may be more severe than their
counterparts.

Thank you.

Reference:
https://www.understood.org/en/learning-thinking-differences/understanding-childs-
challenges/through-your-childs-eyes?

Due Feb. 8
Discuss the unique challenges faced by students with disabilities and describe how you
can adopt the tenets of the Christian worldview perspective to encourage a classroom
culture that respects and values the individual differences displayed by all students,
regardless of disability.

Unfortunately, there are many challenges that students with disabilities face.
They aren’t able to maintain long and healthy relationships because of their lack
of social and communication skills. They have to deal with negative attitudes
because of stigmas and stereotyping, which people assume their quality of life is
poor or that they are unhealthy because of their impairments. And lastly, physical
barriers that can provide obstacles to disabled students who are in a wheelchair
or walker. Although children with disabilities are different and every family is
unique, there are some common concerns that link parents. These include getting
appropriate care and promoting acceptance in the extended family, school, and
community. For some, planning for an uncertain future may be necessary. 

I believe that Christian perspective will allow me to do what is right by the Lord
and continue to practice my spirituality. Even through my spirituality is strong, it is
not up to me to push religion upon my students. I know that my students will
come from different backgrounds and that means that each student may have
their own religion or for some, no religion at all. As their educator, I must not pass
any judgement remain as professional as possible. I will respect their choices,
even if they don’t respect mine.

Thank you.

Due Feb. 13
Refer back to the “Professional Dispositions of Learners” study material. Describe the
teacher dispositions related to the concept of fairness and explain how the concept of
fairness correlates to the tenets of the Christian worldview perspective. Include
discussion about how you plan to display fairness in the classroom and provide two
concrete examples relevant to the grade level you would like to teach. In replies to
peers, provide additional examples of how fairness and the tenets of the Christian
worldview can be displayed in how teachers interact with students.

Greetings everyone,
According to the “Professional Disposition of Learners” educators should promote equity and
exercise fairness in all areas (GCU, Professional Disposition 2021). Fairness correlates to
the Christians perspective by developing more empathy and compassion — to understand the
situations & perspectives, the thinking & feeling, of others, and want to improve their lives —
as a way to think about how society could become more fair, with more justice for more
people.
In education, sometimes fairness isn’t equal and many students cannot be treated the same
as their peers. We can still treat our students fairly, without treating them the same, this is is
where the word “Equity” comes into play. Equity is the quality of being fair and also
impartial. Many aspects of the teachers role may create ethical dilemmas of one sort or
another. My roles as adviser, evaluator, exam administrator, authority figure and peer have
the potential to become problematic at times, often because they present conflicting
demands. Because fairness is a perception based on interpretations of behavior, not
intentions, many instructors may inadvertently engage in what students perceive to be unfair
behavior. 

Although one might expect students to be most concerned with outcome or procedural
fairness because it affects their grades. I have found that working with students in 4th-6th
grade, they consider violations of interactional fairness to be the most severe. Interactional
fairness refers to the nature of the interaction between instructor and students and
encompasses impartiality, respect, concern for students, integrity and propriety.

Thank you
Grand Canyon University. (n.d.). Professional Dispositions of Learners [PDF]. Retrieved
from https://students.gcu.edu/Documents/15GCU0264-COEProDisposition-120115_v1.pdf

Due Feb. 15
Consider the importance of human value and dignity for all and discuss how you plan
to encourage your future students to be inclusive of all their classmates. Select a
grade level and describe a strategy or activity that promotes learning and well-being
of others in the classroom. Explain why you believe this strategy would be successful
in the classroom. In replies to peers, discuss additional strategies for creating an
inclusive classroom environment.

Greetings everyone,

The concept of human dignity is the belief that all people hold a special value that's tied
solely to their humanity. It has nothing to do with their class, race, gender, religion, abilities,
or any other factor other than them being human. The term “dignity” has evolved over the
years.
Growing up, I’ve always been told to treat everyone the same as you would want to be
treated. I’ve always treated everyone that I pass with respect and kindness because it goes a
long way. You never know what someone or what a student is going through at home, and as
teacher, I am their protector in the classroom. It is up to me to make sure that my classroom
is a safe environment, mentally and physically. 
The professional disposition I will practice a lot in my classroom is Fairness. I plan on teaching
in an urban school district in my home state which is Ohio. I believe me succeeding as a
teacher is understanding and knowing my students background and history will help me to
meet my students where they are and develop a healthy relationship. I say knowing the
background of my students because I need to know how to treat them and how to respond to
them. I need to know what to say and how to say it without offending them. I plan on working
with 5th-8th graders and when it comes to students going to school in an urban school setting,
there is high chance of poverty or lower educational chances. A lot of the students that I work
with now or in the past, have come from difficult home environments or troubling
neighborhoods but when they come into my classroom, they feel a sense of being secured. I
come from the same background as the students I hope to one day teach, and I had teachers
who have paved a way for me and showed that they cared for my wellbeing and education,
and now it is my turn to return the favor. 

Thank you.

References

The “Professional Dispositions of Learners,” located on the About the College of Education
web page
Human dignity and bioethics: essays commissioned by the President’s Council on
Bioethics. (2008). Washington: [s.n.].